EDU PSYCH LAB

Educación, Psicología & Ciencia


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La sinestesia desde adentro

Para todas aquellas personas que sienten curiosidad sobre cómo se siente una persona con sinestesia, os traigo hoy un relato de vivencias. 

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“Estoy muy contenta porque azul viene a verme. Es azul celeste y cuando se acerca todo me parece bonito. Creo que azul será mi mejor amigo. Espiral azul” – 12 años de edad.

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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”

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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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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.

mental-number-system

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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