Neurociencia y Educación: ¿podemos ir de la investigación básica a su aplicación? Un posible marco de referencia desde la investigación en dislexia

• Usha Goswami ^[1]
  1. [1] University of Cambridge

     University of Cambridge

     Cambridge District, Reino Unido

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 21, Nº. 2, 2015, págs. 97-105
• Idioma: español
• DOI: 10.1016/j.pse.2015.08.002
• Títulos paralelos:
  • Neuroscience and Education: Can we go from basic research to translation? A possible framework from dyslexia research
• Enlaces
  • Texto completo  1 (pdf)   2 (pdf) 
• Dialnet Métricas: 9 Citas
• Resumen
  • español

    La neurociencia podría transformar la educación, pues proporciona nuevos métodos para comprender el aprendizaje y el desarrollo cognitivo, sus mecanismos causales y una forma empírica de evaluar la eficacia de diferentes pedagogías. No obstante, éste sería un objetivo a largo plazo. Desde la neurociencia educativa se debería empezar estudiando cómo los sistemas cognitivos se construyen sobre los sensoriales a lo largo del desarrollo. Aquí me centraré en el lenguaje. Pequeñas diferencias individuales iniciales en una función sensorial, por ejemplo la auditiva, podrían ser el origen de notables diferencias individuales en el desarrollo lingüístico. La neurociencia podría proporcionar una comprensión detallada de los mecanismos causales del desarrollo que vinculan la audición, el desarrollo fonológico y el desarrollo de la alfabetización. Este tipo de investigación neurocientífica básica podría orientar al campo de la educación y la pedagogía explorando los efectos que sobre estos mecanismos ejercen diferentes contextos pedagógicos y de aprendizaje.

  • English

    Neuroscience has the potential to transform education because it provides novel methods for understanding human learning and cognitive development. It therefore offers deeper understanding of causal mechanisms in learning and an empirical approach to evaluating the efficacy of different pedagogies. However, this will be a long-term enterprise and there will be few immediate pay-offs. Here I set out one possible framework for linking basic research in neuroscience to pedagogical questions in education. I suggest that the developing field of educational neuroscience must first study how sensory systems build cognitive systems over developmental time. I focus on one cognitive system, language, the efficient functioning of which is critical for reading acquisition. Small initial differences in sensory function, for example auditory function, have the potential to cause large differences in linguistic performance over the learning trajectory. The tools offered by neuroscience can enable better understanding of the causal developmental mechanisms linking audition, phonological development and literacy development, in fine-grained detail. Following this basic research, neuroscience can then inform education and pedagogy by exploring the effects on these neural mechanisms of different learning contexts and pedagogies.

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