Entorno digital y generación Z
Resumen Para la ciencia cognitiva de la primera mitad de siglo XX la mente ocupa el mismo espacio segregado e individual que el cerebro. En este espacio la materia biológica es una contingencia que podría ser reemplazada por un soporte sintético, y los procesos relacionan sintácticamente símbolos de por sí desprovistos de significado. Prueba de la importancia que ha cobrado esta dimensión descontextualizada y desencarnada de la cognición es la popularidad de la neuroeducación. Según todas las tendencias que suscriben alguna forma de neurocentrismo en educación, el espacio donde ocurre el aprendizaje es el cerebro; sería por ende necesario partir de su estudio objetivo para entender y mejorar la educación. Este artículo utiliza los datos obtenidos por medio de observación participante de la dinámica social en aula, a lo largo de casi siete años de experiencia como docente de primaria y secundaria, para argumentar que la teoría computacional de la mente y la neurociencia no son suficientes para entender los cambios en modalidad de adquisición, memorización y procesamiento de la información por parte de la Generación Z. En general, los procesos cognitivos humanos son contextualizados, encarnados y distribuidos. Datos procedentes de la antropología cultural y la arqueología cognitiva brindan evidencia adicional a este enfoque. Se propone por lo tanto un marco teórico del procesamiento de la información basado en la cognición distribuida, a fin de aportar validez ecológica al estudio de la memoria y otros procesos cognitivos en ámbito educativo.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Anderson, M. & Della Sala, S. (2012). Neuroscience in education: An (opinionated) introduction. In M. Anderson & S. Della Sala (Eds.), Neuroscience in education: The good, the bad and the ugly (pp. 3-12). Oxford University Press. https://doi.org/10.1108/ijhcqa.2012.06225eaa.012
Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Springer Science & Business Media.
Baddeley, A. D. (1983). Working memory. Philosophical Transactions of the Royal Society of London, B, 302(1110), 311-324. https://doi.org/10.1098/rstb.1983.0057
Baddeley, A. D., & Hitch, G. (1974). Working Memory. Psychology of Learning and Motivation, 8, 47-89. http://dx.doi.org/10.1016/S0079-7421(08)60452-1
Ball, L. J., & Litchfield, D. (2017). Interactivity and embodied cues in problem solving, learning and insight: further contributions to a “theory of hints”. In S. J. Cowley & F. Vallée-Tourangeau (Eds.), Cognition beyond the brain. Computation, Interactivity and Human Artifice (pp. 115-132). Springer.
Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and brain sciences, 22(4), 577-660. https://doi.org/10.1017/S0140525X99002149
Barsalou, L. W. (2003). Situated simulation in the human conceptual system. Language and Cognitive Processes, 18(5-6), 513–562.https://doi.org/10.1080/01690960344000026
Barsalou, L. W., Simmons, W. K., Barbey, A. K., & Wilson, C. D. (2003). Grounding conceptual knowledge in modality-specific systems. Trends in cognitive sciences, 7(2), 84-91. http://10.1016/s1364-6613(02)00029-3
Bateson, G. (1972). Steps to an ecology of mind. Ballantine Books. 2nd ed.
Benjamin, A. S. & Tullis, J. (2010). What makes distributed practice effective? Cognitive psychology, 61(3), 228-247. http://10.1016/j.cogpsych.2010.05.004
Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 59-68). Worth Publishers. 2nd ed. https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/04/EBjork_R
Bor, D. (2012). The ravenous brain: How the new science of consciousness explains our insatiable search for meaning. Basic Books.
Born, J. & Wilhelm, I. (2012). System consolidation of memory during sleep. Psychological research, 76(2), 192-203. http://10.1007/s00426-011-0335-6
Bowers, J. S. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123(5), 628-635. http://dx.doi.org/10.1037/rev0000025
Caramazza, A., Anzellotti, S., Strnad, L., & Lingnau, A. (2014). Embodied cognition and mirror neurons: a critical assessment. Annual review of neuroscience, 37, 1-15. http://10.1146/annurev-neuro-071013-013950
Clark, A. (1997). Being there: Putting brain, body, and world together again. MIT press.
Clark, A. (2000). Mindware: An introduction to the philosophy of cognitive science. Oxford University Press.
Clark, A. (2008). Supersizing the mind: Embodiment, action, and cognitive extension. Oxford University Press.
Clark, A. (2010). Memento’s Revenge: The Extended Mind, Extended. In R. Menary (Ed.), The Extended Mind (pp.43-66). MIT Press. https://philpapers.org/go.pl?id=CLAMR-3&proxyId=&u=http%3A%2F%2Fdx.doi.org%2F10.7551%2Fmitpress%2F9780262014038.003.0003
Clark, A. (2016). Busting out: Predictive brains, embodied minds, and the puzzle of the evidentiary veil. Noûs, 51(4), 727-753. https://doi.org/10.1111/nous.12140
Clark, A. (2017). Embodied, situated, and distributed cognition. In W. Bechtel, G. Graham, & D. A. Balota, (Eds.), A companion to cognitive science (pp. 506-517). Blackwell. https://doi.org/10.1002/9781405164535.ch39
Clark, A., & Chalmers, D. (1998). The Extended Mind. Analysis 58(1), 7-19. https://doi.org/10.1093/analys/58.1.7
Clark, A., & Toribio, J. (1994). Doing without representing? Synthese, 101(3), 401-431. https://doi.org/10.1007/BF01063896
Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-46). Cambridge University Press. http://eds-courses.ucsd.edu/eds297/sp11/readings/cole-engstrom-distcog.pdf
Craik, F. I. M. (1985). Paradigms in human memory research. In L.-G. Nilsson & T. Archer (Eds.), Perspectives on learning and memory, (pp. 197–221). Lawrence Erlbaum Associates, Inc.
Craik, F. I. M., & Lockhart, R.S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X
Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of experimental Psychology: general, 104(3), 268-294. https://doi.org/10.1037/0096-3445.104.3.268
Currie, A., & Killin, A. (2019). From things to thinking: Cognitive archaeology. Mind & Language, 34(2), 263-279. https://doi.org/10.1037/0096-3445.104.3.268
Chomsky, N. (2006). Language and mind. Cambridge University Press. 3rd ed.
Deacon, T. W. (1997). The symbolic species: The co-evolution of language and the brain. Norton & Company.
Dewey, J. (1916). Democracy and education. McMillan.
Donoghue, G. (2019). The brain in the classroom: The mindless appeal of neuroeducation. In A. Raz & R. Thibault (Eds.), Casting Light on the Dark Side of Brain Imaging (pp. 37-40). Academic Press.
Dorsey, J. (2020). Zconomy: how Gen Z will change the future of business – and what to do about it. Harper Collins.
Dreyfus, H. L. (1972). What Computers Can't Do. A critique of artificial reason. Harper & Row.
Dreyfus, H. L. (1992). What computers still can't do: A critique of artificial reason. MIT press.
Dreyfus H. L., & Dreyfus, S. (1986) Mind over machine. The power of human intuition and expertise in the era of the computer. The Free Press.
Foshay, W. R. (2009). Some principles underlying the cognitive approach to instructional design. In R. Watkins, & D., Leigh (Eds.), Handbook of Improving Performance in the Workplace, (Vol. 1, Instructional Design and Training Delivery, pp. 3-22). John Wiley & Sons. https://doi.org/10.1002/9780470592663.ch1
Garofoli, D. (2017). Ornamental feathers without mentalism: a radical enactive view on Neanderthal body adornment. In C. Durt, T. Fuchs, & C. Tewes, (Eds.), Embodiment, Enaction, and Culture: Investigating the Constitution of the Shared World (pp. 279-305). MIT Press. https://doi.org/10.7551/mitpress/9780262035552.003.0016
Gallagher, S. (2018). Decentering the brain: Embodied cognition and the critique of neurocentrism and narrow-minded philosophy of mind. Constructivist Foundations, 14(1), 8-21. http://constructivist.info/14/1/008
Gallagher, S., & Allen, M. (2018). Active inference, enactivism and the hermeneutics of social cognition. Synthese, 195(6),2627-2648. https://doi.org/10.1007/s11229-016-1269-8
Gardner, H. (1985). The mind's new science: A history of the cognitive revolution. Basic Books.
Gibson, J. J. (1979). The ecological approach to visual perception. Houghton Mifflin.
Glenberg, A. M., & Kaschak, M. P. (2003). The body's contribution to language. In B. H. Ross (Ed.), The psychology of learning and motivation: Advances in research and theory, Vol. 43 (pp. 93–126). Academic Press.
Godden, D. R., & Baddeley, A. D. (1975). Context?dependent memory in two natural environments: On land and underwater. British Journal of psychology, 66(3), 325-331. https://doi.org/10.1111/j.2044-8295.1975.tb01468.x
Goldinger, S. D., Papesh, M. H., Barnhart, A. S., Hansen, W. A., & Hout, M. C. (2016). The poverty of embodied cognition. Psychonomic bulletin & review, 23(4), 959-978. http://10.3758/s13423-015-0860-1
Goody, J. R. (1977). The domestication of the savage mind. Cambridge University Press.
Grouchy, P., D’Eleuterio, G. M., Christiansen, M. H., & Lipson, H. (2016). On the evolutionary origin of symbolic communication. Scientific reports, 6(1), 1-9. https://doi.org/10.1038/srep34615
Harnad, S. (1990). The Symbol Grounding Problem. Physica D: Non linear Phenomena, 42(1-3), 335-346.
https://doi.org/10.1016/0167-2789(90)90087-6
Hebb, D. O. (1949/2002). The organization of behavior; a neuropsychological theory. Lawrence Erlbaum Associates.
Herder, J.G. (1772/2004). Philosophical Writings. Michael N. Forster (trans. & ed.), Cambridge University Press.
Heylighen, F., & Beigi, S. (2018). Mind outside Brain: a radically non-dualist foundation for distributed cognition. In J. Carter, A. Clark, J. Kallestrup, S. Palermos, & D. Pritchard (Eds.), Socially Extended Epistemology (pp. 59-86). Oxford University Press. http://pespmc1.vub.ac.be/Papers/Non-dualism.pdf
Hohwy, J. (2018). The predictive processing hypothesis. In A. Newen, De Bruin, L. & S. Gallagher (Eds.), The Oxford handbook of 4E cognition (pp. 129-145). Oxford University Press.
Hollingshead, A. B. (2000). Perceptions of expertise and transactive memory in work relationships. Group processes & Intergroup relations, 3(3), 257-267. https://doi.org/10.1177/1368430200033002
Hutchins, E. (1995). How a cockpit remembers its speeds. Cognitive science, 19(3), 265-288. https://doi.org/10.1016/0364-0213(95)90020-9
Klinzing, J. G., Niethard, N., & Born, J. (2019). Mechanisms of systems memory consolidation during sleep. Nature neuroscience, 22(10), 1598–1610. https://doi.org/1598-1610. 10.1038/s41593-019-0467-3
Iliopoulos, A., & Malafouris, L. (2014). Cognitive archaeology. In C. Smith (Ed.), Encyclopedia of global archaeology (pp. 1522–1530). Springer. https://doi/10.1007/978-1-4419-0465-2_256
Langer, S. K. K. (1960). Philosophy in a new key: A study in the symbolism of reason, rite, and art. Harvard University Press.
Langille, J. J. & Brown, R. E. (2018). The synaptic theory of memory: a historical survey and reconciliation of recent opposition. Frontiers in systems neuroscience, 12(52), 1-15. https://doi.org/10.3389/fnsys.2018.00052
Macedonia, M. (2019). Embodied learning: why at school the mind needs the body. Frontiers in psychology, 10, 2098, 1-8. https://doi.org/10.3389/fpsyg.2019.02098
Mahon, B. Z., & Hickok, G. (2016). Arguments about the nature of concepts: Symbols, embodiment, and beyond. Psychonomic bulletin & review, 23(4), 941-958. http://10.3758/s13423-016-1028-3
Malafouris, L. (2020). Thinking as “thinging”: Psychology with things. Current Directions in Psychological Science, 29(1), 3-8. http://doi/org/10.1177/0963721419873349
Malmberg, B. (1977). Signes et symboles. Picard.
Marsh, E. J., & Butler, A. C. (2013). Memory in educational settings. In D. Reisberg (Ed.), The Oxford handbook of cognitive psychology (pp. 299–317). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195376746.013.0020
Marsh, E. J., & Rajaram, S. (2019). The digital expansion of the mind: Implications of internet usage for memory and cognition. Journal of Applied Research in Memory and Cognition, 8(1), 1-14. https://doi.org/10.1016/j.jarmac.2018.11.001
McGann, M., Di Paolo, E. A., Heras-Escribano, M., & Chemero, A. (2020). Enaction and Ecological Psychology: Convergences and Complementarities. Frontiers in Psychology, 11 (617898), 1-11. https://doi.org/10.3389/fpsyg.2020.617898
Meloni, M., & Reynolds, J. (2020). Thinking embodiment with genetics: epigenetics and postgenomic biology in embodied cognition and enactivism. Synthese, 1-24. https://doi.org/10.1007/s11229-020-02748-3
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological review, 63(2), 81-97. https://doi.org/10.1037/h0043158
Nave, K., Deane, G., Miller, M., & Clark, A. (2020). Wilding the predictive brain. Wiley Interdisciplinary Reviews: Cognitive Science, 11(6), 1-11. https://doi.org/10.1002/wcs.1542
Ocampo Alvarado, J. C. (2019). Sobre lo “neuro” en la neuroeducación: de la psicologización a la neurologización de la escuela. Sophia, 26, 141-169. https://doi.org/10.17163/soph.n26.2019.04
Ong, W. (1982/2002). Orality and Literacy. The Technologizing of the Word. Routledge.
Overmann, K. A., & Wynn, T. (2019). On Tools Making Minds: An Archaeological Perspective on Human Cognitive Evolution. Journal of Cognition and Culture, 19(1-2), 39-58. https://doi.org/10.1163/15685373-12340047
Purves, D. (2018). Neuroscience. Sinauer Associates. 6th ed.
Rohrer, D. (2015). Student instruction should be distributed over long time periods. Educational Psychology Review, 27(4), 635-643. https://doi.org/10.1007/s10648-015-9332-4
Perry, M. (2003). Distributed cognition. In J.M. Carroll (Ed.), HCI models, theories, and frameworks: Toward a multidisciplinary science, (pp.193-223). Morgan Kaufmann.
Putnam, H. (1967/1975). The Nature of mental states. In H. Putnam, Mind, language, and reality: Philosophical papers (vol. 2) (pp 429-440). Cambridge University Press. https://doi.org/10.1017/CBO9780511625251.023
Restrepo, J. E. (2019). Los límites epistemológicos de las neurociencias: la falacia de las neuro–lo que sea. Revista de Psicología Universidad de Antioquia, 11(2), 201-224. https://doi.org/10.17533/udea.rp.v11n2a08
Schiavio, A., Küssner, M. B., & Williamon, A. (2020). Music teachers’ perspectives and experiences of ensemble and learning skills. Frontiers in psychology, 11, (291), 1-11. https://doi.org/10.3389/fpsyg.2020.00291
Searle, J. R. (1983). Intentionality: An essay in the philosophy of mind. Cambridge university press.
Searle, J. R. (1984). Minds, Brains and Science. Harvard University Press.
Schilhab, T., Stjernfelt, F., & Deacon, T. (2012). The symbolic species evolved (Vol. 6). Springer Science & Business Media.
Shapiro, L. (2019). Embodied Cognition. Routledge. 2nd ed.
Steffensen, S. V., & Vallee-Tourangeau, F. (2018). An ecological perspective on insight problem solving. In F. Vallée-Tourangeau (Ed.), Insight. On the origins of New Ideas (pp. 169-190). Routledge. https://doi.org/10.4324/9781315268118-9
Sutton, J. (2010). Exograms and interdisciplinarity: history, the extended mind, and the civilizing process. In R. Menary (Ed.), The extended mind (pp. 189–225). MIT Press. https://doi.org/10.7551/mitpress/9780262014038.001.0001
Sutton, J., Harris, C. B., Keil, P. G., & Barnier, A. J. (2010). The psychology of memory, extended cognition, and socially distributed remembering. Phenomenology and the cognitive sciences, 9(4), 521-560. https://doi.org/10.1007/s11097-010-9182-y
Thomas, M. S., Ansari, D., & Knowland, V. C. (2019). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477-492. https://doi.org/10.1111/jcpp.12973
Tulving, E., & Thomson, D. M. (1971). Retrieval processes in recognition memory: Effects of associative context. Journal of Experimental Psychology, 87(1), 116-124. https://doi.org/10.1037/h0030186
Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological review, 80(5), 352-373. https://doi.org/10.1037/h0020071
Satel, S. & Lilienfeld, S. (2013). Brainwashed: The Seductive Appeal of Mindless Neuroscience. Basic Books.
Vallée-Tourangeau, F., Steffensen, S. V., Vallée-Tourangeau, G., & Sirota, M. (2016). Insight with hands and things. Acta psychologica, 170, 195-205. https://doi.org/10.1016/j.actpsy.2016.08.006
Vallée-Tourangeau, G. & Vallée-Tourangeau, F. (2017). Cognition beyond the classical information processing model: Cognitive interactivity and the systemic thinking model (SysTM). In Cognition Beyond the Brain. Cognitive Interactivity and the Systemic Thinking Model (SysTM) (pp. 133-154). Springer. https://doi.org/10.1007/978-3-319-49115-8_7
Vidal, F., & Ortega, F. (2017). Being brains: Making the cerebral subject. Fordham University Press.
Wheeler, M. (2005). Reconstructing the cognitive world: The next step. MIT press.
White, L. (1942). On the use of tools by primates. Journal of Comparative Psychology,4, 369-374. https://doi.org/10.1037/h0060526
Wilson, R. A. & Clark, A. (2009). How to situate cognition: letting nature take its course. In P. Robbins, & M. Aydede (Eds.), The Cambridge handbook of situated cognition, (pp. 55–77). Cambridge University Press. https://doi.org/10.1017/CBO9780511816826.004
Yamashiro, J. K., & Roediger III, H. L. (2019). Expanding cognition: A brief consideration of technological advances over the past 4000 years. Journal of Applied Research in Memory and Cognition, 8(1),15-19. https://doi.org/10.1016/j.jarmac.2018.12.004
Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Springer Science & Business Media.
Baddeley, A. D. (1983). Working memory. Philosophical Transactions of the Royal Society of London, B, 302(1110), 311-324. https://doi.org/10.1098/rstb.1983.0057
Baddeley, A. D., & Hitch, G. (1974). Working Memory. Psychology of Learning and Motivation, 8, 47-89. http://dx.doi.org/10.1016/S0079-7421(08)60452-1
Ball, L. J., & Litchfield, D. (2017). Interactivity and embodied cues in problem solving, learning and insight: further contributions to a “theory of hints”. In S. J. Cowley & F. Vallée-Tourangeau (Eds.), Cognition beyond the brain. Computation, Interactivity and Human Artifice (pp. 115-132). Springer.
Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and brain sciences, 22(4), 577-660. https://doi.org/10.1017/S0140525X99002149
Barsalou, L. W. (2003). Situated simulation in the human conceptual system. Language and Cognitive Processes, 18(5-6), 513–562.https://doi.org/10.1080/01690960344000026
Barsalou, L. W., Simmons, W. K., Barbey, A. K., & Wilson, C. D. (2003). Grounding conceptual knowledge in modality-specific systems. Trends in cognitive sciences, 7(2), 84-91. http://10.1016/s1364-6613(02)00029-3
Bateson, G. (1972). Steps to an ecology of mind. Ballantine Books. 2nd ed.
Benjamin, A. S. & Tullis, J. (2010). What makes distributed practice effective? Cognitive psychology, 61(3), 228-247. http://10.1016/j.cogpsych.2010.05.004
Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 59-68). Worth Publishers. 2nd ed. https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/04/EBjork_R
Bor, D. (2012). The ravenous brain: How the new science of consciousness explains our insatiable search for meaning. Basic Books.
Born, J. & Wilhelm, I. (2012). System consolidation of memory during sleep. Psychological research, 76(2), 192-203. http://10.1007/s00426-011-0335-6
Bowers, J. S. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123(5), 628-635. http://dx.doi.org/10.1037/rev0000025
Caramazza, A., Anzellotti, S., Strnad, L., & Lingnau, A. (2014). Embodied cognition and mirror neurons: a critical assessment. Annual review of neuroscience, 37, 1-15. http://10.1146/annurev-neuro-071013-013950
Clark, A. (1997). Being there: Putting brain, body, and world together again. MIT press.
Clark, A. (2000). Mindware: An introduction to the philosophy of cognitive science. Oxford University Press.
Clark, A. (2008). Supersizing the mind: Embodiment, action, and cognitive extension. Oxford University Press.
Clark, A. (2010). Memento’s Revenge: The Extended Mind, Extended. In R. Menary (Ed.), The Extended Mind (pp.43-66). MIT Press. https://philpapers.org/go.pl?id=CLAMR-3&proxyId=&u=http%3A%2F%2Fdx.doi.org%2F10.7551%2Fmitpress%2F9780262014038.003.0003
Clark, A. (2016). Busting out: Predictive brains, embodied minds, and the puzzle of the evidentiary veil. Noûs, 51(4), 727-753. https://doi.org/10.1111/nous.12140
Clark, A. (2017). Embodied, situated, and distributed cognition. In W. Bechtel, G. Graham, & D. A. Balota, (Eds.), A companion to cognitive science (pp. 506-517). Blackwell. https://doi.org/10.1002/9781405164535.ch39
Clark, A., & Chalmers, D. (1998). The Extended Mind. Analysis 58(1), 7-19. https://doi.org/10.1093/analys/58.1.7
Clark, A., & Toribio, J. (1994). Doing without representing? Synthese, 101(3), 401-431. https://doi.org/10.1007/BF01063896
Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-46). Cambridge University Press. http://eds-courses.ucsd.edu/eds297/sp11/readings/cole-engstrom-distcog.pdf
Craik, F. I. M. (1985). Paradigms in human memory research. In L.-G. Nilsson & T. Archer (Eds.), Perspectives on learning and memory, (pp. 197–221). Lawrence Erlbaum Associates, Inc.
Craik, F. I. M., & Lockhart, R.S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X
Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of experimental Psychology: general, 104(3), 268-294. https://doi.org/10.1037/0096-3445.104.3.268
Currie, A., & Killin, A. (2019). From things to thinking: Cognitive archaeology. Mind & Language, 34(2), 263-279. https://doi.org/10.1037/0096-3445.104.3.268
Chomsky, N. (2006). Language and mind. Cambridge University Press. 3rd ed.
Deacon, T. W. (1997). The symbolic species: The co-evolution of language and the brain. Norton & Company.
Dewey, J. (1916). Democracy and education. McMillan.
Donoghue, G. (2019). The brain in the classroom: The mindless appeal of neuroeducation. In A. Raz & R. Thibault (Eds.), Casting Light on the Dark Side of Brain Imaging (pp. 37-40). Academic Press.
Dorsey, J. (2020). Zconomy: how Gen Z will change the future of business – and what to do about it. Harper Collins.
Dreyfus, H. L. (1972). What Computers Can't Do. A critique of artificial reason. Harper & Row.
Dreyfus, H. L. (1992). What computers still can't do: A critique of artificial reason. MIT press.
Dreyfus H. L., & Dreyfus, S. (1986) Mind over machine. The power of human intuition and expertise in the era of the computer. The Free Press.
Foshay, W. R. (2009). Some principles underlying the cognitive approach to instructional design. In R. Watkins, & D., Leigh (Eds.), Handbook of Improving Performance in the Workplace, (Vol. 1, Instructional Design and Training Delivery, pp. 3-22). John Wiley & Sons. https://doi.org/10.1002/9780470592663.ch1
Garofoli, D. (2017). Ornamental feathers without mentalism: a radical enactive view on Neanderthal body adornment. In C. Durt, T. Fuchs, & C. Tewes, (Eds.), Embodiment, Enaction, and Culture: Investigating the Constitution of the Shared World (pp. 279-305). MIT Press. https://doi.org/10.7551/mitpress/9780262035552.003.0016
Gallagher, S. (2018). Decentering the brain: Embodied cognition and the critique of neurocentrism and narrow-minded philosophy of mind. Constructivist Foundations, 14(1), 8-21. http://constructivist.info/14/1/008
Gallagher, S., & Allen, M. (2018). Active inference, enactivism and the hermeneutics of social cognition. Synthese, 195(6),2627-2648. https://doi.org/10.1007/s11229-016-1269-8
Gardner, H. (1985). The mind's new science: A history of the cognitive revolution. Basic Books.
Gibson, J. J. (1979). The ecological approach to visual perception. Houghton Mifflin.
Glenberg, A. M., & Kaschak, M. P. (2003). The body's contribution to language. In B. H. Ross (Ed.), The psychology of learning and motivation: Advances in research and theory, Vol. 43 (pp. 93–126). Academic Press.
Godden, D. R., & Baddeley, A. D. (1975). Context?dependent memory in two natural environments: On land and underwater. British Journal of psychology, 66(3), 325-331. https://doi.org/10.1111/j.2044-8295.1975.tb01468.x
Goldinger, S. D., Papesh, M. H., Barnhart, A. S., Hansen, W. A., & Hout, M. C. (2016). The poverty of embodied cognition. Psychonomic bulletin & review, 23(4), 959-978. http://10.3758/s13423-015-0860-1
Goody, J. R. (1977). The domestication of the savage mind. Cambridge University Press.
Grouchy, P., D’Eleuterio, G. M., Christiansen, M. H., & Lipson, H. (2016). On the evolutionary origin of symbolic communication. Scientific reports, 6(1), 1-9. https://doi.org/10.1038/srep34615
Harnad, S. (1990). The Symbol Grounding Problem. Physica D: Non linear Phenomena, 42(1-3), 335-346.
https://doi.org/10.1016/0167-2789(90)90087-6
Hebb, D. O. (1949/2002). The organization of behavior; a neuropsychological theory. Lawrence Erlbaum Associates.
Herder, J.G. (1772/2004). Philosophical Writings. Michael N. Forster (trans. & ed.), Cambridge University Press.
Heylighen, F., & Beigi, S. (2018). Mind outside Brain: a radically non-dualist foundation for distributed cognition. In J. Carter, A. Clark, J. Kallestrup, S. Palermos, & D. Pritchard (Eds.), Socially Extended Epistemology (pp. 59-86). Oxford University Press. http://pespmc1.vub.ac.be/Papers/Non-dualism.pdf
Hohwy, J. (2018). The predictive processing hypothesis. In A. Newen, De Bruin, L. & S. Gallagher (Eds.), The Oxford handbook of 4E cognition (pp. 129-145). Oxford University Press.
Hollingshead, A. B. (2000). Perceptions of expertise and transactive memory in work relationships. Group processes & Intergroup relations, 3(3), 257-267. https://doi.org/10.1177/1368430200033002
Hutchins, E. (1995). How a cockpit remembers its speeds. Cognitive science, 19(3), 265-288. https://doi.org/10.1016/0364-0213(95)90020-9
Klinzing, J. G., Niethard, N., & Born, J. (2019). Mechanisms of systems memory consolidation during sleep. Nature neuroscience, 22(10), 1598–1610. https://doi.org/1598-1610. 10.1038/s41593-019-0467-3
Iliopoulos, A., & Malafouris, L. (2014). Cognitive archaeology. In C. Smith (Ed.), Encyclopedia of global archaeology (pp. 1522–1530). Springer. https://doi/10.1007/978-1-4419-0465-2_256
Langer, S. K. K. (1960). Philosophy in a new key: A study in the symbolism of reason, rite, and art. Harvard University Press.
Langille, J. J. & Brown, R. E. (2018). The synaptic theory of memory: a historical survey and reconciliation of recent opposition. Frontiers in systems neuroscience, 12(52), 1-15. https://doi.org/10.3389/fnsys.2018.00052
Macedonia, M. (2019). Embodied learning: why at school the mind needs the body. Frontiers in psychology, 10, 2098, 1-8. https://doi.org/10.3389/fpsyg.2019.02098
Mahon, B. Z., & Hickok, G. (2016). Arguments about the nature of concepts: Symbols, embodiment, and beyond. Psychonomic bulletin & review, 23(4), 941-958. http://10.3758/s13423-016-1028-3
Malafouris, L. (2020). Thinking as “thinging”: Psychology with things. Current Directions in Psychological Science, 29(1), 3-8. http://doi/org/10.1177/0963721419873349
Malmberg, B. (1977). Signes et symboles. Picard.
Marsh, E. J., & Butler, A. C. (2013). Memory in educational settings. In D. Reisberg (Ed.), The Oxford handbook of cognitive psychology (pp. 299–317). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195376746.013.0020
Marsh, E. J., & Rajaram, S. (2019). The digital expansion of the mind: Implications of internet usage for memory and cognition. Journal of Applied Research in Memory and Cognition, 8(1), 1-14. https://doi.org/10.1016/j.jarmac.2018.11.001
McGann, M., Di Paolo, E. A., Heras-Escribano, M., & Chemero, A. (2020). Enaction and Ecological Psychology: Convergences and Complementarities. Frontiers in Psychology, 11 (617898), 1-11. https://doi.org/10.3389/fpsyg.2020.617898
Meloni, M., & Reynolds, J. (2020). Thinking embodiment with genetics: epigenetics and postgenomic biology in embodied cognition and enactivism. Synthese, 1-24. https://doi.org/10.1007/s11229-020-02748-3
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological review, 63(2), 81-97. https://doi.org/10.1037/h0043158
Nave, K., Deane, G., Miller, M., & Clark, A. (2020). Wilding the predictive brain. Wiley Interdisciplinary Reviews: Cognitive Science, 11(6), 1-11. https://doi.org/10.1002/wcs.1542
Ocampo Alvarado, J. C. (2019). Sobre lo “neuro” en la neuroeducación: de la psicologización a la neurologización de la escuela. Sophia, 26, 141-169. https://doi.org/10.17163/soph.n26.2019.04
Ong, W. (1982/2002). Orality and Literacy. The Technologizing of the Word. Routledge.
Overmann, K. A., & Wynn, T. (2019). On Tools Making Minds: An Archaeological Perspective on Human Cognitive Evolution. Journal of Cognition and Culture, 19(1-2), 39-58. https://doi.org/10.1163/15685373-12340047
Purves, D. (2018). Neuroscience. Sinauer Associates. 6th ed.
Rohrer, D. (2015). Student instruction should be distributed over long time periods. Educational Psychology Review, 27(4), 635-643. https://doi.org/10.1007/s10648-015-9332-4
Perry, M. (2003). Distributed cognition. In J.M. Carroll (Ed.), HCI models, theories, and frameworks: Toward a multidisciplinary science, (pp.193-223). Morgan Kaufmann.
Putnam, H. (1967/1975). The Nature of mental states. In H. Putnam, Mind, language, and reality: Philosophical papers (vol. 2) (pp 429-440). Cambridge University Press. https://doi.org/10.1017/CBO9780511625251.023
Restrepo, J. E. (2019). Los límites epistemológicos de las neurociencias: la falacia de las neuro–lo que sea. Revista de Psicología Universidad de Antioquia, 11(2), 201-224. https://doi.org/10.17533/udea.rp.v11n2a08
Schiavio, A., Küssner, M. B., & Williamon, A. (2020). Music teachers’ perspectives and experiences of ensemble and learning skills. Frontiers in psychology, 11, (291), 1-11. https://doi.org/10.3389/fpsyg.2020.00291
Searle, J. R. (1983). Intentionality: An essay in the philosophy of mind. Cambridge university press.
Searle, J. R. (1984). Minds, Brains and Science. Harvard University Press.
Schilhab, T., Stjernfelt, F., & Deacon, T. (2012). The symbolic species evolved (Vol. 6). Springer Science & Business Media.
Shapiro, L. (2019). Embodied Cognition. Routledge. 2nd ed.
Steffensen, S. V., & Vallee-Tourangeau, F. (2018). An ecological perspective on insight problem solving. In F. Vallée-Tourangeau (Ed.), Insight. On the origins of New Ideas (pp. 169-190). Routledge. https://doi.org/10.4324/9781315268118-9
Sutton, J. (2010). Exograms and interdisciplinarity: history, the extended mind, and the civilizing process. In R. Menary (Ed.), The extended mind (pp. 189–225). MIT Press. https://doi.org/10.7551/mitpress/9780262014038.001.0001
Sutton, J., Harris, C. B., Keil, P. G., & Barnier, A. J. (2010). The psychology of memory, extended cognition, and socially distributed remembering. Phenomenology and the cognitive sciences, 9(4), 521-560. https://doi.org/10.1007/s11097-010-9182-y
Thomas, M. S., Ansari, D., & Knowland, V. C. (2019). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477-492. https://doi.org/10.1111/jcpp.12973
Tulving, E., & Thomson, D. M. (1971). Retrieval processes in recognition memory: Effects of associative context. Journal of Experimental Psychology, 87(1), 116-124. https://doi.org/10.1037/h0030186
Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological review, 80(5), 352-373. https://doi.org/10.1037/h0020071
Satel, S. & Lilienfeld, S. (2013). Brainwashed: The Seductive Appeal of Mindless Neuroscience. Basic Books.
Vallée-Tourangeau, F., Steffensen, S. V., Vallée-Tourangeau, G., & Sirota, M. (2016). Insight with hands and things. Acta psychologica, 170, 195-205. https://doi.org/10.1016/j.actpsy.2016.08.006
Vallée-Tourangeau, G. & Vallée-Tourangeau, F. (2017). Cognition beyond the classical information processing model: Cognitive interactivity and the systemic thinking model (SysTM). In Cognition Beyond the Brain. Cognitive Interactivity and the Systemic Thinking Model (SysTM) (pp. 133-154). Springer. https://doi.org/10.1007/978-3-319-49115-8_7
Vidal, F., & Ortega, F. (2017). Being brains: Making the cerebral subject. Fordham University Press.
Wheeler, M. (2005). Reconstructing the cognitive world: The next step. MIT press.
White, L. (1942). On the use of tools by primates. Journal of Comparative Psychology,4, 369-374. https://doi.org/10.1037/h0060526
Wilson, R. A. & Clark, A. (2009). How to situate cognition: letting nature take its course. In P. Robbins, & M. Aydede (Eds.), The Cambridge handbook of situated cognition, (pp. 55–77). Cambridge University Press. https://doi.org/10.1017/CBO9780511816826.004
Yamashiro, J. K., & Roediger III, H. L. (2019). Expanding cognition: A brief consideration of technological advances over the past 4000 years. Journal of Applied Research in Memory and Cognition, 8(1),15-19. https://doi.org/10.1016/j.jarmac.2018.12.004
Doardi, D. (2021). Entorno digital y generación Z. Teoría De La Educación. Revista Interuniversitaria, 33(2), 27–47. https://doi.org/10.14201/teri.25224
Descargas
Los datos de descargas todavía no están disponibles.
+
−