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!
Why study EF?
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
DNA & Learning
– What is the cause of learning disabilities?
– Why is this happening to my kid?
– How can we help our kid?
– Are we doing something wrong?
These 4 questions are the most common in learning disabilities context. During the last month, we have been working on this area, trying to provide information to parents regarding learning disabilities etiology and how to deal with them.
In this article we will discuss about developmental disorders which affect to language, learning and cognition. These include those affecting to language, arithmetic, reading, motor skills, attention and also social interaction. All these disorders have serious consequences for education, and thereafter for well-being in adulthood.
Specific Learning Difficulties VS General Learning Difficulties
It´s important to make a difference between specific learning difficulty and general learning difficulties; general learning difficulties involve difficulties acquiring a wide range of skills, a specific learning difficulty involves a restricted domain. IQ tests, let us know if the child has an average IQ scores (more often in children with specific LD) or scores below 70 (more often in cases of general LD). However the distinction is probably much more complex.
We work with DN-CAS (Das-Naglieri Cognitive Assessment System) which offers a lot of information about the cognitive functioning in children and adolescents focus on processes (panning, attention, simultaneous, successive); it offers an individual profile of strengths and weaknesses in learning, very useful while designing the intervention.
DSM-V considers SLD to be a type of Neurodevelopmental Disorder that impedes the ability to learn or use specific academic skills (writing, reading or arithmetic), which is the foundation for other academic learning. Neurodevelopmental Disorders also include intellectual disabilities, communication disorders, autism spectrum disorders, ADHD and motor disorders. Sigue leyendo
El cerebro funciona de una forma extraordinariamente compleja cuando adquiere los conocimientos relacionados con la aritmética y las matemáticas. Se incluye en este proceso tanto el desarrollo del concepto del número, las operaciones aritméticas simples como la suma, la resta y los inicios en el álgebra.
Existen barreras que semejan infranqueables relacionadas con una base eminentemente neurológica que dificulta la adquisición del manejo y la comprensión del número (discalculia). Existen además otras dificultades relacionadas con el déficit atencional, dificultades con la discriminación visual, la decodificación fonológica y comprensión de problemas matemáticos, la memoria a corto plazo y orientación viso-espacial entre otras. A esto debemos sumar otros factores socio-culturales, motivacionales que parecen interferir de forma notoria en el rendimiento del número. Todo ello en un caldo de cultivo donde la adquisición del pensamiento abstracto es prácticamente nula y el aprendizaje parece asentarse puramente en lo concreto.
Como dijo Thomas Jefferson, el cálculo es indispensable en lo que se refiere a calcular las raíces cuadradas y las raíces al cubo. El álgebra hasta las ecuaciones al cuadrado y el uso de algoritmos, que a menudo son útiles en casos ordinarios: pero todo lo que va más allá no es sino un lujo; un lujo ciertamente delicioso que no debe ser gozado sino por alguien que tenga una profesión que ejercer para su subsistencia.
Seguimos.
Heinz Werner (psicólogo evolutivo) y Levis Strauss (neuropsiquiatra) estudiaron en el año 1940 el retraso mental y el daño cerebral. Levis Strauss fue el primero en describir las dificultades de aprendizaje (LD). Rompía con el estigma de que las personas con dificultades eran incapaces para emprender, defendía que la información llegaba de forma distinta al cerebro y que ello no impediría alcanzar el éxito académico o profesional.
Thomas Edison, Albert Einstein, Beethoven, Louis Pasteur, Woodrow Wilson, Winston Churchill, y Nelson Rockefeller supieron compensar sus dificultades de aprendizaje
El término de disfunción cerebral mínima fue utilizado por primera vez por Strauss refiriéndose a los niños que habían sufrido disfunción cerebral temprana.
En contra de lo que se suele pensar, las dificultades de aprendizaje pueden cursar con un CI en torno a la media o incluso superior. Sin embargo estas dificultades para aprender o conductuales corresponden a una disfunción del sistema nervioso. Estas dificultades consisten en trastornos de la percepción, lenguaje, atención, memoria, control de impulsos, disfunción motora etc. Sigue leyendo
EDU PSYCH LAB 