A unique specialization program that will allow you to acquire advanced training in this field" 

The basic processes of cognitive development in relation to learning and school development, in an intensive and complete training"

Neuropsychology is based on the natural scientific method to approach the study of the brain. Through the combination of the hypothetico-deductive and analytical-inductive methods the professionals of this discipline develop the therapeutic intervention both in individuals with congenital or supervening brain lesions, as well as in individuals without lesions.  

This Advanced master’s degree has two distinct and highly complementary areas of study. On the one hand, clinical neuropsychology and, on the other hand, neuroeducation. The objective of the first of these areas is to give the professional a mastery of the neurological and biochemical mechanisms that occur in mental illness and health. For its part, the work of neuropsychology in education aims to train education professionals in the brain aspects that influence education and learning. 

The understanding of the chemical and anatomical structures involved in each of the processes within the field of health and also of mental disorders, provides a global vision necessary for true mastery in the discernment of the human being, which joins the broad spectrum of intervention in specialization to provide broad knowledge of the subject.  

The relationship of brain biochemistry and limbic structures with basic emotions, as well as the way in which the reticular system affects our behavior and consciousness, are essential topics of this educational program. An Advanced master’s degree that is complemented with the functioning of memory, language, the relationship between laterality and cognitive development, among other aspects.   

Throughout this specialization, the student will learn all of the current approaches to the different challenges posed by their profession. A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level. 

This challenge is one of TECH's social commitments: to help highly qualified professionals specialize and develop their personal, social and work skills during the course of their studies.  

Not only will we take you through the theoretical knowledge offered, but we will show you another way of studying and learning, more organic, simpler and more efficient. We work to keep the student motivated and to create a passion for learning. We will push you to think and develop critical thinking.  
This Advanced master’s degree is designed to give you access to the specific knowledge of this discipline in an intensive and practical way. A great value for any professional.

A high-level scientific training program, supported by advanced technological development and the teaching experience of the best professionals" 

This Advanced master’s degree in Clinical Neuropsychology and Neuroeducation contains the most complete and up-to-date scientific program the market. The most important features of the program include:

• The latest technology in online teaching software   
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand    
• Practical cases presented by practising experts   
• State-of-the-art interactive video systems   
• Teaching supported by remote training    
• Continuous updating and retraining systems   
• Autonomous learning: full compatibility with other occupations   
• Practical exercises for self-evaluation and learning verification
• Support groups and educational synergies: Questions to the expert, discussion forums and knowledge   
• Communication with the teacher and individual reflection work   
• Content that is accessible from any, fixed or portable device with an Internet connection
• The supporting documentation databanks are permanently available, even after the program

A training program created for professionals who aspire to excellence that will allow you to acquire new skills and strategies in a smooth and effective way"

Our teaching staff is made up of working professionals. In this way TECH ensures that it delivers the educational update objective it is aiming for. A multidisciplinary team of trained professionals and experience in different environments, who will develop the theoretical knowledge in an efficient way, but above all, will bring their practical knowledge derived from their own experience to the course: one of the differential qualities of this Advanced master’s degree.   

This command of the subject is complemented by the effectiveness of the methodological design of this Advanced master’s degree. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. In this way, you will be able to study with a range of comfortable and versatile multimedia tools that will give you the operability you need in your training.   

The design of this program is based on Problem-Based Learning: an approach that conceives learning as a highly practical process. To achieve this remotely, we will use telepractice learning. With the help of an innovative interactive video system and Learning from an Expert, you will be able to acquire the knowledge as if you were actually dealing with the face you are learning about. A concept that will allow them to integrate and fix learning in a more realistic and permanent way.  

A deep and comprehensive dive into strategies and approaches in Clinical Neuropsychology and Neuroeducation "

The sensory systems of the human being studied from the neuropsychologist's point of view, with a view to intervention and improvement"

The contents of this specialisation have been developed by the different teachers of this program, with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field. The content of this course enables you to learn all aspects of the different disciplines involved in this field. A very complete and well-structured program that will lead the student to the highest standards of quality and success. 

Through a very well compartment approach, you will be able to access the most advanced knowledge in Clinical Neuropsychology and Neuroeducation of the moment"

Module 1. Basis of Neurosciences

1.1. The Nervous System and Neurons

1.1.1. Introduction
1.1.2. Developments and Latest Approaches

1.2. Basic Anatomy of Learning-Related Structures

1.2.1. Description
1.2.2. Physiology of Learning

1.3. Psychological Processes Related to Learning

1.3.1. Emotions and Learning
1.3.2. Emotional Approaches

1.4. The Main Brain Structures Related to Motor Skills

1.4.1. Brain and Motor Development
1.4.2. Laterality and Development

1.5. The Plastic Brain and Neuroplasticity

1.5.1. Definition of Plasticity
1.5.2. Neuroplasticity and Education

1.6. Epigenetics 

1.6.1. Definition and Origins

1.7. Effects of the Environment on Brain Development 

1.7.1. Current Theories
1.7.2. The Influence of the Environment on Child Development

1.8. Changes in the Infant's Brain

1.8.1. Brain Development in Infancy
1.8.2. Features

1.9. Evolution of the Adolescent Brain

1.9.1. Brain Development in Adolescence
1.9.2. Features

1.10. Adult Brain

1.10.1. Characteristics of the Adult Brain
1.10.2. The Adult Brain and Learning

Module 2. Developmental Neuropsychology

2.1. Neuroscience 
2.2. The Brain: Structure and Function 
2.3. Neuroscience and Learning 
2.4. Multiple intelligences 
2.5. Neurosciences and Education 
2.6. Neurosciences in the Classroom 
2.7. Playing and New Technologies
2.8. Body and Brain 
2.9. Neuroscience for School Failure Prevention
2.10. Reason and Emotion

Module 3. Principles of Neuroanatomy 

3.1. Nerve Fiber Classification (Erlanger and Gasser) 

3.1.1. Alpha 
3.1.2. Beta 
3.1.3. Gamma 
3.1.4. Delta 
3.1.5. Sympathetic 
3.1.6. Preganglionic 
3.1.7. Mechanoceptors 
3.1.8. Sympathetic Nociceptors 

3.2. Vegetative Nervous System 
3.3. Spinal Cord 
3.4. Spinal Nerves 
3.5. Afferent and Efferent Communication 
3.6. Gray Matter 
3.7. White Matter 
3.8. Brainstem 

3.8.1. Midbrain 
3.8.2. Varolio Bridge 
3.8.3. Medulla Oblongata 
3.8.4. Cerebellum

3.9. Limbic System

3.9.1. Tonsils 
3.9.2. Hippocampus 
3.9.3. Hypothalamus 
3.9.4. Cingulum
3.9.5. Sensory Thalamus 
3.9.6. Base Cores 
3.9.7. Periaqueductal Gray Region 
3.9.8. Pituitary
3.9.9. Nucleus Accumbens

3.10. Cerebral Cortex (Theory of Cerebral Evolution, Carter 2002) 

3.10.1. Parietal Cortex
3.10.2. Frontal Lobes (6m) 
3.10.3. Limbic System (12 m) 
3.10.4. Language Areas: 1st Wernicke, 2nd Broca. (18 m) 

3.11. Frontal Orbital Lobe
3.12. Functional Relationships of the NS with Other Organs and Systems 
3.13. Motorneurone Transmission
3.14. Sensoperception
3.15. Neuroendocrinology (Hypothalamus-Endocrine System Relationship) 

3.15.1. Temperature Regulation
3.15.2. Blood Pressure Regulation 
3.15.3. Food Ingestion Regulation 
3.15.4. Reproductive Function Regulation

3.16. Neuroimmunology (Relationship between the Nervous System and Immune System) 
3.17. Map Relating Emotion to Neuroanatomical Structures

Module 4. Introduction to Neuropsychology

4.1. The Neurone and its Composition 

4.1.1. Axon 
4.1.2. Cellular Body or Soma 
4.1.3. Dendrites 

4.2. Nervous Impulse 

4.2.1. Sodium/Potassium Pump 
4.2.2. Resting Potential 
4.2.3. Action Potential Generation 
4.2.4. GABA-Glutamate-Glutamine Cycle 

4.3. Electric and Chemical Synapses 
4.4. Neurotransmitters 

4.4.1. G.A.B.A
4.4.2. Acetylcholine (Ach) 
4.4.3. Catecholamines: 

4.4.3.1. Adrenaline (A) 
4.4.3.2. Noradrenaline (NA) 
4.4.3.3. Dopamine (DA) 

4.4.3.3.1. DAe 
4.4.3.3.2. DAi 

4.4.4. Indolamines: 

4.4.4.1. Serotonin (5-HT) 

4.4.5. Gastrointestinal Polypeptides 
4.4.6. Prostaglandins 
4.4.7. Glycerine 
4.4.8. Enkephalins and Endorphins 
4.4.9. Adenylate Cyclase (ATP) 

4.5. Neurotransmission Process 
4.6. Neurotransmitter Synthesis 
4.7. Neurotransmitter Storage 
4.8. Release into the Intersynaptic Space 
4.9. Interaction with the Postsynaptic Receptor 
4.10. Neurotransmitter Reuptake 
4.11. General Circulation Diffusion 
4.12. Inactivation by the M.A.O 
4.13. Rivers of Chemistry Flooding our Brains 
4.14. Chemical Families and Interactions Between Them 
4.15. Hormonal System 

4.15.1. Adrenaline 
4.15.2. Melatonin 
4.15.3. Adrenocorticotropin 
4.15.4. Norepinephrine 

Module 5. Functional Neuroanatomy 

5.1. Neurotransmitters and Mental Illness 

5.1.1. Upper Stratum (NA / 5-HT) Own Anxiety, Stress 
5.1.2. Lower Stratum (DA / Ach) Own Helplessness, Depression 

5.2. NA-Type Biochemical Imbalance 

5.2.1. Clinical Hypomania 
5.2.2. Clinical Psychopathy 
5.2.3. Clinical Psychosis 
5.2.4. Clinical Anxiety 
5.2.5. Clinical Loss of Impulse Control 

5.3. Clinical Depression 
5.4. Clinical Immunological Depression 
5.5. Clinical Mania 
5.6. Clinical Schizophrenia 
5.7. Clinical Sleep Disorders 
5.8. Clinical Impulse Control Disorders 
5.9. Clinical Eating Disorders 
5.10. Type Ach Biochemical Imbalance 

5.10.1. Complex Arterial Hypotension, Hypoglycemia, Bradycardia and Muscular Asthenia
5.10.2. Physical and Psychological Exhaustion 
5.10.3. Attention and Memory Disorders 
5.10.4. Neurological Diseases Affecting the Locomotor System 
5.10.5. Clinical Affective Blunting and Consciousness Disorder 

5.11. Type DAe Biochemical Imbalance 

5.11.1. Calm, Serenity Suppressing Irritability Complex 
5.11.2. Insomnia 
5.11.3. Ill-tempered, Without Expressing it 

5.12. Type DAi Biochemical Imbalance 

5.12.1. Motor Hyperactivity 
5.12.2. Complex Tachycardia, Hypertension and Hyperglycemia 
5.12.3. Histrionic Spectrum Disorders with Anxious Depression!

Module 6. Neuroanatomy and Mental Disorders 

6.1. Relationship of Brain Chemistry and Neurological Activation 
6.2. Reticular System and Mental Illness 

6.2.1. Neurotransmission Activator 
6.2.2. Conscious State Activator 
6.2.3. Sleep-Wake Cycle Activator 
6.2.4. Learning Activator 

6.3. Brainstem 

6.3.1. Subtantia Nigra 
6.3.2. Base Nodes 
6.3.3. Locus Coeruleus 
6.3.4. Raphe 

6.4. Limbic Structures Involved in Mental Disorders 

6.4.1. Tonsils 
6.4.2. Periaqueductal Gray Region 
6.4.3. Hypothalamus 
6.4.4. Caudate Nucleus 
6.4.5. Putamen 
6.4.6. Cingular Area 
6.4.7. Ventral Tegmental Area 
6.4.8. Nucleus Accumbens 
6.4.9. Sensory Thalamus 

6.5. Corpus Callosum 
6.6. Cortical Structures 

6.6.1. Pre-optical Area 
6.6.2. Insula 
6.6.3. Association Areas 
6.6.4. Brodmann Areas 
6.6.5. Werkicke Area 
6.6.6. Broca Area 
6.6.7. Limbic Association Area 

6.7. Frontal Orbital Lobe 

Module 7. Biochemistry and Neuroanatomy of the Most Well-Known Mental Disorders in the Practitioner’s Outpatient Clinic of Psychology 

7.1. Neuroanatomy and Biochemistry in Consciousness and Memory Disorders 

7.1.1. Hypervigilance, Obnubilation, Confusional or Twilight States 
7.1.2. Depersonalization or Derealization Disorders 
7.1.3. Remote or Immediate Memory Disorders 
7.1.4. Clinical Disorientation and Drowsiness 
7.1.5. Obnubilation, Stupor, Delirium, Coma, Twilight State 
7.1.6. Clinical Agnosia, Anosoagnosia, Apraxia, Adiadocokinesia 
7.1.7. Memory Disorders: Amnesia, Paramnesia, Amnesic Screen, Lethargy 

7.2. Neuroanatomy and Biochemistry of Anxiety Disorders

7.2.1. Panic Attacks 
7.2.2. Agoraphobia 
7.2.3. Simple Phobia 
7.2.4. Generalized Anxiety Disorder 
7.2.5. Obsessive Compulsive Disorder 
7.2.6. Social Phobia 
7.2.7. Post-Traumatic Stress Disorder 

7.3. Neuroanatomy and Biochemistry of Mood Disorders 

7.3.1. Dysthymia 
7.3.2. Severe Depression 
7.3.3. Adaptive Deficit Disorders 

7.4. Neuroanatomy and Biochemistry of Eating Disorders 

7.4.1. Pica
7.4.2. Rumination Disorder 
7.4.3. Anorexia Nervosa 
7.4.4. Bulimia Nervosa 
7.4.5. Binge Eating Disorder 

7.5. Neuroanatomy and Biochemistry of Impulse Control Disorders 

7.5.1. Oppositional Defiant Disorder 
7.5.2. Intermittent Explosive Disorder 
7.5.3. Antisocial Personality Disorder 
7.5.4. Behavioral Disorders 
7.5.5. Kleptomania 
7.5.6. Pyromania 

7.6. Neuroanatomy and Biochemistry of Sleep Disorders 

7.6.1. Insomnia 
7.6.2. Hypersomnia 
7.6.3. Narcolepsy 
7.6.4. Apnea 
7.6.5. Circadian Rhythm Disorders 
7.6.6. Restless Leg Syndrome 

7.7. Neuroanatomy and Biochemistry of Personality Disorders 

7.7.1. Borderline Personality Disorder 
7.7.2. Schizoid Personality Disorder 
7.7.3. Avoidant Personality Disorder 
7.7.4. Narcissistic Personality Disorder 
7.7.5. Obsessive Compulsive Personality Disorder 

7.8. Neuroanatomy and Biochemistry of Psychotic Disorders 

7.8.1. Schizophrenia
7.8.2. Delirious Disorders 
7.8.3. Bipolar Disorder 
7.8.4. Psychotic Disorder 

Module 8. Neurological Behavioral Sites 

8.1. Reticular System 

8.1.1. Parts 
8.1.2. Functions 

8.2. Brainstem 

8.2.1. Cerebral Biochemistry 
8.2.2. Influence of Biochemistry on Musculature 

8.3. Activation of Limbic Structures 

8.3.1. Platform for Action 
8.3.2. Motivation 

8.4. Sensation Felt 

8.4.1. Emotion 
8.4.2. Basic Emotions 

8.5. Precortical Structures 

8.5.1. Feelings 
8.5.2. Subconscious Thought 
8.5.3. Fantasy 

8.6. Cortical Structures 

8.6.1. Motor Activity 
8.6.2. Sensory 

8.7. Frontal Orbital Lobe 

8.7.1. Reflection 
8.7.2. Implementation 
8.7.3. Plan 

Module 9. Neurological Foundations of Behavior 

9.1. Philosophical Tradition: Monism, Dualism and Integrationism 
9.2. Monism from Spinoza to Donald Davidson 
9.3. Descartes' Dualism 
9.4. Behavior as a Function of the Nervous System 
9.5. Organization of the Nervous System 
9.6. Anatomy 

9.6.1. Central Nervous System vs. Peripheral Nervous System 
9.6.2. Motor Nervous System vs. Vegetative System 
9.6.3. Spinal Cord 
9.6.4. Brainstem 
9.6.5. Brain 

9.7. Functional Activity 

9.7.1. Lower 
9.7.2. Upper 

9.8. Microstructure 

9.8.1. Neurons 
9.8.2. Other Cells 

9.9. Embryology of the Nervous System 
9.10. Spinal Cord 
9.11. Brainstem 
9.12. Cerebellum 
9.13. Midbrain, Forebrain and Diencephalon 
9.14. Subcortex 
9.15. Basal Ganglia 
9.16. Frontal Orbital Lobe 
9.17. Process of Vascularization and Myelination of the Nervous System 

9.17.1. Reptilian Brain 
9.17.2. Basic Intelligence 
9.17.3. Pattern Intelligence 
9.17.4. Parameter Intelligence 

9.18. Limbic Brain and the Chemistry of Basic Emotions

Module 10. Neuroeducation

10.1. Introduction to Neuroeducation
10.2. Main Neuromyths
10.3. Attention 
10.4. Emotion 
10.5. Motivation 
10.6. The Learning Process
10.7. Memory 
10.8. Stimulation and Early Interventions
10.9. Importance of Creativity in Neuroeducation
10.10. Methodologies that allow the Transformation of Education in Neuroeducation 

Module 11. Visual and Auditory Functionality for Reading, Language, Languages and Learning

11.1. Vision: Functioning and Neuropsychological Bases 

11.1.1. Introduction 
11.1.2. Development of the Visual System at Birth
11.1.3. Risk Factors
11.1.4. Development of Other Sensory Systems During Infancy 
11.1.5. Influence of Vision on the Visuomotor System and its Development 
11.1.6. Normal and Binocular Vision 
11.1.7. Anatomy of Human Eyes 
11.1.8. Eye Functions 
11.1.9. Other Functions 
11.1.10. Visual Pathways to the Cerebral Cortex 
11.1.11. Elements that Favor Visual Perception 
11.1.12. Vision Diseases and Alterations 
11.1.13. Most Common Eye Disorders or Diseases: Classroom Interventions
11.1.14. Computer Vision Syndrome (CVS) 
11.1.15. Attitudinal Observation of the Student 
11.1.16. Summary 
11.1.17. Bibliographical References 

11.2. Visual Perception, Assessment and Intervention Programs 

11.2.1. Introduction 
11.2.2. Human Development: Development of the Sensory Systems 
11.2.3. Sensory Perception 
11.2.4. Neurodevelopment 
11.2.5. Description of the Perceptual Process 
11.2.6. Color Perception 
11.2.7. Perception and Visual Skills 
11.2.8. Evaluation of Visual Perception 
11.2.9. Intervention for the Improvement of Visual Perception 
11.2.10. Summary 
11.2.11. Bibliographical References 

11.3. Tracking Eye Movements 

11.3.1. Introduction 
11.3.2. Eye Movements 
11.3.3. Tracking Eye Movements 
11.3.4. Ocular Motility Recording and Assessment 
11.3.5. Ocular Motility-Related Disorders 
11.3.6. The Visual System and Reading 
11.3.7. Development of Skills in Learning to Read 
11.3.8. Improvement and Training Programs and Activities 
11.3.9. Summary 
11.3.10. Bibliographical References 

11.4. Saccadic Movements and Their Implication in Reading 

11.4.1. Introduction 
11.4.2. Models of the Reading Process 
11.4.3. Saccadic Movements and Their Relation to Reading 
11.4.4. How are Saccadic Movements Evaluated?
11.4.5. The Reading Process at the Visual Level 
11.4.6. Visual Memory in the Reading Process 
11.4.7. Investigations to Study the Relationship Between Visual Memory and Reading 
11.4.8. Reading Difficulties 
11.4.9. Specialized Teachers 
11.4.10. Social Educators 
11.4.11. Summary 
11.4.12. Bibliographical References

11.5. Visual Accommodation and its Relation to Posture in the Classroom 

11.5.1. Introduction 
11.5.2. Mechanisms that Allow for Accommodation or Focus 
11.5.3. How is Visual Accommodation Assessed?
11.5.4. Body Posture in the Classroom 
11.5.5. Visual Accommodation Training Programs 
11.5.6. Aids for Visually Impaired Students 
11.5.7. Summary 
11.5.8. Bibliographical References 

11.6. Structure and Function of the Ear 

11.6.1. Introduction 
11.6.2. The World of Sound 
11.6.3. Sound and its Propagation 
11.6.4. The Auditory Receptors 
11.6.5. Ear Structure 
11.6.6. Development of the Hearing System at Birth 
11.6.7. Development of Sensory Systems during Infancy 
11.6.8. Influence of the Ear on Balance Development 
11.6.9. Ear Diseases 
11.6.10. Summary 
11.6.11. Bibliographical References 

11.7. Auditory Perception

11.7.1. Introduction
11.7.2. Guidelines for Detecting Auditory Perception Problems
11.7.3. The Perceptive Process 
11.7.4. Role of the Auditory Pathways in Perceptual Processes 
11.7.5. Children with Impaired Auditory Perception 
11.7.6. Evaluation Tests 
11.7.7. Summary 
11.7.8. Bibliographical References

11.8. Evaluation of Hearing and its Alterations 

11.8.1. Introduction
11.8.2. Evaluation of the External Auditory Canal 
11.8.3. Otoscopy 
11.8.4. Air Audiometry 
11.8.5. Bone Conduction Hearing 
11.8.6. Curve of the Pain Threshold 
11.8.7. Tone Audiometry, Vocal Audiometry and Acoustic Audiometry 
11.8.8. Hearing Impairment: Degrees and Types of Hearing Loss 
11.8.9. Causes of Hearing Loss 
11.8.10. Psychobiological Aspects of Hearing Impairment 
11.8.11. Summary 
11.8.12. Bibliographical References 

11.9. Hearing and Learning Development 

11.9.1. Introduction 
11.9.2. Development of the Human Ear 
11.9.3. Programs, Activities and Games for Auditory Development in Children 
11.9.4. Berard Method 
11.9.5. Tomatis Method 
11.9.6. Visual and Hearing Health 
11.9.7. Adaptations of Curricular Elements 
11.9.8. Summary 
11.9.10. Bibliographical References 

11.10. Vision and Hearing Processes Involved in Reading 

11.10.1. Introduction 
11.10.2. Tracking Eye Movements 
11.10.3. The Visual System and Reading 
11.10.4. Dyslexia 
11.10.5. Color-Based Therapies for Dyslexia 
11.10.6. Visual Impairment Aids 
11.10.7. Summary 
11.10.8. Bibliographical References

11.11. Relationship Between Vision and Hearing in Language 

11.11.1. Introduction 
11.11.2. Relationship Between Vision and Hearing 
11.11.3. Verbal-Auditory and Visual Information Processing 
11.11.4. Intervention Programs for Hearing Disorders 
11.11.5. Guidelines for Teachers 
11.11.6. Summary 
11.11.7. Bibliographical References

Module 12. Motricity, Laterality and Writing

12.1. Neurodevelopment and Learning

12.1.1. Introduction
12.1.2. Perceptual Development
12.1.3. Neuropsychological Bases of Motor Development
12.1.4. Development of Laterality
12.1.5. Interhemispheric Communication through the Corpus Callosum 
12.1.6. Ambidextrousness
12.1.7. Summary
12.1.8. Bibliographical References

12.2. Psychomotor Development

12.2.1. Introduction
12.2.2. Gross Psychomotor Development
12.2.3. General Dynamic Coordination: Basic Skills
12.2.4. Fine Motor Skills and Their Relationship with Writing
12.2.5. Assessment of Psychomotor Development
12.2.6. Summary
12.2.7. Bibliographical References

12.3. Neuropsychology of Motor Development

12.3.1. Introduction
12.3.2. Relationship between Motor and Psychism 
12.3.3. Disorders of Motor Development 
12.3.4. Disorders of the Acquisition of Coordination 
12.3.5. Vestibular System Disorders
12.3.6. Handwriting
12.3.7. Summary
12.3.8. Bibliographical References

12.4. Introduction to Laterality Development

12.4.1.  Introduction
12.4.2. Laterality Tests
12.4.3. Observation Guidelines for Teachers
12.4.4. Cross Laterality
12.4.5. Types of Cross-Lateralization
12.4.6. Relationship between Dyslexia and Laterality
12.4.7. Relationship between Laterality and Attention, Memory and Hyperactivity Problems
12.4.8. Summary
12.4.9. Bibliographical References

12.5. Development of Laterality at Different Ages

12.5.1. Introduction
12.5.2. Definition of Laterality
12.5.3. Types of Laterality
12.5.4. The Corpus Callosum
12.5.5. The Cerebral Hemispheres
12.5.6. Development of the Prelateral, Contralateral, and Lateral Stages
12.5.7. Summary
12.5.8. Bibliographical References

12.6. Motor Disorders and Related Learning Difficulties

12.6.1. Introduction
12.6.2. Motor Disorders
12.6.3. Learning Difficulties
12.6.4. Summary 
12.6.5. Bibliographical References

12.7. Writing Acquisition and Process

12.7.1. Introduction
12.7.2. Learning to Read
12.7.3. Comprehension Problems that Students May Develop
12.7.4. Evolutionary Development of Writing
12.7.5. History of Writing
12.7.6. Neuropsychological Basis of Writing
12.7.7. Teaching of Writing Expression
12.7.8. Methods of Teaching Writing
12.7.9. Writing Workshops
12.7.10. Summary
12.7.11. Bibliographical References

12.8. Dysgraphia

12.8.1. Introduction
12.8.2. Learning Styles
12.8.3. Executive Functions Involved in Learning 
12.8.4. Definition of Dysgraphia and Types
12.8.5. Common Indicators of Dysgraphia
12.8.6. Classroom Aids for Students with Dysgraphia
12.8.7. Individual Aids
12.8.8. Summary
12.8.9. Bibliographic References

12.9. The Contribution of Laterality to Literacy Development

12.9.1. Introduction
12.9.2. Importance of Laterality in the Learning Process
12.9.3. Laterality in the Reading and Writing Process
12.9.4. Laterality and Learning Difficulties
12.9.5. Summary
12.9.6. Bibliographical References

12.10. Role of the School Psychologist and Guidance Counselors for Prevention, Development and Learning Difficulties.

12.10.1. Introduction
12.10.2. The Guidance Department
12.10.3. Intervention Programs
12.10.4. Advances of Neuropsychology in Learning Difficulties 
12.10.5. Training of the Teaching Team 
12.10.6. Summary
12.10.7. Bibliographical References

12.11. Guidance to Parents

12.11.1. How to Inform parents?
12.11.2. Activities to Improve Academic Performance 
12.11.3. Activities to Improve Lateral Development 
12.11.4. Strategies for Problem Solving
12.11.5. Summary
12.11.6. Bibliographical References

12.12. Psychomotor Assessment and Intervention

12.12.1. Introduction
12.12.2 Psychomotor Development
12.12.3. Psychomotor Evaluation
12.12.4. Psychomotor Intervention
12.12.5. Summary
12.12.6. Bibliographical References  

Module 13. Methodological Strategies and Learning Difficulties

13.1. Techniques to Improve Self-Esteem 

13.1.1. Classification
13.1.2. Description

13.2. Behaviour Modification

13.2.1. Identification
13.2.2. Approach

13.3. Coping and Problem-Solving Strategies 

13.3.1. Classification
13.3.2. Application

13.4. Social Skills 

13.4.1. Description of Shortcomings
13.4.2. Intervention Models

13.5. Emotional Intelligence, Creativity and Emotional Education in the Classroom

13.5.1. Emotional Intelligence and the Education of Emotions According to the Mayer and Salovey Model
13.5.2. Other Emotional Intelligence Models and Emotional Transformation 
13.5.3. Socio-Emotional Skills and Creativity According to Level of Intelligence 
13.5.4. Concept of Emotional Quotient, Intelligence and Adaptation in Learning Difficulties 
13.5.5. Practical Classroom Resources to Prevent the Demotivation of Students with Learning Difficulties and the Management of Disruptive Behaviors from Emotions 
13.5.6. Standardized Tests to Assess Emotions 

13.6. Learning Planning

13.6.1. Application Resources

13.7. Study Techniques 

13.7.1. Description
13.7.2. Applicable Developments 

13.8. Learning Strategies

13.8.1. Rehearsal Strategies
13.8.2. Processing Strategies 
13.8.3. Organization Strategies 
13.8.4. Metacognitive Strategies 
13.8.5. Affective or Supportive Strategies

13.9. Motivation 

13.9.1. Contextualization
13.9.2. Teaching Approaches

13.10. Family-Centered Intervention 

13.10.1. Understanding Learning Difficulties 
13.10.2. Acceptance of Reality 
13.10.3. Decision-Making in the Family Environment 
13.10.4. Behaviors within the Family 
13.10.5. Projects with the Family 
13.10.6. Emotional Intelligence. Managing Emotions

13.11. Inclusive Educational Intervention

13.11.1. The Center's Educational Project, Special Attention to Learning Needs 
13.11.2. Structural Adjustments 
13.11.3. Organizational Changes 
13.11.4. Plan of Attention to Diversity 
13.11.5. Teacher Training Plan 
13.11.6. Curricular Actions 
13.11.7. Organizing the Early Childhood Curriculum 
13.11.8. Organizing the Primary Education Curriculum 
13.11.9. Organizing the Secondary Education Curriculum

13.12. Neurolinguistic Programming (NLP) Applied to Learning Disabilities 

13.12.1. Justification and Objectives 
13.12.2. Basics of NLP

13.12.2.1. Foundations of NLP 
13.12.2.2. The Assumptions and Premises of NLP 
13.12.2.3. Neurological Levels

13.12.3. The Rules of the Mind 
13.12.4. Beliefs 
13.12.5. Different Ways of Looking at Reality 
13.12.6. States of Mind 
13.12.7. Shaping the Language 
13.12.8. Access to Unconscious Resources

13.13. Dynamic Learning in the Classroom

13.13.1. Dynamic Learning According to Robert Dilts 
13.13.2. Activities According to Different Learning Styles 
13.13.3. Activities According to How Students Select Information 
13.13.4. Strategies to Develop the Visual System in the Classroom 
13.13.5. Strategies for Developing the Auditory System in the Classroom 
13.13.6. Strategies to Develop the Kinesthetic System in the Classroom 
13.13.7. Activities According to How Students Organize Information 
13.13.8. Left Hemisphere and Right Hemisphere Enhancing Activities 

13.13.8.1. Strategies for Working With the Whole Brain in the Classroom

13.13.9. Techniques for Working on Beliefs 
13.13.10. Neuro-Linguistic Programming Techniques to Improve Students' Academic Performance 

13.13.10.1. Techniques for Reflecting on Our Perception of Reality 

13.13.10.1.1. Techniques to Develop Flexible Thinking
13.13.10.1.2. Techniques to Eliminate Blockages or Limitations 
13.13.10.1.3. Techniques to Clarify Objectives 

13.13.10.2. Annexes With Tests, Records, Techniques, Situation Analysis, Evaluations and Follow-Ups 

13.14. Cooperative Learning in Attention to Diversity 

13.14.1. Definition and Bases of Cooperative Learning
13.14.2. Structure of Cooperative Learning 
13.14.3. Developed Skills and Capabilities 
13.14.4. Purposes of Cooperative Learning From a Multicultural Approach 
13.14.5. Application in Each of the Educational Stages

13.14.5.1. Early Childhood Education

13.14.5.1.1. Teamwork and Group Cohesion in Early Childhood Education

13.14.5.1.1.1. Cooperative Techniques in Early Childhood Education

13.14.5.2. Primary Education

13.14.5.2.1. Didactics and Experiences in Primary Education Simple Structures 
13.14.5.2.2. Primary Research and Projects 

13.14.5.3. Secondary Education

13.14.5.3.1. Importance of Roles in Secondary Education 
13.14.5.3.2. Evaluation of Cooperative Experiences in Secondary Schools 

13.14.6. Design of Activities and Group Dynamics
13.14.7. The Role of the Teacher as Facilitator and Guide 
13.14.8. Assessment of Cooperative Learning 

13.15. New Technologies Applied

13.15.1. Diverse Approaches and Perspectives 

13.15.1.1. Information Communication and Technology ICT 
13.15.1.2. Technology for Learning and Knowledge CAT 
13.15.1.3. Technologies of Empowerment and Participation TEP 

13.15.2. Impact of New Technologies in Education

13.15.2.1. Digital Skills in Students 
13.15.2.2. Digital Skills in Teachers 
13.15.2.3. The Role of Families and the Regulation of Use 

13.15.3. Educating With the Use of New Technologies 

13.15.3.1. Digital Educational Content 
13.15.3.2. Tools 
13.15.3.3. Educational Platforms

13.15.4. The Transformation of Education with New Teaching Methods

Module 14. Multiple Intelligences, Creativity, Talent and High Abilities

14.1. Theory of Multiple Intelligences 

14.1.1. Introduction 
14.1.2. Medical History 
14.1.3. Conceptualization 
14.1.4. Validation 
14.1.5. Premises and Basic Principles of Theories 
14.1.6. Neuropsychological and Cognitive Science 
14.1.7. Classification of the Theories of Multiple Intelligences 
14.1.8. Summary 
14.1.9. Bibliographical References 

14.2. Types of Multiple Intelligences 

14.2.1. Introduction 
14.2.2. Types of Intelligence 
14.2.3. Summary 
14.2.4. Bibliographical References 

14.3. Assessment of Multiple Intelligences 

14.3.1. Introduction 
14.3.2. Medical History 
14.3.3. Types of Assessments 
14.3.4. Aspects to Consider in the Assessment 
14.3.5. Summary 
14.3.6. Bibliographical References 

14.4. Creativity 

14.4.1. Introduction 
14.4.2. Concepts and Theories of Creativity 
14.4.3. Approaches to the Study of Creativity 
14.4.4. Characteristics of Creative Thinking 
14.4.5. Types of Creativity 
14.4.6. Summary 
14.4.7. Bibliographical References 

14.5. Neuropsychological Basis of Creativity 

14.5.1. Introduction 
14.5.2. Medical History 
14.5.3. Characteristics of Creative People 
14.5.4. Creative Products 
14.5.5. Neuropsychological Bases of Creativity 
14.5.6. Influence of the Environment and Context on Creativity 
14.5.7. Summary 
14.5.8. Bibliographical References 

14.6. Creativity in the Educational Context 

14.6.1. Introduction 
14.6.2. Creativity in the Classroom 
14.6.3. Stages of the Creative Process
14.6.4. How to Work on Creativity? 
14.6.5. Connection Between Creativity and Thinking 
14.6.6. Modification in the Educational Context 
14.6.7. Summary 
14.6.8. Bibliographical References 

14.7. Methodologies for Developing Creativity

14.7.1. Introduction 
14.7.2. Programs for Developing Creativity 
14.7.3. Projects for Developing Creativity 
14.7.4. Promoting Creativity in the Family Context 
14.7.5. Summary 
14.7.6. Bibliographical References

14.8. Creativity Assessment and Guidance 

14.8.1. Introduction 
14.8.2. Considerations on Assessment 
14.8.3. Evaluation Tests 
14.8.4. Subjective Assessment Tests 
14.8.5. Guidance on Assessment 
14.8.6. Summary 
14.8.7. Bibliographical References 

14.9. High Capacities and Talents 

14.9.1. Introduction 
14.9.2. Relationship Between Giftedness and High Capacities 
14.9.3. Connection Between Heredity and Environment 
14.9.4. Neuropsychological Foundation 
14.9.5. Models of Giftedness 
14.9.6. Summary 
14.9.7. Bibliographical References 

14.10. Identification and Diagnosis of High Capacities 

14.10.1. Introduction 
14.10.2. Main Characteristics 
14.10.3. How to Identify High Capacities? 
14.10.4. Role the Involved Agents 
14.10.5. Assessment Tests and Instruments 
14.10.6. Intervention Programs 
14.10.7. Summary 
14.10.8. Bibliographical References 

14.11. Problems and Difficulties 

14.11.1. Introduction 
14.11.2. Problems and Difficulties in the School Environment 
14.11.3. Myths and Beliefs 
14.11.4. Dyssynchronies 
14.11.5. Differential Diagnosis 
14.11.6. Differences Between Genders 
14.11.7. Educational Needs 
14.11.8. Summary 
14.11.9. Bibliographical References 

14.12. Connection Between Multiple Intelligences, High Capacities, Talent and Creativity 

14.12.1. Introduction 
14.12.2. Connection Between Multiple Intelligences and Creativity 
14.12.3. Connection Between Multiple Intelligences, High Capacities and Talents 
14.12.4. Differences Between Talent and High Capacities 
14.12.5. Creativity, High Capacities and Talent 
14.12.6. Summary 
14.12.7. Bibliographical References 

14.13. Guiding and Developing Multiple Intelligences 

14.13.1. Introduction 
14.13.2. Advising Teachers 
14.13.3. Multidimensional Student Development 
14.13.4. Curricular Enrichment 
14.13.5. Strategies at Different Educational Levels 
14.13.6. Summary 
14.13.7. Bibliographical References 

14.14. Creativity for Problem Solving 

14.14.1. Introduction 
14.14.2. Models of the Creative Process for Problem Solving 
14.14.3. Creative Project Development 
14.14.4. Summary 
14.14.5. Bibliographical References 

14.15. Educational Process and Family Support 

14.15.1. Introduction 
14.15.2. Guidelines for Teachers 
14.15.3. Educational Response in Children 
14.15.4. Educational Response in Primary Education 
14.15.5. Educational Response in Secondary Education 
14.15.6. Coordination with Families 
14.15.7. Program Implementation 
14.15.8. Summary 
14.15.9. Bibliographical References

Module 15. Dyslexia, Dyscalculia and Hyperactivity

15.1. History of Learning Difficulties 

15.1.1. Introduction
15.1.2. Definition of Learning Difficulties 
15.1.3. Historical Development
15.1.4. Current Learning Difficulties 
15.1.5. Neuropsychology of Learning Difficulties 
15.1.6. Causes of Learning Difficulties 
15.1.7. Classification of Learning Difficulties 
15.1.8. Summary 
15.1.9. Bibliographical References 

15.2. Conceptualization of Dyslexia 

15.2.1. Introduction 
15.2.2. Definition 
15.2.3. Neuropsychological Bases 
15.2.4. Features 
15.2.5. Subtypes 
15.2.6. Summary 
15.2.7. Bibliographical References 

15.3. Neuropsychological Assessment of Dyslexia 

15.3.1. Introduction 
15.3.2. Diagnostic Criteria for Dyslexia 
15.3.3. How to Assess it? 
15.3.4. Interview with the Tutor 
15.3.5. Reading and Writing 
15.3.6. Neuropsychological Assessment 
15.3.7. Assessment of Other Related Aspects 
15.3.8. Summary 
15.3.9. Bibliographical References 

15.4. Neuropsychological Intervention of Dyslexia 

15.4.1. Introduction 
15.4.2. Variables Involved 
15.4.2. Neuropsychological Field 
15.4.3. Intervention Programs 
15.4.4. Summary 
15.4.5. Bibliographical References 

15.5. Conceptualization of Dyscalculia 

15.5.1. Introduction 
15.5.2. Definition of Dyscalculia 
15.5.3. Features 
15.5.4. Neurophysiological Basis 
15.5.5. Summary 
15.5.6. Bibliographical References 

15.6. Neuropsychological Assessment of Dyscalculia 

15.6.1. Introduction 
15.6.2. Assessment Objectives 
15.6.3. How to Assess it? 
15.6.4. Report 
15.6.5. Microbiological 
15.6.6. Summary 
15.6.7. Bibliographical References 

15.7. Neuropsychological Interventions of Dyscalculia 

15.7.1. Introduction 
15.7.2. Variables Involved in the Treatment 
15.7.3. Neuropsychological Rehabilitation 
15.7.4. Intervention in Dyscalculia 
15.7.5. Summary 
15.7.6. Bibliographical References 

15.8. Conceptualization of ADHD 

15.8.1. Introduction 
15.8.2. Definition of ADHD 
15.8.3. Neuropsychological Bases 
15.8.4. Characteristics of Children with ADHD 
15.8.5. Subtypes 
15.8.6. Summary 
15.8.7. Bibliographical References 

15.9. Neuropsychological Assessment of ADHD 

15.9.1. Introduction 
15.9.2. Assessment Objectives 
15.9.3. How to Assess it? 
15.9.4. Report 
15.9.5. Microbiological 
15.9.6. Summary 
15.9.7. Bibliographical References 

15.10. Neuropsychological Interventions of ADHD 

15.10.1. Introduction 
15.10.2. Neuropsychological Field 
15.10.3. Treatment of ADHD 
15.10.4. Other Therapies 
15.10.5. Intervention Programs 
15.10.6. Summary 
15.10.7. Bibliographical References 

15.11. Comorbidity in Neurodevelopmental Disorders 

15.11.1. Introduction 
15.11.2. Neurodevelopment Disorders 
15.11.3. Dyslexia and Dyscalculia 
15.11.4. Dyslexia and ADHD 
15.11.5. Dyscalculia and ADHD 
15.11.6. Summary 
15.11.7. Bibliographical References 

15.12. Neurotechnology 

15.12.1. Introduction 
15.12.2. Applied to Dyslexia 
15.12.3. Applied to Dyscalculia 
15.12.4. Applied to ADHD 
15.12.5. Summary 
15.12.6. Bibliographical References 

15.13. Guidance for Parents and Teachers 

15.13.1. Introduction 
15.13.2. Guidance on Dyslexia 
15.13.3. Guidance on Dyscalculia 
15.13.4. Guidance on ADHD 
15.13.5. Summary 
15.13.6. Bibliographical References

Module 16. Neurolinguistic Processes, Difficulties and Intervention Programs

16.1. Neurobiological Basis Involved in Language 

16.1.1. Introduction 
16.1.2. Language Definitions 
16.1.3. Historical Background
16.1.4. Summary 
16.1.5. Bibliographical References 

16.2. Language Development 

16.2.1. Introduction 
16.2.2. Appearance of Language 
16.2.3. Acquisition of Language 
16.2.4. Summary 
16.2.5. Bibliographical References 

16.3. Neuropsychological Approaches to Language 

16.3.1. Introduction 
16.3.2. Brain Processes of Language 
16.3.3. Brain Areas Involved 
16.3.4. Neurolinguistic Processes 
16.3.5. Brain Centers Involved in Comprehension 
16.3.6. Summary 
16.3.7. Bibliographical References

16.4. Neuropsychology of Language Comprehension 

16.4.1. Introduction 
16.4.2. Brain Areas Involved in Comprehension 
16.4.3. Sounds 
16.4.4. Syntactic Structures for Linguistic Comprehension 
16.4.5. Semantic Processes and Meaningful Learning 
16.4.6. Reading Comprehension 
16.4.7. Summary 
16.4.8. Bibliographical References 

16.5. Communication Through Language 

16.5.1. Introduction 
16.5.2. Language as a Tool for Communication 
16.5.3. Evolution of Language 
16.5.4. Social Communication 
16.5.5. Summary 
16.5.6. Bibliographical References 

16.6. Language Disorders 

16.6.1. Introduction 
16.6.2. Speech and Language Disorders 
16.6.3. Professionals Involved in the Treatment 
16.6.4. Classroom Implications 
16.6.5. Summary 
16.6.6. Bibliographical References

16.7. Aphasia 

16.7.1. Introduction 
16.7.2. Types of Aphasia 
16.7.3. Microbiological 
16.7.4. Assessment 
16.7.5. Summary 
16.7.6. Bibliographical References 

16.8. Language Stimulation 

16.8.1. Introduction 
16.8.2. Importance of Language Stimulation 
16.8.3. Phonetic-Phonological Stimulation 
16.8.4. Lexical-Semantic Stimulation 
16.8.5. Morphosyntactic Stimulation 
16.8.6. Pragmatic Stimulation 
16.8.7. Summary 
16.8.8. Bibliographical References 

16.9. Reading and Writing Disorders 

16.9.1. Introduction 
16.9.2. Delayed Reading 
16.9.3. Dyslexia 
16.9.4. Dysorthography 
16.9.5. Dysgraphia 
16.9.6. Dyslalia 
16.9.7. Treatment of Reading and Writing Disorders 
16.9.8. Summary 
16.9.9. Bibliographical References

16.10. Evaluation and Diagnosis of Language Difficulties 

16.10.1. Introduction 
16.10.2. Language Evaluation 
16.10.3. Language Assessment Procedures 
16.10.4. Psychological Tests for Assessing Language 
16.10.5. Summary 
16.10.6. Bibliographical References 

16.11. Intervention in Language Disorders 

16.11.1. Introduction 
16.11.2. Implementation of Improvement Programs 
16.11.3. Improvement Programs 
16.11.4. Improvement Programs Using New Technologies 
16.11.5. Summary 
16.11.6. Bibliographical References 

16.12. Incidence of Language Difficulties on Academic Performance 

16.12.1. Introduction 
16.12.2. Linguistic Processes 
16.12.3. Incidence of Language Disorders 
16.12.4. Relationship Between Hearing and Language 
16.12.5. Summary 
16.12.6. Bibliographical References 

16.13. Guidance for Parents and Teachers 

16.13.1. Introduction 
16.13.2. Language Stimulation 
16.13.3. Reading Stimulation 
16.13.4. Summary 
16.13.5. Bibliographical References

Module 17. Memory Processes, Skills and ICTs

17.1. Conceptual Bases of Memory

17.1.1. Introduction and Objectives
17.1.2. Concept and Definition of Memory
17.1.3. Basic Processes of Memory
17.1.4. Initial Research on Memory
17.1.5. Classification of Memory
17.1.6. Memory During Development
17.1.7. General Strategies to Stimulate Memory
17.1.8. Bibliographical References

17.2. Sensory Memory

17.2.1. Introduction and Objectives
17.2.2. Concept and Definition
17.2.3. Neurobiological Foundations of Sensory Memory
17.2.4. Assessing Sensory Memory
17.2.5. Intervention in Educational Contexts of Sensory Memory
17.2.6. Family Activities for Students From Three to Five Years of Age
17.2.7. Sensory Memory Intervention Case Study
17.2.8. Bibliographical References

17.3. Short-Term Memory 

17.3.1. Introduction and Objectives
17.3.2. Concept and Definition of Short-Term Memory and Working Memory
17.3.3. Neurobiological Bases of Short-Term and Working Memory
17.3.4. Assessment of Short-Term and Working Memory
17.3.5. Intervention in Educational Contexts of Short-Term Memory
17.3.6. Family Activities for Students From Six to Eleven Years of Age 
17.3.7. Working Memory Intervention Case Study
17.3.8. Bibliographical References

17.4. Long-Term Memory

17.4.1. Introduction and Objectives
17.4.2. Concept and Definition
17.4.3. Neurobiological Bases of Long-Term Memory
17.4.4. Assessment of Long-Term Memory
17.4.5. Intervention in Educational Contexts of Long-Term Memory
17.4.6. Family Activities for Students From Twelve to Eighteen Years of Age
17.4.7. Long-Term Memory Intervention Case Study 

17.5. Memory Disorders

17.5.1. Introduction and Objectives
17.5.2. Memory and Emotion
17.5.3. Forgetfulness Theories of Forgetfulness
17.5.4. Memory Distortions
17.5.5. Memory Alterations: Amnesias
17.5.6. Childhood Amnesia
17.5.7. Other Types of Memory Alteration 
17.5.8. Programs to Improve Memory
17.5.9. Technological Programs to Improve Memory
17.5.10. Bibliographical References 

17.6. Thinking Skills

17.6.1. Introduction and Objectives
17.6.2. Developing Thinking from Childhood to the Adult Age
17.6.3. Basic Thought Processes
17.6.4. Thinking Skills
17.6.5. Critical Thinking
17.6.6. Characteristics of Digital Natives
17.6.7. Bibliographical References

17.7. Neurobiology of Thinking

17.7.1. Introduction and Objectives
17.7.2. Neurobiological Foundations of Thinking
17.7.3. Cognitive Distortions
17.7.4. Neuropsychological Assessment Instruments
17.7.5. Bibliographical References

17.8. Cognitive Intervention 

17.8.1. Introduction and Objectives
17.8.2. Learning Strategies
17.8.3. Cognitive Stimulation Techniques in Educational Contexts
17.8.4. Methods for Studying at Home
17.8.5. Cognitive Stimulation Activities in the Family Environment
17.8.6. Learning Strategy Intervention Case Study
17.8.7. Bibliographical References

17.9. Cognitive Thought Theories

17.9.1. Introduction and Objectives
17.9.2. Significant Learning Theory
17.9.3. Information Processing Theory
17.9.4. Genetic Theory: Constructivism
17.9.5. Sociocultural Theory: Socioconstructivism
17.9.6. Theory of Connectivism
17.9.7. Metacognition: Learn to Think
17.9.8. Programs for the Acquisition of Thinking Skills
17.9.9. Technological Programs for the Improvement of Thinking Skills
17.9.10. Thinking Skill Intervention Case Study
17.9.11. Bibliographical References

Module 18. Research Methodology I

18.1. Research Methodology 

18.1.1. Introduction 
18.1.2. The Importance of Research Methodology 
18.1.3. Scientific Knowledge 
18.1.4. Research Approaches 
18.1.5. Summary 
18.1.6. Bibliographical References 

18.2. Choosing the Topic to Research

18.2.1. Introduction 
18.2.2. The Issue of Research 
18.2.3. Defining the Problem 
18.2.4. Choice of the Research Question 
18.2.5. Research Objectives 
18.2.6. Variables: Types 
18.2.7. Summary 
18.2.8. Bibliographical References 

18.3. Research Proposal 

18.3.1. Introduction 
18.3.2. Research Hypothesis 
18.3.3. Feasibility of the Research Project 
18.3.4. Introduction and Justification of the Research 
18.3.5. Summary 
18.3.6. Bibliographical References 

18.4. Theoretical Framework 

18.4.1. Introduction 
18.4.2. Elaboration of the Theoretical Framework 
18.4.3. Resources Used 
18.4.4. APA Standards 
18.4.5. Summary 
18.4.6. Bibliographical References 

18.5. Bibliography 

18.5.1. Introduction 
18.5.2. Importance of Bibliographic References 
18.5.3. How to Reference According to APA Standards? 
18.5.4. Format of Annexes: Tables and Figures 
18.5.5. Bibliography Managers: What are They and How to Use Them? 
18.5.6. Summary 
18.5.7. Bibliographical References 

18.6. Methodological Framework 

18.6.1. Introduction 
18.6.2. Roadmap 
18.6.3. Sections to be Included in the Methodological Framework 
18.6.4. The Population 
18.6.5. The Sample 
18.6.6. Variables 
18.6.7. Instruments 
18.6.8. Procedure 
18.6.9. Summary 
18.6.10. Bibliographical References 

18.7. Research Designs 

18.7.1. Introduction 
18.7.2. Types of Designs 
18.7.3. Characteristics of the Designs Used in Psychology 
18.7.4. Research Designs Used in Education 
18.7.5. Research Designs Used in Education Neuropsychology 
18.7.6. Summary 
18.7.7. Bibliographical References 

18.8. Quantitative Research 

18.8.1. Introduction 
18.8.2. Designing Randomized Groups 
18.8.3. Designing Randomized Groups with Blocks 
18.8.4. Other Designs used in Psychology 
18.8.5. Statistical Techniques in Quantitative Research 
18.8.6. Summary 
18.8.7. Bibliographical References 

18.9. Quantitative Research II 

18.9.1. Introduction 
18.9.2. Unifactor Intrasubject Designs 
18.9.3. Techniques for Controlling the Effects of Intrasubject Designs 
18.9.4. Statistical Techniques 
18.9.5. Summary 
18.9.6. Bibliographical References 

18.10. Results 

18.10.1 Introduction 
18.10.2. How to Gather Data?
18.10.3. How to Analyze Data?
18.10.4. Statistical Programs 
18.10.5. Summary 
18.10.6. Bibliographical References 

18.11. Descriptive Statistics 

18.11.1. Introduction 
18.11.2. Research Variables 
18.11.3. Quantitative Analyses 
18.11.4. Qualitative Analyses 
18.11.5. Resources that Can Be Used 
18.11.6. Summary 
18.11.7. Bibliographical References 

18.12. Hypothesis Contrast 

18.12.1. Introduction 
18.12.2. Statistical Hypotheses 
18.12.3. How to Interpret Significance (P-Value)?
18.12.4. Criteria for Analyzing Parametric and Non-Parametric Tests 
18.12.5. Summary 
18.12.6. Bibliographical References 

18.13. Correlational Statistics and Independence Analysis 

18.13.1. Introduction 
18.13.2. Pearson Correlation 
18.13.3. Spearman’s Correlation and Chi-Square 
18.13.4. Results 
18.13.5. Summary 
18.13.6. Bibliographical References 

18.14. Group Comparison Statistics 

18.14.1. Introduction 
18.14.2. Mann-Whitney T-Test and Mann-Whitney U-Test 
18.14.3. T-Test and Wilcoxon Signed Ranges 
18.14.4. The Results 
18.14.5. Summary 
18.14.6. Bibliographical References 

18.15. Discussion and Conclusions 

18.15.1. Introduction 
18.15.2. What is the Discussion 
18.15.3. Organization of the Discussion 
18.15.4. Conclusions 
18.15.5. Limitations and Outlook 
18.15.6. Summary 
18.15.7. Bibliographical References 

18.16. Elaboration of the Advanced Master’s Degree Final Project 

18.16.1. Introduction 
18.16.2. Front Page and Contents 
18.16.3. Introduction and Justification 
18.16.4. Theoretical Framework 
18.16.5. Methodological Framework 
18.16.6. The Results 
18.16.7. Intervention Program 
18.16.8. Discussion and Conclusions 
18.16.9. Summary 
18.16.10. Bibliographical References 

Module 19. Research Methodology II

19.1. Research in the Educational Environment 

19.1.1. Introduction 
19.1.2. Research Characteristics 
19.1.3. Research in the Classroom 
19.1.4. Keys Needed for Research 
19.1.5. Examples: 
19.1.6. Summary 
19.1.7. Bibliographical References 

19.2. Neuropsychological Research 

19.2.1. Introduction 
19.2.2. Educational Neuropsychological Research 
19.2.3. Knowledge and the Scientific Method 
19.2.4. Types of Approaches 
19.2.5. Research Stages 
19.2.6. Summary 
19.2.7. Bibliographical References 

19.3. Ethics of Research 

19.3.1. Introduction 
19.3.2. Informed Consent 
19.3.3. Data Protection Law 
19.3.4. Summary 
19.3.5. Bibliographical References 

19.4. Reliability and Validity 

19.4.1. Introduction 
19.4.2. Reliability and Validity in Research 
19.4.3. Reliability and Validity in Assessment 
19.4.4. Summary 
19.4.5. Bibliographical References 

19.5. Controlling Variables in Research 

19.5.1. Introduction 
19.5.2. Choosing Variables 
19.5.3. Controlling Variables 
19.5.4. Sample Selection 
19.5.5. Summary 
19.5.6. Bibliographical References 

19.6. The Quantitative Research Approach 

19.6.1. Introduction 
19.6.2. Features 
19.6.3. Stages 
19.6.4. Assessment Tools 
19.6.5. Summary 
19.6.6. Bibliographical References 

19.7. The Quantitative Research Approach 

19.7.1. Introduction 
19.7.2. Systematic Observation 
19.7.3. Research Stages 
19.7.4. Sampling Techniques 
19.7.5. Quality Control 
19.7.6. Statistical Techniques 
19.7.7. Summary 
19.7.8. Bibliographical References 

19.8. Qualitative Research Approach II 

19.8.1. Introduction 
19.8.2. The Survey 
19.8.3. Sampling Techniques 
19.8.4. Survey Stages 
19.8.5. Research Designs 
19.8.6. Statistical Techniques 
19.8.7. Summary 
19.8.8. Bibliographical References 

19.9. Qualitative Research Approach III 

19.9.1. Introduction 
19.9.2. Types of Interviews and Characteristics 
19.9.3. Preparing the Interview 
19.9.4. Group Interviews 
19.9.5. Statistical Techniques 
19.9.6. Summary 
19.9.7. Bibliographical References 

19.10. Single Case Designs 

19.10.1. Introduction 
19.10.2. Features 
19.10.3. Types 
19.10.4. Statistical Techniques 
19.10.5. Summary 
19.10.6. Bibliographical References 

19.11. Research-Action 

19.11.1. Introduction 
19.11.2. Objectives of Research-Action 
19.11.3. Features 
19.11.4. Phases 
19.11.5. Myths 
19.11.6. Examples: 
19.11.7. Summary 
19.11.8. Bibliographical References 

19.12. Gathering Information for Research 

19.12.1. Introduction 
19.12.2. Techniques for Gathering Information 
19.12.3. Assessing Research 
19.12.4. Assessment 
19.12.5. Interpretation of Results 
19.12.6. Summary 
19.12.7. Bibliographical References 

19.13. Data Management in Research 

19.13.1. Introduction 
19.13.2. Databases 
19.13.3. Data in Excel 
19.13.4. Data in SPSS 
19.13.5. Summary 
19.13.6. Bibliographical References 

19.14. Spreading Results in Neuropsychology 

19.14.1. Introduction 
19.14.2. Publications 
19.14.3. Specialized Journals 
19.14.4. Summary 
19.14.5. Bibliographical References 

19.15. Scientific Journals 

19.15.1. Introduction 
19.15.2. Features 
19.15.3. Types of Journals 
19.15.4. Quality Indicators 
19.15.5. Submitting Articles 
19.15.6. Summary 
19.15.7. Bibliographical References 

19.16. The Scientific Article 

19.16.1. Introduction 
19.16.2. Types and Characteristics 
19.16.3. Structure 
19.16.4. Quality Indicator 
19.16.5. Summary 
19.16.6. Bibliographical References 

19.17. Scientific Conferences 

19.17.1. Introduction 
19.17.2. The Importance of Conferences 
19.17.3. Scientific Committees 
19.17.4. Oral Communications 
19.17.5. The Scientific Poster 
19.17.6. Summary
19.17.7. Bibliographical

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