000 04325nam a22003855i 4500
001 293255
003 MX-SnUAN
005 20160429155058.0
007 cr nn 008mamaa
008 150903s2010 fr | o |||| 0|eng d
020 _a9782817800349
_99782817800349
024 7 _a10.1007/9782817800349
_2doi
035 _avtls000345019
039 9 _a201509030344
_bVLOAD
_c201405050315
_dVLOAD
_y201402061326
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aRD792-811
100 1 _aDidier, Jean-Pierre.
_eautor
_9325703
245 1 0 _aRethinking physical and rehabilitation medicine :
_bNew technologies induce new learning strategies /
_cby Jean-Pierre Didier, Emmanuel Bigand.
264 1 _aParis :
_bSpringer Paris,
_c2010.
300 _axxii, 246 páginas
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aCollection de L’Académie Européenne de Médecine de Réadaptation,
_x1768-529X
500 _aSpringer eBooks
505 0 _aLearning And Education Into Rehabilitation Strategy -- Learning and teaching: two processes to bear in mind when rethinking physical medicine and rehabilitation -- The International Classification of Functioning, Disability and Health (ICF), a unifying model for physical and rehabilitation medicine (PRM) -- Rehabilitation and norms -- Implicit Learning: A Basic Learning Process -- A historical perspective on learning: the legacy and actuality of I. M. Pavlov and N. A. Bernstein -- Introducing implicit learning: from the laboratory to the real life -- Implicit learning, development, and education -- Implicit learning and implicit memory in moderate to severe memory disorders -- Learning processes and recovery of higher functions after brain damage -- Learning, Medical Training, and Rehabilitation Practice -- Benefits of learning technologies in medical training, from full-scale simulators to virtual reality and multimedia presentations -- Auditory Training in Deaf Children -- Virtual reality for learning and rehabilitation -- Augmented feedback, virtual reality and robotics for designing new rehabilitation methods.
520 _a“Reeducation” consists in training people injured either by illness or the vagaries of life to achieve the best functionality now possible for them. Strangely, the subject is not taught in the normal educational curricula of the relevant professions. Reeducation thus tends to be developed anew with each patient, without recourse to knowledge of what such training, or assistance in such training, might be. However, new paradigms of reeducation are in fact possible today, thanks to advances in cognitive science and the development of new technologies such as virtual reality and robotics. In turn, they lead to the rethinking of the procedures of physical medicine, as well as of reeducation. The present book addresses primarily those professionals involved in reeducation: the clinician, kinestherapist, ergotherapist, speech therapist, psychometrician, clinical psychologist, and neuropsychologist. More generally, it addresses also those in occupations in physical rehabilitation and in both primary and ongoing education. The first part looks anew at reeducation in the context of both international classifications of functionality, handicap, and health and the concept of normality. The second part highlights the function of implicit memory in reeducation. And the last part, illustrated by practical examples, shows the integration of new cognition technologies in the new paradigms of reeducation. By its combination of theoretical approach and practical application, the work offers new therapeutic routes toward a better and more integrated functionality for the patient.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aBigand, Emmanuel.
_eautor
_9325704
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9782817800332
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-2-8178-0034-9
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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