Ignacio Bernal

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Judith L Green

University of California, Santa Barbara

Albert Mills

Saint Mary's University (Canada)

E. Wayne Ross

University of British Columbia

Colin Williams

The University of Sheffield

Armando Marques-Guedes

UNL - New University of Lisbon

Guilherme Moerbeck

UERJ - Universidade do Estado do Rio de Janeiro / Rio de Janeiro State University

GEDRI - Grupo de Estudos em Desenvolvimento Regional e Infraestruturas

Universidade Federal de Santa Catarina - UFSC (Federal University of Santa Catarina)

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Faculdade de Tecnologia de Sao Paulo

Gwen Robbins Schug

University of North Carolina at Greensboro

Gabriel Gutierrez-Alonso

University of Salamanca

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Papers by Ignacio Bernal

Psicobiología del aprendizaje y la memoria

Aprendizaje y memoria son dos procesos cerebrales estrechamente ligados que originan cambios adap... more Aprendizaje y memoria son dos procesos cerebrales estrechamente ligados que originan cambios adaptativos en el comportamiento de los organismos. Cuando aprendemos podemos utilizar al menos dos tipos de estrategias cognitivas. Una de ellas da lugar a la memoria implicita, un tipo de memoria inconsciente y rigida, que dificilmente se expresa en situaciones diferentes a la original. Es una memoria de habitos que radica en las mismas regiones cerebrales que procesan la informacion sensorial y motora, principalmente la neocorteza y los llamados ganglios basales. La otra estrategia cognitiva origina la memoria explicita o declarativa, una memoria consciente y flexible que puede expresarse en situaciones y contextos variados, diferentes a los del aprendizaje original. Es una memoria de caracter relacional, dependiente de la region del cerebro conocida como sistema hipocampal y basada en informacion almacenada en la corteza y otras regiones cerebrales. Un tipo particular de memoria explicit...

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Análisi De La Demanda Del Programa De Licenciatura en Administración en La Uan Campus Tepic, en Horario Nocturno

A educação enquanto fenômeno social: Perspectivas de evolução e tendências, Nov 25, 2022

Editora Direitos para esta edição cedidos à Atena Editora pelos autores. Open access publication ... more

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Claves neurocientíficas de la enseñanza y el aprendizaje

Participacion Educativa, 2012

El conocimiento que nos proporciona actualmente la neurociencia sobre el modo en que el cerebro r... more El conocimiento que nos proporciona actualmente la neurociencia sobre el modo en que el cerebro registra y almacena la información nos permite identificar los procedimientos más eficaces para conseguir una enseñanza de calidad. Si la práctica repetida es esencial para establecer hábitos motores y mentales, el conocimiento semántico requiere comparación y contraste entre informaciones diferentes. Ello pone en juego al hipocampo, una estructura del cerebro crítica para establecer memorias flexibles y relacionales. Evocar explícitamente, es decir, verbalmente o por escrito, los recuerdos es el mejor modo de reforzar y garantizar el aprendizaje.

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El examen oral como promotor del aprendizaje activo

Revista Científica Estudios e Investigaciones

La principal ventaja del examen oral es que promueve un tipo de aprendizaje activo que hace que e... more La principal ventaja del examen oral es que promueve un tipo de aprendizaje activo que hace que el alumno, más allá de la simple memorización, se esfuerce en comprender los conceptos y la información con los que responde preguntas del profesor. Ese tipo de aprendizaje, basado en relacionar y contrastar informaciones diversas, hace que el cerebro forme memorias robustas y duraderas. El examen oral facilita también el consenso entre alumno y profesor sobre la calificación de la evaluación.

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Alfonso Caso Andrade, 1896-1971

American Antiquity, 1971

IN THE MIDST of a large family, Alfonso Caso was born on 1 February 1896. A brilliant student fro... more IN THE MIDST of a large family, Alfonso Caso was born on 1 February 1896. A brilliant student from his early years, a quality he maintained until his death, by 1919 he had a degree in law and a year later a master's in philosophy, both from the National University of Mexico. There he taught logic and epistemology from 1918 to 1940, and law until 1929. Up to 1930, he held a number of positions both in the university and the federal government. Today these appear as only a prelude to the more important posts he would hold in later years. It was only towards 1926 that Caso became interested in archaeology. He himself said, probably synthesizing at one moment what must have been a long mental and affective process, that after an expedition to Xochicalco he decided he wanted to know what those hieroglyphs meant and what those ruins stood for. He began reading on his own and taking a few courses, mainly with Herman Beyer, and soon realized that with the knowledge available at that time he would never be able to read the engravings on those mute monuments. It is rather sad to think that after 45 years of work and after becoming the greatest authority on glyphic inscriptions in central Mexico, he could never decipher those inscriptions nor the Monte Alban stelae, which were the first objects of his serious endeavors. During the 1930's, Caso was director of the National Museum, at that time called Museum of Archaeology, History, and Ethnology, but his great step forward occurred in 1939 when he founded the I.N.A.H. (Instituto Nacional de Antropologia y Historfa), and together with it the School of Anthropology. This is where I met him for the first time in 1941, as a student in his brilliant course on the archaeology of Mexico. Actually it was entirely his fault that at the end of the year, after going with him to Monte Alban, I decided to embark on this rather unprofitable career on a professional basis. Caso was certainly one of the most extraordinary professors I have ever known and perhaps the only criticism that can be laid to his teaching is that his clarity of mind and his perfect exposition made all problems seem easy and practically solved. Many people have spoken of his classes in philosophy and law, which unfortunately I did not follow. One of his students, Agustm Yanez-who was later to become Secretary of Education^ wrote of him in those years: I was impressed by the assurance of his figure, of his movements, and above all by the inflection of his voice, which left no room for discussion. The first impression-almost only a feeling-was followed or was perhaps simultaneous with an impression of absolute clarity.

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Historia mínima de México

SIDALC - Servicio de Informacion y Documentacion Agropecuaria de las Americas.

La divulgación del conocimiento científico

Mercurio Panorama De Libros, 2011

Psicobiología del aprendizaje y la memoria

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Análisi De La Demanda Del Programa De Licenciatura en Administración en La Uan Campus Tepic, en Horario Nocturno

A educação enquanto fenômeno social: Perspectivas de evolução e tendências, Nov 25, 2022

Editora Direitos para esta edição cedidos à Atena Editora pelos autores. Open access publication ... more

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Claves neurocientíficas de la enseñanza y el aprendizaje