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There exists a scarcity of neurocognitive research that has successfully used electrophysiology as an objective tool to assess different learning modalitiesthat are commonly used in anatomy. The objective of this study was to explore the trend in the expression of brain waves in medical students when using different didactic strategies in learning anatomy. An exploratory, observational, cross-sectional study was conducted on 22 firstsemester medical students in anatomy. Using didactic strategies with different pedagogical tools such as biological models (human skulls and pig hearts) and/or digital application (Visible Body software), and different evaluation methods, students were grouped into three groups: "EOR1" students who learned using a skull and were evaluated with it; "EOV1" students who learned using a pig heart and were evaluated with the Visible Body software; and "EOV2" for students who learned through the Visible Body software and were evaluated with it. During the evaluation, each student was monitored in real-time using an electroencephalogram and the Emotiv EPOC brain-computer interface system to record the electro-physiological activity of beta (B), theta (T), and gamma (G) waves. The data obtained (the trend of the electrical activity of each wave and its relationship with students' performance in each didactic strategy) were analyzed using Pearson's correlation coefficient. Groups EOR1 and EOV1 had satisfactory results in their evaluations and showed a predominance of B waves (x=67.33) and T waves (x=57.67). Additionally, a strongly positive correlation (r=0.82) was found between the presence of B waves and the duration of T waves. Students who used three-dimensional biological models as a pedagogical tool showed a predominance of B and T waves, which are associated with sensorimotor and exploratory learning necessary for studying anatomy. [ABSTRACT FROM AUTHOR]

The integration of cognitive neuroscience in education has generated a growing interest due to its potential to improve learning. This study aimed to design, implement and evaluate the impact of a strategy based on neurodidáctica on mathematical problem-solving skills in seventh grade students. The sample consisted of 57 students from the unidad educativa Ciudad de Ibarra, divided into an experimental group and a control group, together with the participation of 7 teachers whose perceptions and suggestions were fundamental in the design and implementation of the strategy. A quasi-experimental design was used and statistical tests, including the Wilcoxon test, were applied to analyze the data collected. The results showed a significant improvement in problem-solving skills in the experimental group, supporting the effectiveness of the neurodidactic strategy. In addition, teachers' satisfaction, calculated using the Iadov technique, and their positive perceptions highlighted the relevance of this approach in the classroom. These findings suggest that neurodidactics can be a valuable tool to promote more effective and meaningful learning in the field of mathematics, highlighting the importance of further exploring and developing this interdisciplinary field. [ABSTRACT FROM AUTHOR]

This article presents a longitudinal case study as part of a research that was carried out with a group of Colombian university professors of experimental sciences between the years 2019 to 2022. Due to the few offers of continuous training for university teaching development on contents of cognitive neuroscience, the purpose was to analyze the impact of the implementation of a training program in this line on the didactic knowledge of a group of teachers for teaching science. A statistical and descriptive analysis was performed using semi-structured interviews and a performance test before and after the intervention. It is concluded that the training program influenced the didactic knowledge about science teaching in the group of participating teachers, by generating adjustments in the way of linking their disciplinary knowledge with knowledge in didactics and cognitive Neuroscience in their teaching processes sciences at a higher level. [ABSTRACT FROM AUTHOR]

The article "Perspectives of neuroscience and its applications in organizations" presents the progress in the study of neuroscience and its application in different fields. It highlights that neuroscience generates valuable information about neural mechanisms and emotional responses, reward, memory, motivation, attention, and decision-making. Some of the fields in which neuroscience is applied are medicine, psychiatry and psychology, art and architecture, philosophy, sociology and politics, law and public safety, the military industry, economic sciences, education and pedagogy, and technology. Neuroscience also contributes to organizations in the management of human talent and the diagnosis and treatment of burnout syndrome. The article discusses the application of neuroscience in different areas of organizational management, such as leadership, business decision-making, well-being and happiness at work, persuasion and motivation, and team performance. It also mentions the use of neuroscience in neuromarketing, where the goal is to understand consumer processes and generate marketing strategies based on emotional responses and minimization of cognitive biases. Various areas of marketing development in which neuroscience is applied are mentioned, such as health and brand perception, the shopping experience, product design, communication, customer service, among others. In addition, a historical overview of advances in neuroscience and marketing from the 19th century to the present is presented. The article discusses the importance of branding and loyalty, as well as the use of non-verbal responses in neuromarketing. Advances in neuroimaging and the distinction between the associative system and the rational system of thought are also addressed. Ethical concerns related to the use of technology in neuromarketing are mentioned. Various measurement techniques in neuroscience, both invasive and non-invasive, are mentioned. The importance of neuroethics in the use of neuroscience in the business field is highlighted. Finally, future challenges and development possibilities in the field of neuromarketing are mentioned. The text invites users and developers to think about scientific and technological progress for the well-being of societies and proposes following ethical guidelines. The manifesto of Engineering for Life is shared, which recognizes the limitations of knowledge generation and promotes personal metacognition. Congratulations are given to the researchers who have contributed to knowledge in the DYNA Journal over the past 90 years. The document "A., Detection of deception: polygraph vs verbal and non-verbal analysis" is an article from the Journal of Criminology that discusses deception detection techniques. Specific information about the content of the article is not provided, so an accurate summary cannot be made. The article presents a compilation of different studies and perspectives on neuromarketing. Several articles and academic journals addressing topics such as consumer decision-making, ethics in artificial intelligence, and data fusion in neuromarketing are mentioned. Research on emerging trends in neuromarketing and the potential impact of neurotechnologies on society is also mentioned. The authors of the article are professors and researchers from the National University of Colombia, with experience in business administration and economic sciences. [Extracted from the article]

Copyright of Kranion is the property of Publicidad Permanyer SLU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Physical activity (PA) involves any activation of the locomotor system that generates an energetic expense above baseline. On the other hand, physical exercise (PE) implicates a recurrent practice sustained in time to obtain benefits at an anatomical, physiological and/or emotional level. Currently, many research studies on cognitive neuroscience have focused on these practices since evidence indicates that people who exercise regularly show a more developed and/or preserved cognitive health. Furthermore, many designs also implement interventions based on PA and exercise as experimental treatments. Evidence showed a relationship between PA and PE and the modulation of several cognitive functions, including episodic memory and attention. The aim of this review was to explore a specific area of cognition, executive functions, which involves the processing of information with high cognitive demand, where the supervision and control of behavior are executed to provide an adaptive response to the requirements of the environment. While this construct integrates many sub-sets, a division into three fundamental nodes was proposed: working memory, inhibition, and cognitive flexibility. For this purpose, articles retrieved from Science Direct, PubMed, and SciELO were used, along with secondary sources extracted from the selected articles. A search was conducted using the keywords: physical activity and/or aerobic exercise and executive functions; 33 articles met the inclusion criteria. Three sections were formed in relation to the three sub-constructs addressed. The research covered a broad age range, from children and adolescents to young and old adults. For the three executive functions nodes explored, moderate PA was the most frequently type of practice employed either had a beneficial modulator effect. Regarding working memory, in some cases exercise was also complemented with an extra cognitive load related to the exercise under evaluation (e.g., tactical game variations), showing the most favorable effects, or matching the effects of exercise alone. No long-term training was implemented. In the studies on the inhibitory capacity, the modulatory effect duration was analyzed: as the time gap between the end of treatment and time of evaluation was major, intense demand exercises became the most effective condition. The characteristics of the individual were emphasized: the subjects with the best aerobic capacity showed the best behavioral performances. Respect to flexibility, in some cases PA with higher cognitive load achieved better results, while others found no differences. Finally, both the participant's sport experience and their aerobic capacity were a relevant factor: the more developed levels of aerobic capacity or experience in sports that had varying contexts (e.g., ball games) were associated with better behavioral performance. PA and PE include versatile, low-cost, easy-to-implement interventions with minimal or no adverse effects. Adapted to the needs and capacities of each person, they are useful tools in the development of strategies that pursue the goal of enhance and/or conserve the cognitive function of different populations. For this reason, future research could further explore the phenomena involved in modulation, both of executive functions and of other areas of cognition, through physically activating interventions. [ABSTRACT FROM AUTHOR]

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Cognitive reserve (CR) refers to the level of adaptability of cognition after brain changes. It is based on processes that allow the activation of new synaptic connections after neurodegeneration, which permits to better withstand the consequences. This reserve is constituted by the interaction of innate individual characteristics (intrauterine or genetically determined) and the exposure to different life experiences. It begins its development in early stages of life and continues its transformation up to advances ages. The sociodemographic variables reported as the main ones to build the reserve are education, leisure activities, lifestyle, socioeconomic level and intelligence. Several studies have considered it as a protective factor for Alzheimer’s Disease (AD). Subjects with high levels of CR have lower prevalence and incidence of AD in comparison to those with low levels of reserve. CR would lead to a late onset of symptoms, despite not having any effect on the underlying pathophysiological process of the disease. The reserve would not prevent AD from developing, but it would compensate the symptoms and, therefore, delay their onset. In some cases, there is such compensation that the symptoms do not manifest. There is no validated instrument available for the Argentinian region that allows to measure this construct. The aim of this study is to adapt the Cognitive Reserve Questionnaire to the Argentinian population, to establish cut-off scores to distinguish between low, medium, high and superior levels of CR and analyze which variables could predict the total reserve score. The modifications introduced in the adaptation were evaluated through an expert judgment process. A total of 177 healthy subjects completed the Cognitive Reserve Questionnaire in its Argentinian adaptation (CRQ-a). Through the measure of quartiles, cut-off scores were established to determine low, medium, high and superior levels of the reserve. A lineal regression was made to evaluate if age, education, and sex might predict the level of CR. Three of the eight total dimensions and 16 of the 33 total items that make up the original questionnaire were modified. The mean of the total score obtained by the sample from the questionnaire was 15.06 with SD = 3.42. Scores under 13 reflected low CR levels, scores between 13 and 16 reflected medium levels, scores between 16 and 20 reflected high levels, and scores above 20 reflected superior levels. Education turned out to be the only predictor variable for the level of CR. Although differences were found between groups of different sex, this variable turned out to be not predictive. The CRQ-a is the first instrument for the Argentinian population to measure the level of the reserve. It allows to quickly explore different dimensions, considered as the most relevant for its formation. These are: formal education, courses, parents’ formal education, employment, musical training, languages, reading activity and intellectual games. In patients with AD, is particularly important to have a measure for CR to prepare interventions for those subjects whose reserve levels are perceived as low, aiming to delay and, when possible, prevent the clinical manifestation of the disease. Its validation would open future lines of research on possible interventions for the prevention of diseases such as AD. [ABSTRACT FROM AUTHOR]

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Copyright of Escritura e Imagen is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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The role that the second-person perspective can play in cognition has been largely ignored. Pérez and Gomila have recently carefully articulated a novel approach to the understanding of our mind-reading capacity based on second-person interactions, and argued that the second-person perspective is conceptually, phylogenetically and ontogenetically prior to the first- and the third-person perspective. In this paper I review their reasonings, and argue that their second-person interactions depend indeed on the firstperson perspective that conscious experiences offer us. Moreover, I put forward a characterization of such a first-person perspective showing that it should not be understood in terms of privileged access. This in turn mitigates the authors reluctance to consider such a perspective in the first place, while making room for most of their reasons to emphasize the role of face-to-face interactions in understanding cognition. [ABSTRACT FROM AUTHOR]

The objective of this study was focused on conducting an analysis on the evidence about possible convergences between neuroscience and education. This discussion is necessary because there has been a wide increase of false beliefs based on brain studies that do not necessarily apply to teaching approaches and methodologies. Such beliefs have entered education resulting in a negative impact on pedagogical decision making. The link between both disciplines is still developing and consolidating and although there are certain elements that could connect both fields, particularly from cognitive neuroscience, findings should not be prescriptive yet, but they should be contextualized and developed in every school community, considering the myriad of variables involved in the learning process. [ABSTRACT FROM AUTHOR]

Copyright of Acta Universitatis Lodziensis. Folia Psychologica is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The need for neurocognitive intervention in older adults, as well as the various positions regarding its benefits, justify the relevance of systematizing the dissimilar proposals for neurocognitive intervention in people with and without cognitive deficits. Knowledge of the impact of these interventions on the cognitive health of these people is vitally important. Objective: to describe, through a systematic review of the scientific literature, the effects of neurocognitive intervention on cognitive health in healthy older adults, and in older adults with mild cognitive impairment or dementia. Methods: a descriptive study was carried out, which consisted of a systematic review of the scientific literature on the subject; and started from the search in the databases: PubMed, PsycInfo, Scielo, Cochrane and EBSCO, from August to December 2018. The PRISMA Declaration was used. 426 articles were found. After applying the inclusion, exclusion and exit criteria, and analyzing the overlap effect, six articles made up the sample. Results: the main forms of neurocognitive intervention were stimulation and training. The most frequently used modality was neurocognitive stimulation. Effects of improvement in processing speed, selective attention, planning, reaction time, categorization, verbal fluency, comprehension, visual recognition and orientation were reported. Conclusion: The existing empirical evidence on the implementation of neurocognitive intervention programs during the last ten years points to paths towards effective intervention and improvement of the quality of life of adults. [ABSTRACT FROM AUTHOR]

Copyright of Avances en PsicologÍa Latinoamericana is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Music, from its several possibilities, induces emotional responses, which are reflected in the physiological and cognitive changes of the listeners, this is a thematic of study in common among different disciplines: music psychology, music therapy, music anthropology, neuropsychology, among others. At the neuroanatomical level, neuroimaging studies have shown that music can modulate the activity of limbic and paralimbic structures, that is, structures that are especially involved in the initiation, generation, maintenance, completion and modulation of emotions. Being able to understand how music can affect the mood of people allow us to contribute to the creation of new techniques oriented to emotional regulation through music. The current study was develop with the aim of evaluating the effect of perception of a musical piece, with activating characteristics (experimental group) vs. white noise (control group), as mood modulator, from a neuro sientific perspective. Participated 29 young adults (55 % man), between 18 to 40 years old (M = 22.07, SD = .43), with no presence of neurological diseases or amusia, nor consumption of medications at the time of the study. The selection of the musical piece with activating characteristics was evaluated in a preliminary study, which counted with the participation of 24 young adults, who valued three pieces of music in terms of valence (emotion that the piece generated) and arousal (activation level). The 3 pieces were: “Tika Tika Walk” by Carlos D’alessio; “Leafmen” by Danny Elfman and “Define Dancing” by Thomas Newman. From this preliminary study, the activating stimulus that would be used for emotional modulation was selected (“Leafmen” by Danny Elfman). The emotional induction of the participants was carried out through the observation of 24 images with negative emotional valence (extracted from International Affective Picture System). About procedure, the study consisted of a single session of activity, divided into the following five phases: (1) information phase: participants signed the informed consent and completed the socio demographic questionnaire, (2) emotional induction phase: participants observed 24 negative images, and they had to rate each image from 0 to 10 (not arousing/ emotional at all to highly arousing/emotional), (3) pre- measurement phase: participants completed a scale of mood, instrument used to measure transient moods, (4) perception phase: under a random distribution, a group of volunteers listened the activating music piece and another group listened the white noise (both for 3 minutes), and finally (5) post-measurement phase: participants completed a scale of mood after music or white noise perception. We analyzed the assumptions of normality and homogeneity of the sample using the statistics of Levenne and Shapiro Wilk. The results analyzed through non-parametric tests (Wilcoxon test, with a p value of .05). In the premeasurement of mood, no significant differences were found between groups. Results of post- measurement phase indicated that music with activating characteristics, modulated the emotions of sadness and anxiety, decreasing them significantly. The results obtained indicate that music, specifically selected, aided as a modulator of emotions. It is important not to generalize the results obtained to the whole population, in this sense and thinking in future research, it would be necessary to expand the sample to a larger n, as well as to investigate this effect in other samples. The results obtained allow to open new paths in terms of the intrinsic qualities of music and its elements to promote relief of anxiety and stress, regulate moods and, promote motivation or enable the development of mechanisms to adapt to situations new and/or traumatic. Finally, it could be assumed that music constitutes an effective stimulus to modulate emotional responses, which are reflected in the mood changes of the listeners. [ABSTRACT FROM AUTHOR]

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, it is widely accepted that experience can modify multiple aspects of the functioning and structure of the brain; however, there is still a long way to go to understand the mechanisms behind these modifications. In order to understand the relationship between experience and brain plasticity, models and paradigms have been adapted from cognitive neurosciences; one of them has been music training. In the last decades, this paradigm has strengthened because it allows us to understand the structural and functional modifications produced by training. It has been demonstrated that musicians compared to non-musicians present larger sizes of specific brain regions, in particular, the prefrontal cortex, which is associated with a better performance in executive functions tasks. In addition, long-term neuro-physiological changes have been identified in people who play an instrument. A relationship between playing an instrument and better performance in executive functions has been identified. However, the evidence of this effect is contradictory. Executive functions are a series of general control processes that help regulate thinking and behavior. Some research indicates that learning an instrument is associated with better performance in working memory, but not regarding tasks related to inhibitory control and cognitive flexibility. However, other studies have revealed significant differences between musicians and non-musicians, both in working memory and tasks of cognitive flexibility as well as in inhibitory control. It is possible that the contradictory results are due to the methodological diversity through which this topic has been addressed, since some studies have carried out experimental and quasi-experimental designs, and others have developed correlational approaches. In addition, different theoretical models have been used to evaluate executive functions. For this study, we work with the theoretical model of Miyake et al. (2000), which is a solid theoretical-empirical proposal about three clearly differentiable executive functions: inhibitory control, cognitive flexibility, and working memory. A meta-analysis was performed with the purpose of identifying the effect of playing an instrument on executive functions as well as identifying the moderator variables. By doing this, we wanted to clarify the problem in question and the controversial results; therefore, empirical studies comparing musicians against non-musicians were included. The comparison group should not have been exposed to musical training, the participants should not present motor or cognitive disabilities, and finally, studies should report means and standard deviations for the scores on executive functions tasks. We included papers published between January 2000 and July 2017. The moderator variables studied were: age in months at the time of evaluation, age at which training began, and total years of training. The coding strategy allowed us to identify a total of 42 294 articles. The titles and abstracts were analyzed and those that did not meet the inclusion criteria were eliminated. This procedure allowed the detection of 24 articles for future analysis, and 12 out of them were finally selected. These 12 articles contributed to 60 effect sizes and 513 participants. The results showed that musicians have a better performance in executive functions tasks when they are compared to non-musicians, d = .712, n = 60, IC95% = (.57; .85), p < .0001. Additionally, the analysis of moderating variables revealed that the practice of an instrument equally benefits all executive functions, and the most important benefit occurs in older adults and children. Results support the hypothesis that the high level of difficulty involved with learning to play an instrument can influence a better performance in executive functions tasks. Our study points out the need of designing research that allows the scientific community to investigate the effect of prolonged musical training over time. [ABSTRACT FROM AUTHOR]

Neuropsychology of religion allows a scientific openness to the explanation of the religious phenomenon, and its impact on psychism. This document attempts a reflection, which gives an account of this close relationship, and influence exerted by religious practice on mental health and the development of neuropsychological functions in people. This relationship is strengthened by contemporary discoveries of cognitive neuroscience and anthropology. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Several investigations have warned that the exercise of some professions can have modulating effects on the brain structure and cognitive functioning. The results of an exploratory cross-sectional study referring to the modifications on specific processes between experts in Architecture (N = 41, age: X = 39, SD = 10) and in Psychology (N = 40, age: X = 35, SD = 7) are presented. The general objective was to contribute to the determination of differential cognitive profiles. The architects showed better performance on tasks that involve the retention and manipulation of visuospatial information. No significant differences were found in solving verbal tasks. These results suggest that experience in architecture could lead to improved behavioral performance in cognitive processes corresponding to visuospatial working memory. The scope of the present exploration and the necessary instances for the validation of these observations are discussed. New studies are suggested that integrate longitudinal monitoring and neuroimaging technologies. [ABSTRACT FROM AUTHOR]

On the occasion of the death of Annette Karmiloff-Smith, this article presents a review of the work and research career of this author, with special emphasis on her contributions to contemporary developmental psychology, neuropsychology and cognitive science. The central elements of her theoretical proposal and the main evidence that give empirical support to her perspective on typical and atypical cognitive development are presented. Additionally, the impact of her ideas on current discussions in psychology and cognitive science is traced, and some lines of work that the author herself proposed for future research are explained. In general, Karmiloff-Smith's work is relevant in current research in psychology due to the specific but common lines of research she addressed between psychology, neuroscience and genetics, posing a collaborative and methodological background between these areas that will continue to offer evidence on the factors that characterize the variability of human neurocognitive development. [ABSTRACT FROM AUTHOR]

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Voces de la Educacion is the property of Voces de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Addiction to cocaine paste is a serious health problem in Chile. Drug addiction is associated with deficits affecting executive functions, which are located in prefrontal regions of the brain. The aim of this study was to compare the neuropsychological performance of a group of cocaine paste dependent individuals receiving treatment in 4 public centers (n = 27) to that of a control group (n = 16). A comparative cross-sectional design was used, with a set of neuropsychological instruments being administered: the Stroop Color and Word Test, the Wisconsin Card Sorting Test, the Iowa Gambling Task, the Trail Making Test, the Rey Auditory Verbal Learning Test, the Verbal Fluency Test, and the Frontal Systems Behavior Scale. A multivariate analysis of variance was used, controlling for depression level. This procedure revealed that the dependent group performed more poorly on the learning curve and scored higher on the disinhibition and executive dysfunction subscales of the Frontal Systems Behavior Scale. Overall, results fall in line with the literature reviewed. [ABSTRACT FROM AUTHOR]

How the executive functions (FE) correspond to a set of cognitive processes that integrate to perform tasks that have some effect. In adolescence, procedures are needed for the FE by a specialization. From this, aimed to see work as the issue between the components and adolescence in scientific publications of the last thirteen years, analyzing the frequency of studies and especially as publications on the child in adolescents in conflict with the law. To do so, a search for studies was undertaken between 2005 and 2017, such as SciELO, INDEXPSI, LILACS, PePSIC and CAPES. Data from the selected and included studies were entered into a non-SPSS database for a consistent analysis. It was verified that the number of studies encompassing this theme in terms of evaluation in the last years, especially in the area of psychology. In addition, most of the included studies point to a strong relationship of FE with a teenage phase, especially in adolescents in conflict with a right. Despite the number of studies that establish the relationship, many of which are not process-specific, it is possible to conclude on the importance and demand for understanding and using functions as the basis for further research with the adolescent public. [ABSTRACT FROM AUTHOR]

Copyright of Revista Virtual Universidad Católica del Norte is the property of Revista Virtual Universidad Catolica del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The design needs to strengthen its theoretical and design practice with the use of knowledge of other fields of science as well as the development of specific research projects in order to improve the design of objects. Users need easier to use products while adaptation to the context they inhabit. The recent progress in cognitive neurosciences regarding the visual perception and its proactive condition can be a useful tool in the design practice. [ABSTRACT FROM AUTHOR]

Functional magnetic resonance imaging is one of the most commonly used neuroimaging techniques in cognitive neuroscience. Its influence had a central role in establishing the experimental side of the field. Given this, we consider that its status as a source of evidence has not been sufficiently dealt within the philosophical literature. We focus on this issue from the standpoint of the classical problem of defining the scope of localizationist approaches in neuroscience. We attend to the way this tension unfolds today, considering some recent examples of neuroscientific approaches that tackle the dynamic character of the brain's large scale activity. We take into account a number of limitations that functional magnetic resonance imaging presents, distinguishing those of them whose treatment involves not merely technical issues. On the basis of an analysis of some ways researchers deal with them, we claim that there is a considerable extent in which this kind of neuroimaging studies can be oriented according to general assumptions and theoretical considerations. We conclude that this particular theoretical permeability is a main factor affecting the technique's status as neuroscientific evidence. [ABSTRACT FROM AUTHOR]