Aprender


No soy pedagogo, ni psicólogo, ni pediatra, ni experto en medios de comunicación - sino biólogo: Así trato de explicar los principios del funcionamiento del cerebro y como se puede aprovechar este conocimiento en el aprendizaje.




Favor de actualizar la dirección a: https://apps.cuci.udg.mx/bch/ES/Lernen.html


Redirect @ https://apps.cuci.udg.mx/bch/ES/Lernen.html in 10 sec.



Smartphones y Distracción digital

Distraccion digital
Time table:
0:00:00 - Brain functioning (repeat)
0:06:49 - Online time
0:17:23 - Video Game Violence
0:45:41 - Smartphones: Myopia
0:50:23 - Smartphones: Poor Sleep
0:55:28 - Smartphones: Relation Mother Child
0:59:55 - Intelligence-Quotient
1:07:20 - Reverse Flynn Effect?
1:17:01 - Digital Distraction: Accidents
1:29:41 - Digital Distraction: Academic performance
El impacto de Smartphones y las Distracciones digitales en el aprendizaje y otras consecuencias (14.06.2023).

References:
Yu & Baxter (2016): Australian children's screen time and participation in extracurricular activities. Annu. Stat. Rep. 2015: 99-125
Rathgeb & Behrens (2018): KIM Studie. Medienpädagogischer Forschungsverbung Südwest. (Stuttgart): 92 pp.
Anderson et al. (2010): Violent video game effects on aggression, empathy, and prosocial behavior in eastern and western countries: a meta-analytic review. Psychol. Bull., 136: 151-73
Prescott et al. (2018): Metaanalysis of the relationship between violent video game play and physical aggression over time. PNAS, 115: 9882-8
Ferguson (2015): Do angry birds make for angry children? Psychol. Sci., 10: 646-66
Mathur & van der Weele (2019): Finding common ground in meta-analysis “wars” on violent video games. Psychol. Sci., 14: 705-8
Bushman & Anderson (2009): Comfortably numb: desensitizing effects of violent media on helping others. Psychol. Sci., 20: 273-7
Greitenmeyer (2022): The dark and bright side of video game consumption: Effects of violent and prosocial video games. Curr. Opin. Psychol., 46: id101326
Weis & Cerankosky (2010): Effects of video-game ownership on young boys’ academic and behavioral functioning. Psychol. Sci., 21: 463-70
McCrann et al. (2021): Smartphone use as a possible risk factor for myopia. Clin. Exp. Optom., 104: 35-41
Hysing et al. (2015): Sleep and use of electronic devices in adolescence: results from a large population-based study. BMJ Open, 5: id006748
Radesky et al. (2015): Maternal mobile device use during a structured parent-child interaction task Child & Dev., 15: 238-44
Spitzer (2018): Werden wir dümmer? Nervenheilkunde, 9: 617-25
Williams (2013): Overview of the Flynn effect. Intelligence, 41: 753-64
Sunder et al. (2004): The end of the Flynn effect? A study of secular trends in mean intelligence test scores of Norwegian conscripts during half a century Intelligence, 32: 349-62
Shayer et al. (2007): Thirty years on – a large anti-Flynn effect? The Piagetian test volume & heaviness norms 1975–2003. Brit. J. Edu. Psychol., 77: 25-41
Bratsberg & Rogeberg (2018): Flynn effect and its reveral are both environmentally caused. PNAS, 115: 6674-8
Hegelund et al. (2021): The secular trend of intelligence test scores: The Danish experience for young men born between 1940 and 2000. Plos 1, 16: e0261117
Lepp et al. (2014): The relationship between cell phone use, academic performance, anxiety and satisfection with life in college students. Comput. Hum. Behav., 31: 343-50
Schabrun et al. (2014): Texting and walking: strategies for postural control and implications for safety. PLoS 1, 9: e84312
Smith (2014): More than half of cell owners affected by ‘distracted walking’. Pew Research Center
Nasar & Troyer (2013): Pedestrian injuries due to mobile phone use in public places. Accid. Anal. Prev., 57: 91-5
Dingus et al. (2016): Driver crash risk factors and prevalence evaluation using naturalistic driving data. PNAS, 113: 2636-41
End et al. (2009): Costly cell phones: The impact of cell phone rings on academic performance. Tech. Psychol., 37: 55-7
Ward et al. (2017): Brain drain: the mere presence of one's smartphone reduces available cognitive capacity. J. Assoc. Consum. Res., 2: 140-54
Beland & Murphy (2015): Technology, Distraction and Student Performance. Centre for Economic Performance, #1350
Richtel (2011): A Silicon Valley school that doesn’t compute.



Aprender y Medios digitales

Medios digitales
Time table:
0:00:00 - Brain functioning
0:05:07 - Learning babies
0:15:53 - Media time children
0:27:13 - Screen time vs IQ
0:35:00 - Effects of TV
0:45:05 - ADHD (ADHS)
1:00:06 - Processing depth
1:09:21 - Online lectures and Multitasking
1:41:56 - Digital classroom
2:03:22 - Academic performance and Self-control
2:16:13 - New learning
Como los medios digitales (e-Learning) y el multitasking influye en el proceso de aprendizaje (13.01.2022 & update, 16.03.2023).

References:
Chiong et al. (2012): Print books vs. eBooks. Joan Ganz Cooney Center 335: 1569-71
Parish-Morris et al. (2013): Once upon a time: parent-child dialogue and storybook reading in the electronic era. Mind Brain Educ. 7: 200-11
Zimmerman et al. (2007): Associations between media viewing and language development in children under age 2 years. J. Pediatr. 151: 364-8
Rideout et al. (2006): The Media Family: Electronic Media in the Lives of Infants, Toddlers, Preschoolers and Their Parents. Kaiser Family Foundation #7500 & Appendices
Pea et al. (2012): Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls. Dev. Psychol. 48: 327-36
Yu & Baxter (2016): Australian children's screen time and participation in extracurricular activities. Annu. Stat. Rep. 2015: 99-125
Feierabend et al. (2019): KIM-Studie 2018 - Kindheit, Internet, Medien - Basisuntersuchung zum Medienumgang 6- bis 13-Jähriger in Deutschland. Medienpädagogischer Forschungsverbund Südwest 92 pp.
Madigan et al. (2019): Association between screen time and children's performance on developmental screening test. JAMA Pediatr. 173: 244-50
Zimmerman & Christakis (2005): Children's television viewing and cognitive outcomes. Arch. Pediatr. Adolesc. Med. 159: 619-25
Walsh et al. (2018): Association between 24 h movement behaviours and global cognition in US children. The Lancet: Child & Adolescent Health 2: P783-91
Christakis et al. (2012): Overstimulation of newborn mice leads to behavioral differences and deficits in cognitive performance. Nat. Sci. Rep. 2: id546
Christakis et al. (2018): How early media exposure may affect cognitive function: a review of results from observations in humans and experiments in mice. PNAS 115: 9851-8
Lillard & Petersen (2011): The immediate impact of different types of television on young children's executive function. Pediatr. 128: 644-9
Landhuis et al. (2007): Does childhood television viewing lead to attention problems in adolescence? Pediatr. 120: 532-7
Hancox et al. (2005): Association of televsion viewing during childhood with poor educational achievement. Arch. Pediatr. Adolesc. Med. 159: 614-8
Daniel & Willingham (2012): Electronic textbooks: why the rush? Science 335:1569-71
Sparrow et al. (2011): Google effects on memory. Science 333: 776-8
Tan et al. (2014): China's language input system in the digital age affects children's reading development. PNAS 110: 1119-23
Mueller & Oppenheimer (2014): The pen is mightier than the keyboard. Advantages of longhand over laptop note taking. Psychol. Sci. 25: 1159-68
Ravizza et al. (2017): Logged in and zoned out: How laptop internet use relates to classroom learning. Psychol. Sci. 28: 171-80
Burak (2012): Multitasking in the university classroom. Internat. J. Scholarship Tech. Learn. 6: id8
Ophir et al. (2009): Cognitive control in media multitaskers. PNAS 106: 15583-7
update: Wiradhany & Nieuwenstein (2017): Cognitive control in media multitaskers: Two replication studies and a meta-Analysis. Atten. Percept. Psychophys., 79: 2620-41
update: Wiradhany et al. (2020): Media multitasking, mind-wandering, and distractibility: A large-scale study. Atten. Percept. Psychophys., 82: 1112-24
update: Wiradhany & Koerts (2021): Everyday functioning-related cognitive correlates of media multitasking: A mini meta-analysis. Media Psychol., 24: 276-303
update: Kononova et al. (2016): If I choose when to switch: Heavy multitaskers remember online content better than light multitaskers when they have the freedom to multitask. Comput. Hum. Behav., 65: 567-75
Sana et al. (2013): Laptop multitasking hinders classroom learning for both users and nearby peers. Comput. Educ. 62: 24-31
Wang & Tchernev (2012): The 'myth' of media multitasking: reciprocal dynamics of media multitasking, personal needs and gratifications. J. Commun. 62: 493-513
Parry & le Roux (2019): Media multitasking and cognitive control: a systematic review of interventions. Comput. Hum. Behav. 92: 316-27
update: Uncapher & Wagner (2018): Minds and brains of media multitaskers: Current findings and future directions PNAS, 115: 9889-96
update: Baumgartner & Wiradhany (2022): Not all media multitasking is the same: The frequency of media multitasking depends on cognitive and affective characteristics of media combinations. Psychol. Pop. Media Cult., 11: 1-12
update: OECD (2015): Students, Computer, Learning: How Computers are related to students' performance. OECD Publishing chap. 6: 145-64
update: Payne-Carter et al. (2017): The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy. Econom. Educ. Rev. 56: 118-32
update: Hembrooke & Gay (2003): The laptop and the lecture: The effects of multitasking in learning environments. J. Comput. Higher Educ., 15: 46e64
update: Fulton et al. (2011): Demonstrating the impact of multitasking in the classroom. Front. Educ. Conference. (FIE), IEEE: F2J-1
update: Wood et al. (2012): Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Comput. Educ., 58: 365-74
Owen et al. (2010): Putting brain training to the test. Nature 465: 775-4
Kizilcec (2017):Closing global achievement gaps in MOOCs. Science 355: 251-2
Ekeocha & Brennan (2008): Collaborative recall in face-to-face and electronic groups. Memory 16: 245-64
Lepp et al. (2015): The relationship between cell phone use, academic performance in a sample of U.S. college students. SAGE Open 5: 1-9
Moffitt et al. (2011): A gradient of childhood self-control predicts health, wealth and public safety. PNAS 108: 2693-8
Deary et al. (2008): More intelligent, more dependable children live longer: A 55-year longitudinal study of a representative sample of the Scottish nation. Psychol. Sci. 19: 874-80
Rasmussen et al. (2019): Association of neurocognitive and physical function with gait speed in midlife. JAMA Network Open 2: e13123
White & Horvitz (2009): Cyberchondria: Studies of the escalation of medical concerns in web search. ACM Trans. Inf. Syst. 27(4): id23



Aprender trae Felicidad?

Aprender
Time table:
0:00:00 - Neuroplasticidad (Learning)
0:12:35 - Brain development
0:27:32 - Meaningful learning
0:38:18 - Processing depth
0:46:26 - Learning and Memory I
0:56:48 - Time frames
1:06:00 - Communication
1:13:29 - Learning and Memory II
1:25:22 - Dementia
1:39:28 - Brain mapping and Nucleus accumbens
2:01:33 - Boredom
2:08:36 - Memory III
2:13:49 - Learning conditions

Impacto de la neuroplasticidad al aprendizaje, la memoria y también la demencia. Además, la relación entre curiosidad, aprendizaje, creatividad y felicidad (18.02.2021).

References:
Toni et al. (1999): LTP promotes formation of multiple spine synapses between a single axon terminal and a dendrite. Nature 402: 421-5
Hofer et al. (2009): Experience leaves a lasting structural trace in cortical circuits. Nature 457: 313-7
Kuhl et al. (2003): Foreign-language experience in infancy: effects of short-term exposure and social interaction on phonetic learning. PNAS 100: 9096-101
Craig & Tulving (1975): Depth of processing and the retention of words in episodic memory. J. Exp. Psychol.: Gen. 104: 268-94
Domahs et al. (2010): Embodied numerosity: implicit hand-based representations influence symbolic number processing across cultures. Cognition 116: 251-66
Heckman (2006): Skill formation and the economics of investing in disadvantaged children. Science 312: 1900-2
Stephens et al. (2010): Speaker-listener neural coupling underlies successful communication. PNAS 107: 14425-30
Woollett & Maguire (2011): Acquiring "the knowledge" of London's layout drives structural brain changes. Curr. Biol. 21: 2109-14
Maguire et al. (2006): London taxi drivers and bus drivers: a structural MRI and neuropsychological analysis. Hippocampus 16: 1091-101
Kim et al. (2015): Stress effects on the hippocampus: a critical review. Learn. Mem. 22: 411-6
Oppezzo & Schwartz (2014): Give your ideas some legs: The positive effect of walking on creative thinking. J. Exp. Psychol.: Learn., Mem. Cogn. 40: 1142-52
Snowdon (1997): Aging and Alzheimer's disease: lessons from the Nun Study. Gerontologist 37: 150-6
Bischof et al. (2016): Amyloid deposition in younger adults is linked to episodic memory performance. Neurology 87: 2562-6
Gonneaud et al. (2017): Increased florbetapir binding in the temporal neocortex from age 20 to 60 years. Neurology 87: 2438-46
Penfield & Rasmussen (1954): The cerebral cortex of man; a clinical study of localization of function. Macmillan
Olds & Milner (1950): Positive reinforcement produced by electrical stimulation of septal area and other regions of rat brain. J. Comp. Physiol. Psychol. 47: 419-27
Ungless et al. (2001): Single cocaine exposure in vivo induces long-term potentiation in dopamine neurons. Nature 411: 583-7
Braun et al. (2001): Make my memory: How advertising can change our memories of the past. Psychol. Mark. 19: 1-23









Back


Last modified: 14.06.2023



Flag Counter
    (15.01.2022)