Cognitive sciences and education in non-WEIRD populations : a Latin American perspective / / Marcus Vinicius Alves [and three others] editors

• Pubblicazione: Cham, Switzerland : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (373 pages)
• Disciplina: 153
• Soggetto topico: Cognitive science; Education; Education - Latin America; Ciència cognitiva; Educació
• Soggetto geografico: Amèrica Llatina
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): AlvesMarcus Vinicius
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Foreword -- Contents -- About the Editors -- About the Contributors -- Abbreviations -- Part I: Cognitive Sciences and Education: Theories, Beliefs and Misconceptions -- The Importance of Bringing the Latin American Perspective to Cognitive Sciences and Education -- Introduction -- Cognitive Science, Education, and Diversity -- An Outline of the Book -- Conclusions -- References -- Neuroscience and Vygotsky: Putting Together Contemporary Evidence and Cultural-Historical Psychology -- Introduction -- Vygotsky and Cultural-Historical Psychology: Possible Relations Between Contemporary Psychology and Neuroscience -- Language from the Fetus -- The Inner Speech -- Culture in the Brain: Possible Redemptions Since Vygotsky -- Concluding Remarks -- Bibliography -- Dialogue with Latin American Teachers: Beliefs About Neuroscience and Education -- Neuroscience and Education: Views from Latin American Teachers -- Operationalizing "Neuroscience Literacy" and "Neuromyths" -- Stage 3: Online Questionnaire (N = 314) - Participants -- Stage 3: Online Questionnaire (N = 314) - Neuroscience Literacy and Neuromyth Findings -- Popular Neuromyths Around the World That Are Prevalent in Latin America -- New Neuromyth: When We Work in a Pleasant Environment, the Brain Releases Dopamine -- Neuroscience Literacy: Poverty Can Impact Children's Brain Development -- Latin American Teachers' Perceptions of Their Educational Context -- Educational Contexts as Powerful Influences That Should Guide Neuroscience and Education Research -- Neuroscience and Education: Current Trends in Latin America -- Conclusion -- References -- Part II: Factors Influencing Child and Adolescent Development -- Attention and Academic Performance: From Early Childhood to Adolescence -- Introduction -- Conceptualization of Attention. ; Childhood and Adolescence Development in Non-WEIRD Contexts and Academic Achievement -- Conclusion -- References -- Child Cognitive Development in Latin American Rural Poverty: What Should Researchers Consider for Conducting Fieldwork? -- Introduction -- Part 1: Characterization of LA Rural Contexts -- Child Cognitive Development in Rural Low Socioeconomic Status Contexts -- Evidence from WEIRD Societies -- Evidence from LA Rural Contexts -- The Example of Argentina -- Living in Rural and Urban Contexts -- Comparing Child Cognitive Development in Rural and Urban Contexts -- Why Do Rural Contexts Present More Risks for Child Cognitive Development? -- The Homogeneity of Rural Poverty -- Part 2: Recommendations for Researchers Analyzing Child Development in LA Rural Poverty -- Preparing a Study in LA Rural Contexts -- Interpreting Results of Studies in LA Rural Contexts -- Conclusion -- References -- Concepts, Language, and Early Socialization in the Indigenous Wichi Perspective: Toward a Relational-Ecological Paradigm -- Introduction -- The Wichi People: A Relational Epistemology on the husek -- Concepts and Reasoning About Hunhat lheley -- Categorization -- Causal Reasoning -- Language Acquisition and Early Socialization in the Wichi Language -- Coordinating Attention and Mental State Attributions in Caregiver-Infant Interaction -- The Acquisition of the Wichi Language: First Outcomes -- The Wichi Perspective and the Relational Turn on Developmental Science -- References -- The Role of Local Violence on Children's Affective Decision-Making -- Introduction -- Self-Regulation and Executive Functions and Decision-Making -- Classical Developmental Perspective vs Evolutionary Perspective -- Methods -- Participants -- Procedure -- Instruments -- Socioeconomic Status -- Neighborhood Homicide Rates -- Children's Gambling Task -- Statistical Analyses. ; Results -- Extrinsic Mortality and Performance on the Children's Gambling Task -- SES and Performance on the Children's Gambling Task -- Extrinsic Mortality, SES, and Performance on the Children's Gambling Task -- Discussion -- References -- The Role of Peer Pressure in Adolescents' Risky Behaviors -- Risky Behaviors in Adolescence -- Influence of Peer Affiliations in Adolescent Behavior -- Peer Relationships and Risky Behaviors in Adolescents -- Online Peer Influence in Risky Behaviors Like Substance Use -- Contributions from Neurobiology and Comparative Psychology -- Prevention Intervention Research, Mantenete REAL in Uruguay -- Uruguayan Cultural Adaptation -- Results from the Pilot Study of Mantenete REAL in Uruguay -- Discussion and Conclusion -- Limitations and Future Research -- Conclusion -- References -- The Implications of Exposure to Neurotoxic Metals for Cognitive Development of Children and Adolescents -- Mercury and the Its Effects on Human Health and Cognitive Development -- Manganese Exposure and Children Cognitive and Achievement Performance -- Lead and Its Compounds -- Final Considerations -- References -- Part III: Academic Performance -- Bilingualism, Foreign Language Learning, and Cognition: Insights for Education -- Introduction -- Empirical Evidence -- Linguistic and Cognitive Views on Second and Third Language Learning -- Linguistic Perspective -- Cognitive Perspective -- Bilingualism and Language Learning in Non-WEIRD Populations -- Insights for Education -- References -- Development of Mathematical Cognition: The Role of Technology in Low-SES Populations -- Introduction -- Early Math Performance and SES -- Can Technology Be the Modern Great Equalizer? -- Insights from Latin America -- Learnings from a Decade of Technology-Based School Interventions in Uruguay -- Conclusions and Perspectives -- References. ; Number Processing and Low Arithmetic Achievement in Cuban and Chilean Children: From Neurocognitive Theories to Educational Practice -- Introduction -- Neural Underpinnings of Mathematical Cognition -- Contribution of Domain-Specific and Domain-General Cognitive Processes to Math Proficiency -- Is Low Mathematical Achievement the Result of Domain-Specific Deficits? -- Do General-Domain Processing Deficits Contribute to Low Mathematical Achievement? -- Implications of the Evidence for Educational Practice -- General Conclusions -- References -- The Perfect Hurricane in Latin America: School Start Time, Chronotype, Sleep, and Academic Performance During Adolescence -- Chronotype, Social Jetlag, and Sleep Duration -- The Perfect Storm: Adolescents' Chronotype and School Start Time -- The Perfect Hurricane: Chronotype and School Start Times in Latin America -- Consequences of the Perfect Hurricane -- Conclusion -- References -- Stereotype Threat and Professional Motivation: Assessing Career Expectations of Undergraduate and Graduate Female Students -- Research Problem and Hypotheses -- Method -- Participants -- Procedure -- Instruments -- Assessment of Expectations -- Participant Variables Assessment -- Analysis and Discussion of the Results -- Conclusion -- References -- Retrieval Practice as a Learning Strategy for Diverse Populations -- Introduction -- Retrieval Practice: An Overview -- Evidence from Classroom Studies -- Retrieval Practice in Diverse Populations -- Practical Implications for Students and Educators -- Final Considerations -- References -- Part IV: Educational Practices and Interventions -- Consideration of Individual Differences in Cognitive Interventions for Children at Risk for Poverty -- Introduction -- Development of Executive Processes -- Development of Children From Poor Contexts. ; Cognitive Training Interventions with Children From Poor Homes -- Individual Profiles of Cognitive Task Resolution -- Results and Conclusions -- Working Memory -- Cognitive Flexibility -- Summary of the Evidence -- Individualized and Adaptive Cognitive Intervention -- Assessment Procedures -- Intervention Procedures -- Intervention Group Activities -- Control Group Activities -- Results and Conclusions -- Inhibitory Control -- Working Memory -- Planning -- Fluid Reasoning -- Summary of the Evidence -- Discussion -- References -- Technology on Our Side: Using Technology for Transferring Cognitive Science to Education -- Introduction -- The ANS-Puma Study: Interventions in Early Mathematics Across SES Levels -- The Lexiland Study: Learning to Read in a Transparent Orthography -- The Kalulu Study: Lessons Learned From a Tablet-Based Intervention on Reading Instruction -- General Discussion and Conclusions -- References -- Early Language Intervention in School Settings: What Works for Whom? -- Language Development and Life Skills -- Biological Factors That Influence Language and Literacy Development -- Environmental Factors That Influence Language Development -- Protective Factors for Language and Literacy Development: Early Language Intervention -- Review Methods -- Data Sources -- Study Selection and Inclusion and Exclusion Criteria -- Findings: What Works for Whom and in Which Context? -- Environmental (Social and Linguistic) Factors -- Child Factors -- School Factors -- Intervention Factors -- Summary -- References -- Developing Higher Order Thinking in Elementary School Science: A Narrative Around a Research Group Quest -- The Question Where Our Quest Begins -- Designing Our Action Steps -- Reaching a Milestone: A Look at Students' Science Learning -- Looking Deeper: Understanding Science Teachers' Teaching Practices. ; Comparing the Cognitive Blueprints of Control and Intervention Group Lessons.
• Titolo autorizzato: Cognitive Sciences and Education in Non-WEIRD Populations
• ISBN: 3-031-06908-0
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910590083903321
• Lo trovi qui: Univ. Federico II