Variations of telencephalic development that paved the way for neocortical evolution

Charles Darwin stated, "community in embryonic structure reveals community of descent". Thus, to understand how the neocortex emerged during mammalian evolution we need to understand the evolution of the development of the pallium, the source of the neocortex. In this article, we review the variations in the development of the pallium that enabled the production of the six-layered neocortex. We propose that an accumulation of subtle modifications from very early brain development accounted for the diversification of vertebrate pallia and the origin of the neocortex. Initially, faint differences of expression of secretable morphogens promote a wide variety in the proportions and organization of sectors of the early pallium in different vertebrates. It prompted different sectors to host varied progenitors and distinct germinative zones. These cells and germinative compartments generate diverse neuronal populations that migrate and mix with each other through radial and tangential migrations in a taxon-specific fashion. Together, these early variations had a profound influence on neurogenetic gradients, lamination, positioning, and connectivity. Gene expression, hodology, and physiological properties of pallial neurons are important features to suggest homologies, but the origin of cells and their developmental trajectory are fundamental to understand evolutionary changes. Our review compares the development of the homologous pallial sectors in sauropsids and mammals, with a particular focus on cell lineage, in search of the key changes that led to the appearance of the mammalian neocortex.This article is the product of years of work, collaboration, and a fruitful and continuous exchange of ideas between Z. M. and F. G. M. The authors want to thank Prof. Ann Butler (George Mason University, US) for discussions. The work in the laboratory of Z. M. was supported by MRC, The Wellcome Trust, The Royal Society, and HFSP. Grant support gratefully acknowledged from IKERBASQUE, MICINN and FEDER-PGC2018-096173-A-100 to F. G. M

A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective

Education for innovation requires innovation in education. To innovate in education implies new pedagogical models. It is not enough to just apply teaching/learning methods or strategies in a mechanical or procedural approach. It requires the conception of new pedagogical models based on theories that allow for processing of different interpretations of diverse complexity educational phenomena, i.e. other ways of producing and implementing pedagogical knowledge. Education in the different engineering programs has been carried out through analytical and linear processes; however, the reality of education through a Complex Systems lens is characterized by uncertainty, chaos, breaks, nonlinearity and self-organization. To optimize curriculum processes that foster innovation skills in students requires strategies and teaching-learning scenarios that stimulate nonlinear processes and generate a change in the mindset of the professor and the student. It is important to understand and approach the reality of educating engineers in new ways. Making methodological adjustments without the understanding of the epistemological orientation that take into account complex dynamic processes will only generate pseudo-changes, which limits creativity and innovation processes. Currently, there are several global initiatives for the development of teaching-learning scenarios that facilitate innovation processes in engineering education and education for innovation. This paper is a proposal by the Complex Systems & Education Network (SCED-ISTEC) and the College of Engineering at the University of South Florida (USF), of a model developed to pedagogically support innovation scenarios in educating engineers for innovation using the principles of Complex Systems. The suggested scenarios are framed in a dynamic curriculum structure. They are characterized by hard and soft state-of-the-art technologies; interdisciplinary, flexible, pedagogical research processes; methodologies for cognitive restructuring, solving complex problems, and modeling, simulation; interactions with university/industry programs; and the facilitating of applications according to context and societal needs.Ibero-American Science and Technology Education Consortiu

A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective

Education for innovation requires innovation in education. To innovate in education implies new pedagogical models. It is not enough to just apply teaching/learning methods or strategies in a mechanical or procedural approach. It requires the conception of new pedagogical models based on theories that allow for processing of different interpretations of diverse complexity educational phenomena, i.e. other ways of producing and implementing pedagogical knowledge. Education in the different engineering programs has been carried out through analytical and linear processes; however, the reality of education through a Complex Systems lens is characterized by uncertainty, chaos, breaks, nonlinearity and self-organization. To optimize curriculum processes that foster innovation skills in students requires strategies and teaching-learning scenarios that stimulate nonlinear processes and generate a change in the mindset of the professor and the student. It is important to understand and approach the reality of educating engineers in new ways. Making methodological adjustments without the understanding of the epistemological orientation that take into account complex dynamic processes will only generate pseudo-changes, which limits creativity and innovation processes. Currently, there are several global initiatives for the development of teaching-learning scenarios that facilitate innovation processes in engineering education and education for innovation. This paper is a proposal by the Complex Systems & Education Network (SCED-ISTEC) and the College of Engineering at the University of South Florida (USF), of a model developed to pedagogically support innovation scenarios in educating engineers for innovation using the principles of Complex Systems. The suggested scenarios are framed in a dynamic curriculum structure. They are characterized by hard and soft state-of-the-art technologies; interdisciplinary, flexible, pedagogical research processes; methodologies for cognitive restructuring, solving complex problems, and modeling, simulation; interactions with university/industry programs; and the facilitating of applications according to context and societal needs.Ibero-American Science and Technology Education Consortiu

La alfabetización en Educación Infantil como práctica social en zonas en riesgo de exclusión social

La alfabetización en espacios urbanos en los que concurren situaciones estructurales de pobreza y marginación social requiere de un conocimiento profundo de las prácticas y eventos que tienen lugar en dichos espacios. Esta investigación describe los eventos alfabetizadores y su valor social en los dominios hogar, escuela, barrio y otras comunidades. Se ha desarrollado según un enfoque etnográfico colaborativo con un diseño de estudio de casos múltiples, representados por tres centros de Educación Infantil de la provincia de Sevilla. La recogida de información se ha realizado mediante entrevistas, observación participante, documentos, fotografías y vídeos, y ha concluido con la construcción de mapping. El análisis crítico del discurso y la perspectiva aportada por los Nuevos Estudios de Literacidad (NEL) han servido de referente para el análisis de la información recogida. Los resultados muestran que el desarrollo de la alfabetización puede ser explicado a partir del modo en que se interiorizan los valores sociales de la lectura y la escritura. El valor concedido a la alfabetización en diferentes dominios se convertirá en un factor clave de la escolarización y en un referente del contenido del discurso y de los modos y medios elegidos para comunicarlo.Literacy in urban spaces where there are structural and social risks requires a thorough knowledge of the practices and events that take place in these spaces. The research carried out aims to describe the literacy events and its social value in home domain, school, neighbourhood and other communities. The research has been developed according to a collaborative ethnographic approach with a multiple case study design. The cases are represented by three Pre-school schools of the province of Seville. The collection of information has been done through interviews, participant observation, written documents, photographs, and videos, and has concluded with the construction of mapping. The critical analysis of the discourse and the theoretical perspective provided by the New Literacy Studies (NLS) have been used to analyse the information collected. The results of this study show that the development of literacy can be explained by the way in which each of the children interferes with the social values of reading and writing. The value accorded to literacy at home, in school, in the neighbourhood and in other communities becomes a key factor in their schooling and, in the medium term, in a reference of the content of their discourse and the ways and means chose to communicate it

The relationship between quantity and level of competition, and cognitive expertise in Spanish tennis players

This work evaluates the relationship between quantity and level of competition, and cognitive expertise. To this end, cognitive expertise has been evaluated in Spanish tennis players (N=150) by means of declarative knowledge (DK) and procedural knowledge (PK) levels. DK and PK were assessed through a specific questionnaire (DK/PK-QT; García-González, Moreno, Moreno, Iglesias, & Del Villar, 2008). ANOVAs showed significant differences in both DK and PK with regard to the quantity of competitions played (F(2, 147)=23.28; p<.001; ηp 2=.24 for DK; F(2,147)=44.52; p<.001; ηp 2=.37 for PK) and with regard to the level of competition (F(2, 147)=20.91; p<.001; ηp 2=.22 for DK; F(2, 147)=37.59; p<.001; ηp 2=.34 for PK). Furthermore, the Spearman’s Rho test showed that DK and PK were strongly correlated to quantity and level of competition. These results suggest that quantity and level of competition could be of central importance for the development of expertise in tennis players. In sport training stages, we recommend coaches to plan participation in competitions (in the short and medium term), so that competitions would provide appropriate and significant experiences in real setting conditions (I.e. they should be ecologically valid). These competitions must be high level ones and sufficiently challenging so as to foster the development of cognitive expertise. Competitive structures (e.g. season competitions), which favor cognitive elements (e.g. DK and PK) and develop expertise in athletes, will also have to be put into practice

The relationship between quantity and level of competition, and cognitive expertise in Spanish tennis players

This work evaluates the relationship between quantity and level of competition, and cognitive expertise. To this end, cognitive expertise has been evaluated in Spanish tennis players (N=150) by means of declarative knowledge (DK) and procedural knowledge (PK) levels. DK and PK were assessed through a specific questionnaire (DK/PK-QT; García-González, Moreno, Moreno, Iglesias, & Del Villar, 2008). ANOVAs showed significant differences in both DK and PK with regard to the quantity of competitions played (F(2, 147)=23.28; p<.001; ηp 2=.24 for DK; F(2,147)=44.52; p<.001; ηp 2=.37 for PK) and with regard to the level of competition (F(2, 147)=20.91; p<.001; ηp 2=.22 for DK; F(2, 147)=37.59; p<.001; ηp 2=.34 for PK). Furthermore, the Spearman’s Rho test showed that DK and PK were strongly correlated to quantity and level of competition. These results suggest that quantity and level of competition could be of central importance for the development of expertise in tennis players. In sport training stages, we recommend coaches to plan participation in competitions (in the short and medium term), so that competitions would provide appropriate and significant experiences in real setting conditions (I.e. they should be ecologically valid). These competitions must be high level ones and sufficiently challenging so as to foster the development of cognitive expertise. Competitive structures (e.g. season competitions), which favor cognitive elements (e.g. DK and PK) and develop expertise in athletes, will also have to be put into practice

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