Bases neurológicas del aprendizaje
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Date
2012-02-13
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación es dar a conocer que durante bastante tiempo, se aceptó que había un solo tipo de instrumento de aprendizaje que era responsable de todo lo que aprendía el cerebro. Ahora mismo se comprende que existen numerosos instrumentos de memoria en el cerebro y que cada uno de ellos realiza diversas capacidades en la memoria. Los diversos tipos de memoria, similares a los diversos tipos de sentimientos y sensaciones, proceden de varios sistemas mentales.
El cerebro es la base de lo que llamamos cerebro el asiento de cada una de nuestras cavilaciones, recuerdos, emociones, la mente es lo que hace que tengamos nuestra propia conciencia y carácter en el caso de que un individuo pase por una reubicación del corazón, ese individuo seguirá siendo esencialmente algo similar. Si algún día los avances clínicos hacen posible la realización de transferencias de cerebro, es muy probable que aquellos individuos con otra mente cambien la forma en que piensan y sienten.
Nuestros dos lados cerebrales del ecuador realizan diferentes asignaciones que contrastan y complementan entre sí en las zonas de nuestro trabajo psicológico.
Las maravillas del aprendizaje son profundamente factoriales y variadas, cubriendo una amplia gama que va desde la base de una relación generalmente rudimentaria entre el impulso y una reacción ofrecida hasta la obtención de complejas habilidades fonéticas y de motor. Por tanto, las estrategias y modelos de investigación son totalmente diferentes entre sí. Algunos creadores han intentado establecer una solicitud progresiva de los tipos de aprendizaje.
The objective of this research work is to show that for quite some time, it was accepted that there was only one type of learning instrument that was responsible for everything that the brain learned. It is now understood that there are numerous memory instruments in the brain and that each of them performs different capacities in memory. The various types of memory, similar to the various types of feelings and sensations, come from various mental systems. The brain is the basis of what we call the brain the seat of each of our musings, memories, emotions, the mind is what makes us have our own conscience and character in the event that an individual goes through a relocation of the heart, that individual will essentially remain something similar. If some day clinical advances make brain transfers possible, it is very likely that those with other minds will change the way they think and feel. Our two brain sides of the equator make different assignments that contrast and complement each other in areas of our psychological work. The wonders of learning are profoundly factorial and varied, covering a wide range from the basis of a generally rudimentary relationship between impulse and an offered reaction to the attainment of complex motor and phonetic skills. Therefore, the research strategies and models are totally different from each other. Some creators have tried to establish a progressive request for learning types.
The objective of this research work is to show that for quite some time, it was accepted that there was only one type of learning instrument that was responsible for everything that the brain learned. It is now understood that there are numerous memory instruments in the brain and that each of them performs different capacities in memory. The various types of memory, similar to the various types of feelings and sensations, come from various mental systems. The brain is the basis of what we call the brain the seat of each of our musings, memories, emotions, the mind is what makes us have our own conscience and character in the event that an individual goes through a relocation of the heart, that individual will essentially remain something similar. If some day clinical advances make brain transfers possible, it is very likely that those with other minds will change the way they think and feel. Our two brain sides of the equator make different assignments that contrast and complement each other in areas of our psychological work. The wonders of learning are profoundly factorial and varied, covering a wide range from the basis of a generally rudimentary relationship between impulse and an offered reaction to the attainment of complex motor and phonetic skills. Therefore, the research strategies and models are totally different from each other. Some creators have tried to establish a progressive request for learning types.
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Citation
Cordova Linares, L. (2012). Bases neurológicas del aprendizaje (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.