EDU PSYCH LAB

Educación, Psicología & Ciencia


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Infographic: Memory & Learning

memory-ii

Over the time, we are changing the way we interact with information. This infographic was designed as an introduction to Memory (in Cognitive Psychology); it supposes that our brains process 60.000 times faster visual information than text-based information (what psychologists call “the pictorial superiority effect”, 1976).

I´ll try to introduce video infographics in the classroom…  🙂 Have a nice day!


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From theories to practice: Alex, what does “1”mean ?

Many authors have paid attention to the etiology of dyscalculia (here I use dyscalculia or math disability as equivalent terms, even is not very purist). In this post, we  address some of the most famous theories in this field and how we can link them to the real practice.
Almost everybody agrees with the two most famous theories in this area, which are actually an amazing work in numerical cognition. These theories propose that number troubles come from a weakness in number sense or numerosity coding.

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Mental Number Line

 

  1. The Theory of the Approximate Number System (ANS), and how we use it for representing large and approximate numbers via a mental number line (Dehaene, 2011).
    Is “8” big or small? – If we consider that a number lower than 5 is small.
    Is “6” big or small?
    Probably it´s much easier for a kid to say that 10 is a big number, due to the “mental line distribution”
  2. The Numerosity- Coding Hypothesis proposed by Butterworth (2010), which states that Math Disability is caused by a deficit in the processing of smaller and exact sets of numbers.
    These theories state that we all have a preverbal ability which contributes to the foundation for the Symbolic Number System that we use to learn mathematics.

 

numerosity

Blue or Yellow? – In the easy task, the blue stars are much more salient but in the difficult task, a number of stars are quite similar, thus the RT increases.

 

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Space, Time and Numbers!

As my father says, – Nothing better as calculate accurately the right time you need to rich the precise location where you wanted to be. Punctuality

Is there some relation between how humans perceive the space and time with numbers? Why?

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Photo by Louis Luangkesorn

 

In this post, we will discuss about – magnitude processing (one of my favorite topics in cognitive psychology), and how the brain deals with information about time, space, number and other magnitudes.

During the last two years, I spent a lot of time reading articles about numerical cognition, thus everything I´ll write here is linked to these discoveries and thanks to a hundred of researchers and academics that have been publishing about this topic (and struggling with it).

Rats, chimpanzees and pigeons are gifted at calculations

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A pigeon performing a math test. Willian van der Vliet

– What? That was also my reaction. I am struggling with a derivate and a pigeon understands math. Yes (feed them today!)
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Executive Functions in the Schools

Why study EF?

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School Program

EFS (Executive Functions) are complex. Complex to assess, to work with and even to write about them; and even so, I chose this topic for my research and PhD dissertation. EFS comprise a diverse range of cognitive processes which underline many disorders and difficulties that children and youngsters present at school and everyday life. Through the understanding of all these cognitive processes – planning, working memory, attention, inhibition, self-monitoring, self-regulation and initiation, we will be able to develop different programs and individual interventions to help them, not only in educational settings but wellbeing in life (emotional and social development). It becomes a challenge.

Students use EF at school, to complete assignments, engage during the lessons, learn concepts, and behave appropriately. There are many studies which prove a direct relation between EF and achievement in math, language skills, reading comprehension and writing (Sluis, de Jong & van der Leij, 2004).

When children experiment delays in the development of different EF, their understanding of academic material and social interactions suffer (they may be unable to establish new friendships or interact socially).
Several common developmental disorders emerge during early childhood (e.g. LD, ADHD, ADD, autism) and are associated with impairment in EF. Many kids show “x” behaviors sometimes, however if these behaviors persist along the time, or increase their intensity or interfere with their everyday life, parents should be aware and ask for help. To present certain troubles in EF during childhood, it doesn’t mean that the kid presents a disorder, but often EF issues co-occur with learning, ADHD or developmental delays. Sigue leyendo


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A bridge between Poetry and Education

unidef

@Unicef-Educational Project

Learning through poetry… is it possible?

Poetry is not only poetry. Poetry promotes literacy, emotional resilience and builds community. The words we use in poetry can destroy giant walls. It can cross the boundary of our fears, untie knots, find whatever has been lost, even ourselves. Sigue leyendo


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Language Disorders and ADHD

changing-emotions-e1312588361414Children with ADHD are likely to have trouble at school, not just because they have a hard time paying attention, but because they also need good communication skills in the classroom.

Children with ADHD struggle more with language comprehension than children with reading and writing disorders.

These kids, have also problems using the language in social contexts. It means they are sometimes aware that “something is wrong” with them. It´s very frustrating.

What makes the ADHD child with a language problem different to other children?  – Language processing difficulties.

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Mathematics & Cognition

ProjectNim

There has been less research into the nature and causes of mathematical difficulties in comparison to some other disorders like reading or coordination disorders. Like in another cases, we have an example of a specific difficulty in acquiring a critical educational skill. The typical developmental pattern for mathematical skills is very complex and hard to understand. We call “dyscalculia” to the impairment of calculation and “acalculia” to the inability to perform calculation (both of them are typical in adult neurology after some damage in the brain).
The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV, APA) defines mathematics disorders as “the mathematical ability measured by individually administrated standardized tests is substantially below that expected, taking in account the chronological age, measure of intelligence and age-appropriate education”. Sigue leyendo