EDU PSYCH LAB

Educación, Psicología & Ciencia


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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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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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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