Titulo:
Neurociencia cognitiva y aprendizaje
.
Sumario:
Editorial
Guardado en:
2011-2084
2011-7922
12
2019-05-20
6
8
International Journal of Psychological Research - 2019
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
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ojs |
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Neurociencia cognitiva y aprendizaje Neurociencia cognitiva y aprendizaje Editorial Editorial Martínez Pérez, Juan F. Bertone, Matías Salvador Neuroscience Students Learn Neurociencias Aprendizaje 12 1 Artículo de revista Journal article 2019-05-20T00:00:00Z 2019-05-20T00:00:00Z 2019-05-20 application/pdf Universidad San Buenaventura - USB (Colombia) International Journal of Psychological Research 2011-2084 2011-7922 https://revistas.usb.edu.co/index.php/IJPR/article/view/4047 10.21500/20112084.4047 https://doi.org/10.21500/20112084.4047 eng https://creativecommons.org/licenses/by-nc-sa/4.0/ International Journal of Psychological Research - 2019 6 8 Bergman Nutley, S., Söderqvist, S., Bryde, S., Thorell, L. B., Humphreys, K., & Klingberg, T. (2011). Gains in fluid intelligence after training non-verbal reasoning in 4-year-old children: A controlled, randomized study. Developmental science, 14(3), 591-601. doi:10.1111/j.1467-7687.2010.01022.x Berridge, K. C. (2004). Motivation concepts in behavioral neuroscience. Physiology & behavior, 81(2), 179- 209. doi:10.1016/j.physbeh.2004.02.004 Collins, A., & Koechlin, E. (2012). Reasoning, learning, and creativity: frontal lobe function and human decision-making. PLoS biology, 10(3), e1001293. doi:10.1371/journal.pbio.1001293 Daw, N. D., & Shohamy, D. (2008). The cognitive neuroscience of motivation and learning. Social Cognition, 26(5), 593-620. doi:10.1521/ soco.2008.26.5.593 Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental cognitive neuroscience, 18, 34- 48. doi:10.1016/j.dcn.2015.11.005 Djigic, G., & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia-Social and Behavioral Sciences, 29, 819-828. doi:10.1016/j. sbspro.2011.11.310 Epstein A. N. (2012). The physiology of thirst. In Pfaff D.W. (Ed.), The physiological mechanisms of motivation, New York: Springer Science & Business Media, pp. 164-203 Harrison, T. L., Shipstead, Z., Hicks, K. L., Hambrick, D. Z., Redick, T. S., & Engle, R. W. (2013). Working memory training may increase working memory capacity but not fluid intelligence. Psychological Science, 24(12), 2409- 2419. doi:10.1177%2F0956797613492984 Immordino-Yang, M. H. (2011). Implications of affective and social neuroscience for educational theory. Educational Philosophy and Theory, 43(1), 98-103. doi:10.1111/j.1469-5812.2010.00713.x Hattie J. (2018). Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement [online]. Recovered from https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ Lemoine, E. R., Nassim, J. S., Rana, J., & Burgin, S. (2018). Teaching & Learning Tips 4: Motivation and emotion in learning. International journal of dermatology, 57(2), 233-236. doi:10.1111/ ijd.13715 Metsämuuronen, J., & Räsänen, P. (2018). Cognitive– Linguistic and Constructivist Mnemonic Triggers in Teaching Based on Jerome Bruner’s Thinking. Frontiers in psychology, 9, 2543. doi:10.3389/fpsyg.2018.02543 Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology, 41(1), 49-100. doi:10.1006/ cogp.1999.0734 Nemeroff, C. B. (2004). Neurobiological consequences of childhood trauma. The Journal of Clinical Psychiatry, 65(Suppl1), 18-28. Reyes, R. A., & Sánchez, M. D. R. B. (2017). Corrección neuropsicológica de alteraciones en el análisis y síntesis visoespacial y su repercusión en el aprendizaje escolar: un análisis de caso. Cuadernos Hispanoamericanos de Psicología, 17(1), 65-76. Rueda, M. R., Checa, P., & Combita, L. M. (2012). Enhanced efficiency of the executive attention network after training in preschool children: immediate changes and effects after two months. Developmental cognitive neuroscience, 2, S192-S204. doi:10.1016/j.dcn.2011.09.004 Stojijkovic, S. Djigic, G., & Zlatkovicz, B. (2012). Empathy and the teachers’ roles. Social and Behavioral Sciences, 69: 960 – 966. doi:10.1016/j. sbspro.2012.12.021 Teruel, F. M. (2013). ¿Qué es una emoción?. Arbor, 189(759):a004. doi:10.3989/ arbor.2013.759n1003 Vogel, S., & Schwabe, L. (2016). Learning and memory under stress: implications for the classroom. npj Science of Learning, 1, 16011. doi:10.1038/ npjscilearn.2016.11 https://revistas.usb.edu.co/index.php/IJPR/article/download/4047/3297 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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UNIVERSIDAD DE SAN BUENAVENTURA |
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Colombia |
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International Journal of Psychological Research |
| title |
Neurociencia cognitiva y aprendizaje |
| spellingShingle |
Neurociencia cognitiva y aprendizaje Martínez Pérez, Juan F. Bertone, Matías Salvador Neuroscience Students Learn Neurociencias Aprendizaje |
| title_short |
Neurociencia cognitiva y aprendizaje |
| title_full |
Neurociencia cognitiva y aprendizaje |
| title_fullStr |
Neurociencia cognitiva y aprendizaje |
| title_full_unstemmed |
Neurociencia cognitiva y aprendizaje |
| title_sort |
neurociencia cognitiva y aprendizaje |
| description |
Editorial
|
| description_eng |
Editorial
|
| author |
Martínez Pérez, Juan F. Bertone, Matías Salvador |
| author_facet |
Martínez Pérez, Juan F. Bertone, Matías Salvador |
| topic |
Neuroscience Students Learn Neurociencias Aprendizaje |
| topic_facet |
Neuroscience Students Learn Neurociencias Aprendizaje |
| topicspa_str_mv |
Neurociencias Aprendizaje |
| citationvolume |
12 |
| citationissue |
1 |
| publisher |
Universidad San Buenaventura - USB (Colombia) |
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International Journal of Psychological Research |
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https://revistas.usb.edu.co/index.php/IJPR/article/view/4047 |
| language |
eng |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-sa/4.0/ International Journal of Psychological Research - 2019 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references_eng |
Bergman Nutley, S., Söderqvist, S., Bryde, S., Thorell, L. B., Humphreys, K., & Klingberg, T. (2011). Gains in fluid intelligence after training non-verbal reasoning in 4-year-old children: A controlled, randomized study. Developmental science, 14(3), 591-601. doi:10.1111/j.1467-7687.2010.01022.x Berridge, K. C. (2004). Motivation concepts in behavioral neuroscience. Physiology & behavior, 81(2), 179- 209. doi:10.1016/j.physbeh.2004.02.004 Collins, A., & Koechlin, E. (2012). Reasoning, learning, and creativity: frontal lobe function and human decision-making. PLoS biology, 10(3), e1001293. doi:10.1371/journal.pbio.1001293 Daw, N. D., & Shohamy, D. (2008). The cognitive neuroscience of motivation and learning. Social Cognition, 26(5), 593-620. doi:10.1521/ soco.2008.26.5.593 Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental cognitive neuroscience, 18, 34- 48. doi:10.1016/j.dcn.2015.11.005 Djigic, G., & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia-Social and Behavioral Sciences, 29, 819-828. doi:10.1016/j. sbspro.2011.11.310 Epstein A. N. (2012). The physiology of thirst. In Pfaff D.W. (Ed.), The physiological mechanisms of motivation, New York: Springer Science & Business Media, pp. 164-203 Harrison, T. L., Shipstead, Z., Hicks, K. L., Hambrick, D. Z., Redick, T. S., & Engle, R. W. (2013). Working memory training may increase working memory capacity but not fluid intelligence. Psychological Science, 24(12), 2409- 2419. doi:10.1177%2F0956797613492984 Immordino-Yang, M. H. (2011). Implications of affective and social neuroscience for educational theory. Educational Philosophy and Theory, 43(1), 98-103. doi:10.1111/j.1469-5812.2010.00713.x Hattie J. (2018). Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement [online]. Recovered from https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ Lemoine, E. R., Nassim, J. S., Rana, J., & Burgin, S. (2018). Teaching & Learning Tips 4: Motivation and emotion in learning. International journal of dermatology, 57(2), 233-236. doi:10.1111/ ijd.13715 Metsämuuronen, J., & Räsänen, P. (2018). Cognitive– Linguistic and Constructivist Mnemonic Triggers in Teaching Based on Jerome Bruner’s Thinking. Frontiers in psychology, 9, 2543. doi:10.3389/fpsyg.2018.02543 Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology, 41(1), 49-100. doi:10.1006/ cogp.1999.0734 Nemeroff, C. B. (2004). Neurobiological consequences of childhood trauma. The Journal of Clinical Psychiatry, 65(Suppl1), 18-28. Reyes, R. A., & Sánchez, M. D. R. B. (2017). Corrección neuropsicológica de alteraciones en el análisis y síntesis visoespacial y su repercusión en el aprendizaje escolar: un análisis de caso. Cuadernos Hispanoamericanos de Psicología, 17(1), 65-76. Rueda, M. R., Checa, P., & Combita, L. M. (2012). Enhanced efficiency of the executive attention network after training in preschool children: immediate changes and effects after two months. Developmental cognitive neuroscience, 2, S192-S204. doi:10.1016/j.dcn.2011.09.004 Stojijkovic, S. Djigic, G., & Zlatkovicz, B. (2012). Empathy and the teachers’ roles. Social and Behavioral Sciences, 69: 960 – 966. doi:10.1016/j. sbspro.2012.12.021 Teruel, F. M. (2013). ¿Qué es una emoción?. Arbor, 189(759):a004. doi:10.3989/ arbor.2013.759n1003 Vogel, S., & Schwabe, L. (2016). Learning and memory under stress: implications for the classroom. npj Science of Learning, 1, 16011. doi:10.1038/ npjscilearn.2016.11 |
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2011-2084 |
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2011-7922 |
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10.21500/20112084.4047 |
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