To these advantages we should add its portability, so that we can study brain function in virtually any context. In turn, an easily available and low-cost technology has been able to grow as a powerful tool in the objective and quantifiable approach to human mind. Although it was originally developed in the twenties of the last 20 th century, its applicability to studying numerous mental and behavioral phenomena has always been very limited until the advent of modern computation, which has permitted in the last decades treating huge amounts of EEG data in a sophisticated and complex manner. One of the oldest brain imaging techniques is electroencephalography (EEG) and its derived technique the evoked or event-related potentials (EP or ERP). This entire endeavour is nevertheless just starting. Studies like those by Whalen and collaborators (e.g., Kim et al., 2010 Whalen et al., 2004), among many others, showing the capacity of the human brain to capture and process social information appearing less than 20 milliseconds and, therefore, out of conscious perception and control, are in my view outstanding examples of the type of findings that these techniques are making available. The big advantage of these technical developments is that they permit the objective study of these phenomena, surpassing the limitations of subjective access to information in course. After all, cognitive neuroscience is facilitating the advancement in our understanding of us, while the human being is curious by nature. As expectable, many of the goals attained in the area transcend to the public opinion, with great success. Social interactions, consciousness, religion, moral, or artistic appraisal are just a few of the many topics that are currently being possible to be objectively approached thank to the development of these techniques. The improvement has been so noticeable that many topics traditionally viewed as ‘taboo’ in academic psychology are now being afforded by means of these techniques and with great success. In the very last decades, however, and mainly by virtue of the advances in computational facilities, modern brain imaging techniques have conveyed a noticeable boost in the study of living, intact brains while persons perform any kind of mental or cognitive operation. Up to about 20 years ago, all evidence on the brain bases of human behavior was based on the study of anomalous or damaged brains, or with some outstanding developmental disorder. Neuroscience is currently trendy, particularly the so-called cognitive neuroscience, the portion of neuroscience devoted to study the relationships between the nervous system and human cognition ( Gazzaniga, Ivry, & Mangun, 2002). La neurociencia revela que la maduración cerebral no se alcanza hasta la segunda década de vida de la persona y que la exposición a diferentes experiencias y oportunidades de desarrollo es crucial a lo largo de toda esta extensa etapa vital, sin que debamos descuidar unos momentos más que otros.Įducational Neuroscience and Its Contribution to Education Los artículos incluidos en este monográfico demostrarán que la neurociencia ofrece una cantidad más que suficiente de conocimiento acumulado como para aportar sustancialmente a la educación y a las políticas educativas. Tras introducir brevemente los avances que en neurociencia cognitiva, en general, se están alcanzando gracias a las técnicas de imagen cerebral disponibles sólo en las últimas décadas, se discuten algunos aspectos que han hecho difícil la verdadera integración entre ambas disciplinas (la neurociencia y la educación). Ver más Opción Open AccessĮsta contribución pretende introducir y contextualizar el presente monográfico de la Revista de Psicología Educativa/Educational Psychology sobre neurociencia y educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo.
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