000			03911nam a22004575i 4500
001			280686
003			MX-SnUAN
005			20160429154034.0
007			cr nn 008mamaa
008			150903s2009 xxu| o |||| 0|eng d
020			_a9780387895123 _99780387895123
024	7		_a10.1007/9780387895123 _2doi
035			_avtls000333306
039		9	_a201509030801 _bVLOAD _c201404130413 _dVLOAD _c201404092202 _dVLOAD _y201402041107 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLB5-3640
100	1		_aBoschloo, Annemarie. _eautor _9305784
245	1	0	_aExplorations in Learning and the Brain : _bOn the Potential of Cognitive Neuroscience for Educational Science / _cby Annemarie Boschloo, Theo Leeuwen, Jeroen Merrienboer, Jelle Jolles, Janet Hell, Sarah Manlove, Kathleen Jenks, Tamara Gog, Ton Jong.
264		1	_aBoston, MA : _bSpringer US, _c2009.
300			_aviii, 80 p _brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
500			_aSpringer eBooks
505	0		_aLearning Principles -- Affective Processes in Learning -- (Second) Language Learning and Literacy -- Numeracy and Mathematics Learning -- Learning Problems -- Issues from Neuroscience -- Conclusion.
520			_aThe past decade has witnessed efforts on the part of research, education and policy communities to create a dialogue about the potential relationship between cognitive neuroscience and the science and practice of education. The upsurge of interest in neuroscience in general has given rise to increased attention to the role of the brain in learning. As a result, several major initiatives have been undertaken to examine the viability of bringing the fields closer together. However, much of the debate has been dominated by extremes. Some purport to offer a panacea to many of the problems in education and educational research on the basis of data from cognitive neuroscience while others perceive the gap between the fields as untenable. Explorations in Learning and the Brain takes a different stance in the sense that developments within neuroscience are not the starting point but rather sets off from major questions dominant in educational research, notably instructional systems design and related fields within the educational sciences. The book identifies interfaces between neuro-scientific and educational research, and informs on potentially interesting additions to educational research and viable interdisciplinary ventures. By drawing on empirical findings from both disciplines, the following general questions are addressed: -Which principles, mechanisms and theories studied in educational research can be extended based on findings from cognitive neuroscience? -Which principles, mechanisms and theories studied in cognitive neuroscience might have implications for educational research? -What are these implications and what research questions can be developed? -What form could an interdisciplinary or transdisciplinary research program take?
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aLeeuwen, Theo. _eautor _9305785
700	1		_aMerrienboer, Jeroen. _eautor _9305786
700	1		_aJolles, Jelle. _eautor _9305787
700	1		_aHell, Janet. _eautor _9305788
700	1		_aManlove, Sarah. _eautor _9305789
700	1		_aJenks, Kathleen. _eautor _9305790
700	1		_aGog, Tamara. _eautor _9305791
700	1		_aJong, Ton. _eautor _9305792
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9780387895116
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-0-387-89512-3 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c280686 _d280686