Bridging Cognitive, Affective, and Social Neuroscience with Education

In the last ten years there has been growing interest in applying knowledge about the functioning of the human brainto the field of education including reading, writing, and mathematics. On the other hand, recent advances in neuroscience highlight connections between emotion, social functioning, and decision-making. In particular, theneurobiological evidence suggests that social skills, decision-making abilities, and some aspects of cognition related to self-regulated learning, such as executive functions, are deeply affected and subsumed within the processes of emotion. There are, however, different positions, which we will try to summarize, about how to bridge neuroscientific data and theory with educational practices andstrategies in the classroom. Indeed, there is an important gap between theinner workings of the brain which is the level of neuroscience, where various aspects of biology, physiology, and chemistry are concerned with the structure, organization and development of the brain as a physical organism and the practical application of knowledge about human behavior to promote effective teaching and learning, which is the field of education. Finally, we will present some results of our research on the effect of executive functions, and IQ on mathematical skills such as number production, mental calculus, and arithmetical problems and executive functions on written composition, as well as how the problems in affective developmental affect cognitive and school performanceFil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Arán Filippetti, Vanessa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; ArgentinaFil: Mesurado, Maria Belen. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentin

Working memory and fluid intelligence predict reading comprehension in school‐age children: A one‐year longitudinal study

The present study analyzed the joint predictive role of verbal working memory (WM), verbal short-term memory (STM), fluid intelligence, and intelligence mindset in reading comprehension, controlling for prior reading comprehension performance, in typically developing Spanish-speaking school-aged children. A sample of 83 children aged 9–10 years old were evaluated at fourth grade of primary school, with measures of verbal WM, verbal STM, fluid intelligence, intelligence mindset and reading comprehension; then with the measure of reading comprehension after 1 year, during fifth grade. Results showed that controlling for prior performance, verbal WM and fluid intelligence significantly predicted reading comprehension after 1 year, whereas verbal STM and intelligence mindset did not make a significant contribution. These results indicate that when jointly considered, a higher level of verbal WM and fluid intelligence in fourth grade is related to a better performance in reading comprehension in fifth grade. Possible explanations and implications of these results are discussed.Fil: Vernucci, Santiago. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Psicología Básica, Aplicada y Tecnología. Universidad Nacional de Mar del Plata. Facultad de Psicología. Instituto de Psicología Básica, Aplicada y Tecnología.; ArgentinaFil: Aydmune, Yésica. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Psicología Básica, Aplicada y Tecnología. Universidad Nacional de Mar del Plata. Facultad de Psicología. Instituto de Psicología Básica, Aplicada y Tecnología.; ArgentinaFil: Andrés, María Laura. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Psicología Básica, Aplicada y Tecnología. Universidad Nacional de Mar del Plata. Facultad de Psicología. Instituto de Psicología Básica, Aplicada y Tecnología.; ArgentinaFil: Burin, Debora Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Canet Juric, Lorena. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Psicología Básica, Aplicada y Tecnología. Universidad Nacional de Mar del Plata. Facultad de Psicología. Instituto de Psicología Básica, Aplicada y Tecnología.; Argentin