EDU PSYCH LAB

Educación, Psicología & Ciencia

Archivo de la etiqueta: learning


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El cerebro cuenta + –

mates-2

La neurociencia evolutiva es un punto de encuentro entre la psicología evolutiva y la neurociencia. Mi campo de estudio siempre ha sido la psicología cognitiva, pero al tratarse del cerebro del niño siempre hemos de considerar la evolución de este maravilloso órgano durante los primeros años de vida. La neurociencia evolutiva nos permite saber un poquito más sobre el funcionamiento del cerebro a través de registros conductuales y técnicas de neuroimagen. – ¿Por qué resulta tan interesante desde el punto de vista de la psicología? La neurociencia nos permite comprender y explicar algunos fenómenos que se producen en el cerebro y que suponen el origen de una determinada (dis)función a nivel cognitivo, que es lo que yo en este caso puedo medir/observar. Con esto no pretendemos decir que cada vez que se produce una dificultad tenga que existir en una disfunción, pero si es cierto que cuando nos encontramos con dificultades muy pronunciadas “conocer de dónde vienen” es crucial para desarrollar programas de enriquecimiento a medida, útiles y eficaces.

Lo bonito del cerebro del niño es el increíble potencial de mejora que posee; se pueden hacer cosas increíbles para mejorar.

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50 ideas para un mundo mejor

¿Han imaginado alguna vez un mundo mejor?

you-are-here

Si la respuesta es sí, entonces quizás no se aburra leyendo lo siguiente. Si la respuesta es no, por favor no siga, o se encontrará con una decepción tras otra.

Con una pregunta sencilla comenzó todo, y con una idea; la idea también es simple:
“Si yo tengo una manzana y tú tienes otra y las compartimos, ambos seguimos teniendo una manzana. Pero, si yo tengo una idea y tú tienes otra idea y las compartimos, entonces ambos tenemos dos ideas”. (No es mía, es de George Bernard).

Así comenzó una conferencia en Estrasburgo que dio lugar a una explosión de ideas, algunas de ellas recopiladas en este espacio. Sigue leyendo →


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Creative Thinking, Innovation and «that» MindSet

Visnes, Rogaland (Norway)

Psychology, Education & Business

– Are you talking about cognitive processes or business?
– Both!
– What do you mean?
– What´s inside their minds when they try to innovate?
– How many years have you been abroad?
– Twelve days! (but in Visnes…)
– Do you want to talk about inventions? I wasn´t looking to that direction…
– Yes, because we should look where nobody is looking to see what others aren´t seeing! – Right?
– Are you talking about education or economical growth?
– I´m talking about unlocking creative potential in people´s minds!
– Do you mean regard this process as other cognitive processes?
– I mean, how would be if we train, develop and improve the mindset and skills behind innovation from a very early age at schools or … later on in life.
– How do you pretend link “all this” with number cognition and planning skills?

– We have proved, and we actually have evidence that number cognition is linked with the executive brain, which involves higher order tasks such as reasoning and decision making… We send information from the frontal lobes to the back of the brain all time, involving “higher-and-lower-level-processing” and so through this interaction, we represent the world and we transform things in something new; imagination.

Companies are like brains!

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From Literature to Life/ De la Literatura a la Vida

“El lenguaje es una herramienta para pensar, imaginar y acabar siendo. Las experiencias personales, la cultura y las reglas bajo las cuales dictamos nuestro comportamiento son para el lenguaje alas; alas para volar en un mundo propio dónde transcurre nuestra existencia. Eso todo en conjunto eres TÚ”.

“The language is a tool for thinking, imagining and ends up in being. Personal experiences culture and rules that dictate our behavior are wings for the language. Wings for flying in an own world where our existence elapses; All together shapes who you/we are”

Language & High-Quality-Thinking Sigue leyendo →


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Cognitive Processing in Bilinguals: Serbian, English, Spanish & Italian

I met Lena two years ago in Tetovo, Macedonia (Yugoslav Republic of Macedonia); we spent 10 days together collaborating in “a fascinating project”. – Lena speaks perfectly four languages! Serbian, English, Spanish and Italian…

proyecto-educativo-balcanes

Macedonia- 2014

I remember her as a very good communicator, highly respected and trusted and with an extraordinary ability to build relationships. I was fascinated with her ability to speak Spanish; of course, she is bilingual in Serbian and English. I couldn´t believe during those 10 days that she´d taught herself Spanish (and today I discovered that she also speaks Italian). Speechless!

I enjoyed a lot reading Lena´s opinion; I found the perfect “polyglot example”. She told me once “you have to listen to a language as music”

Today, she mentioned stories, drawings, songs, lyrics, her teacher´s personality, the constructive part of learning as a tool to rediscover oneself and how ditching perfectionism helps on the process.

It was inspiring to read her messages… giving feedback about what she understood, participating, asking questions for clarification and always listening what others want to say or express; I´m bringing back memories – Tetovo!

Each time my inbox gets these reminders; I am flooded with nice memories. It´s very exciting to see how people that one day you met, and with who you spent valuable time are doing great things with their lives. It doesn´t matter how many years have passed by, projects create and an amazing connection between people which is difficult to explain through words.

So, here´s Lena and how she learned four languages … Sigue leyendo →


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Cognitive Processing in Bilinguals: Mi experiencia

If you read Edupsychlab.org, you will find out two things at first sight, especially if English is your mother tongue. First, you will notice that I am an adult, probably a woman (due to my expression) and then, you will realize that English is not my first language. So, it´s true! – A few months ago, I started to study myself; the way how I process an opaque language (English) and how it affects to the way I process and learn information in this language and others.

Bilingualism: Is Galician Language reigning in my brain?

Luís-Seoane.-LAS-MARISCADORAS.-1969.

«Las Mariscadoras» de Luis Seoane (Buenos Aires) http://www.galiciaunica.es

Due to the geographical situation of my Home Town, between two countries and where two official languages are recognized, I am bilingual and I´ve been instructed in a 50%- 50% balance.

Nevertheless, I suppose that this condition is almost impossible, it seems like one language needs to be the “queen”.

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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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Understanding Learning Troubles

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 →


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My brain craves images, and yours?

When I was a kid, I struggled in classroom each time we had to do a summary. I liked so much colors and shapes. I still remember THE ADVISE – If you continue painting each time that you want to memorize stuff; you will never learn how to write properly. – Now I am an adult, I use to write the content of books and I am saying in public that my brain craves images; Funny, – Isn´t it?

2015-12-02 20.32.21

Graphic Recording – Learning & DNA

After a few years and still in high school, another teacher banned the use of pencils and colorful markers in the classroom. I recently found packed in a box my old notebooks; it´s curious see all content in blue/black color, and “big schemes with drawings, arrows and shapes”, hidden to the human eye, in the last «dirty-page». Sigue leyendo →


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Using Graphic Facilitation: A Short Story

  • This post is a try to show you (and convince myself) that psychologists are not such boring. We also do some creative stuff (sometimes).

I started getting interested about Graphic Facilitation two years ago, in non formal education contexts. Maybe because I am definitely an “art lover”, I found in art a tool for therapy. I bought some books related with “art therapy practice” and also I gathered a few articles (scientific articles about creativity and brain – cognitive science), in United Kingdom. This beautiful country recognizes Art Therapy as specialization (British Association of Art Therapists), but unfortunately this is not happening in other countries in Europe (like in Spain). Sigue leyendo →


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Learning in Poland: Multicultural Education

Benefits of learning and working in a multicultural environment

Poland/ October 2015

There are many nationalities here, and various ethnicities, different languages and ideologies. When one learns in a multicultural environment, our train of thought is broadened than usual. We are exposed to a rich variety of values and cultures, absorbing all those different tendencies and being able to apply them to any situation in our lives. These interpersonal skills are “a key” to succeed in a today´s modern multicultural society. 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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Poor thinkers surviving in the «Knowledge Era»

“Many highly intelligent people are poor thinkers. Many people of average intelligence are skilled thinkers. The power of the car is separate from the way the car is driven.” – Edward de Bono

“Dthinkingskills4SMear reader, I mean poor thinkers, not unintelligent or unable to be intelligent – I don´t believe in that.”

Currently, we live in the society of knowledge. Since the 60s, there have been changes in the industrial societies, affecting hugely our social and economic structure. The knowledge has been established as the main shaft, replacing labor, row materials and capital as the most important source of productivity and growth. The cost of the “society of knowledge” lies in the strong social inequality that has generated.

According to the OECD reports, Spanish students scored significantly below the average in math, science, reading and problem solving (comparing with other European countries). It seems that education in Spain is too much focused in the reproduction of content and not in the real application of learning contexts. Sigue leyendo →


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Painting with watercolors of education in Germany

25 th January 2015, Frankfurt am Main

From here, a wooden table located in front a high window surrounded with white frames, I started to think how necessary is to bring back the arts and music to the school. I am watching through the window five kids playing in the playground, while the snow is falling down slowly on the top of some random pieces of art. There is some graffiti in black, intentionally located there, which says: Give love back!

Unfortunately, I am not an artist; maybe an amateur in some disciplines as creative writing or painting. I am learning to control the creative process in writing activities (such poetry, stories…) but I do not with painting. The reason is simple; the inspiration comes and suddenly disappears. Sigue leyendo →


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Las 10 claves del ansiado éxito: ¿por qué? ¿cómo? ¿cuándo? ¿qué? ¿dónde? y ¿con quién?

«Studying is the principal means of self-education throughout life» (Rohwer,1984)

large (1)En el transcurso de tiempo, muchos de los que ahora mismo leen este pequeño texto, han imaginado como sería su futuro profesional, vocacional o incluso artístico. Muchos nos hemos esforzado en hacerlo bien, para conseguir esa meta, para sentir algún día esa satisfacción personal del «haberlo logrado». Posiblemente a estas alturas nos hayamos dado cuenta de que aquello que parecía tan sencillo, en realidad se ha convertido es un gran objetivo, los peldaños de la escalera elevadora hacia el éxito parecen haberse ensanchado sin previo aviso, y la distancia que antes semejaba un metro ahora se han convertido en kilómetros. Posiblemente el cansancio esté incidiendo en nuestra percepción del mundo. No permita que el miedo al fracaso y la rendición aminore sus pasos. Simplemente deténgase, y descanse mientras elabora una estrategia.

¿Qué tiene que ver la Psicología con todo esto? «La estrategia»

Muchos autores trataron el tema del aprendizaje desde el punto de vista psicológico, Bandura, Barry J.Zimmerman, Butler, Ericsson y etc. Todos ellos nos han dejado un legado muy amplio con numerosas investigaciones en este campo. Sería imposible resumir todo este material en un pequeño texto, por lo que me centraré en una «constructo» que a mí como profesional de la psicología me resulta altamente interesante, se denomina la «auto-regulación académica» (academic self-regulation). La auto-regulación académica implica un complejo conjunto de pensamientos, sentimientos y acciones generados por nosotros mismos en relación a la consecución de unas determinadas metas.

Las personas con gran éxito, tienen algo en común… Sigue leyendo →