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Martínez Pérez, J. F., & Bertone, M. S. (2019). Cognitive Neuroscience and How Students Learn: Hype or Hope. International Journal of Psychological Research, 12(1), 6–8. https://doi.org/10.21500/20112084.4047
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To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
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References
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
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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