At TECH we offer you the most complete specialization on Neuropsychology, so that you can complement your area of expertise and improve your knowledge to advance in your daily practice"

The work of psychologists in the field of Neuropsychology is quite complex and requires a great amount of specialization. Understanding the brain, its particularities, and the link between it and human behavior is essential to offer more specific and effective treatments, but it also requires a high level of specialization to develop their skills.

This Advanced master’s degree is divided into two main blocks: on one side, research in Neuropsychology and, on the other side, Clinical Neuropsychology. Therefore, this very complete specialization brings together concepts and high-level expertise on current approaches in the field of neuropsychological research, from the basic starting points to the application of conclusions and the materialization of new interventions, with specific topics on the chemical and anatomical structures involved in each of the processes within the field of health and mental disorders.

Throughout this specialization, the student will go through all the current approaches in the work of the neuropsychologist in the different challenges that his/her profession presents. 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 to specialize and to develop their personal, social and labor competencies during the course of their training.

We will not only take you through the theoretical knowledge we offer, but we will introduce you to another way of studying and learning, one which is simpler, more organic, and efficient. We will work to keep you motivated and to develop your passion for learning, helping you to think and develop critical thinking skills. And 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 educational program, supported by advanced technological development and the teaching experience of the best professionals"

This Advanced master’s degree in Neuropsychology contains the most complete and up-to-date scientific program on the market. The most important features 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 education
• 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 Progression

An educational 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, we ensure that we provide you with the up-to-date education we are aiming for. A multidisciplinary team of professionals prepared and experienced in different environments, who will develop theoretical knowledge efficiently, but, above all, will put at the service of specialization the practical knowledge derived from their own experience.

This command of the subject is complemented by the effectiveness of the methodological design of this Grand Master. 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 easy-to-use and versatile multimedia tools that will give you the necessary skills you need for your specialization.

The design of this program is based on Problem-Based Learning: an approach that views 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 scenario you are learning about. A concept that will allow you to integrate and fix learning in a more realistic and permanent way.

A deep and comprehensive dive into strategies and approaches in the field of Neuropsychology"

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 Grand Master’s Degree enables you to learn all aspects of the different disciplines involved in this field. A complete and well-structured program that will take you to the highest standards of quality and success.

Through a very well segmented development, you will be able to access the most advanced knowledge in the field to be more effective in your daily work."

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. 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. The Adult Brain

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

Module 2. Neuroeducation

2.1. Introduction to Neuroeducation
2.2. Main Neuromyths
2.3. Attention
2.4. Emotion
2.5. Motivation
2.6. The Learning Process
2.7. Memory
2.8. Stimulation and Early Interventions
2.9. Importance of Creativity in Neuroeducation
2.10. Methodologies that Allow the Transformation of Education into Neuroeducation

Module 3. Memory Processes, Skills and ICTs

3.1. Conceptual Bases of Memory

3.1.1. Introduction and Objectives
3.1.2. Concept and Definition of Memory
3.1.3. Basic Processes of Memory
3.1.4. Initial Research on Memory
3.1.5. Classification of Memory
3.1.6. Memory During Development
3.1.7. General Strategies to Stimulate Memory
3.1.8. Bibliographical References

3.2. Sensory Memory

3.2.1. Introduction and Objectives
3.2.2. Concept and Definition
3.2.3. Neurobiological Foundations of Sensory Memory
3.2.4. Assessing Sensory Memory
3.2.5. Intervention in Educational Contexts of Sensory Memory
3.2.6. Family Activities for Students From Three to Five Years of Age
3.2.7. Sensory Memory Intervention Case Study
3.2.8. Bibliographical References

3.3. Short-Term Memory

3.3.1. Introduction and Objectives
3.3.2. Concept and Definition of Short-Term Memory and Working Memory
3.3.3. Neurobiological Bases of Short-Term and Working Memory
3.3.4. Assessment of Short-Term and Working Memory
3.3.5. Intervention in Educational Contexts of Short-Term Memory
3.3.6. Family Activities for Students From Six to Eleven Years of Age
3.3.7. Working Memory Intervention Case Study
3.3.8. Bibliographic

3.4. Long-Term Memory

3.4.1. Introduction and Objectives
3.4.2. Concept and Definition
3.4.3. Neurobiological Bases of Long-Term Memory
3.4.4. Assessment of Long-Term Memory
3.4.5. Intervention in Educational Contexts of Long-Term Memory
3.4.6. Family Activities for Students From Twelve to Eighteen Years of Age
3.4.7. Long-Term Memory Intervention Case Study

3.5. Memory Disorders

3.5.1. Introduction and Objectives
3.5.2. Memory and Emotion
3.5.3. Forgetfulness Theories of Forgetfulness
3.5.4. Memory Distortions
3.5.5. Memory Alterations: Amnesias
3.5.6. Childhood Amnesia
3.5.7. Other Types of Memory Alteration
3.5.8. Programs to Improve Memory
3.5.9. Technological Programs to Improve Memory
3.5.10. Bibliographical References

3.6. Thinking Skills

3.6.1. Introduction and Objectives
3.6.2. Developing Thinking from Childhood to the Adult Age
3.6.1. Basic Thought Processes
3.6.1. Thinking Skills
3.6.1. Critical Thinking
3.6.1. Characteristics of Digital Natives
3.6.1. Bibliographical References

3.7. Neurobiology of Thinking

3.7.1. Introduction and Objectives
3.7.2. Neurobiological Foundations of Thinking
3.7.3. Cognitive distortions
3.7.4. Neuropsychological Assessment Instruments
3.7.5. Bibliographical References

3.8. Cognitive Intervention

3.8.1. Introduction and Objectives
3.8.2. Learning Strategies
3.8.3. Cognitive Stimulation Techniques in Educational Contexts
3.8.4. Methods for Studying at Home
3.8.5. Cognitive Stimulation Activities in the Family Environment
3.8.6. Learning Strategy Intervention Case Study
3.8.7. Bibliographical References

3.9. Cognitive Thought Theories

3.9.1. Introduction and Objectives
3.9.2. Significant Learning Theory
3.9.3. Information Processing Theory
3.9.4. Genetic Theory: Constructivism
3.9.5. Sociocultural Theory: Socioconstructivism
3.9.6. Theory of Connectivism
3.9.7. Metacognition: to learn how to think
3.9.8. Programs for the Acquisition of Thinking Skills
3.9.9. Technology Programs for the Improvement of Thinking Skills
3.9.10. Thinking Skill Intervention Case Study
3.9.11. Bibliographical References

Module 4. Visual and Auditory Functionality for Reading, Language, Languages and Learning

4.1. Vision: Functioning and Neuropsychological Bases

4.1.1 Introduction
4.1.2. Development of the Visual System at Birth
4.1.3. Risk Factors
4.1.4. Development of Other Sensory Systems During Infancy
4.1.5. Influence of Vision on the Visuomotor System and its Development
4.1.6. Normal and Binocular Vision
4.1.7. Anatomy of Human Eyes
4.1.8. Eye Functions
4.1.9. Other Functions
4.1.10. Visual Pathways to the Cerebral Cortex
4.1.11. Elements that Favor Visual Perception
4.1.12 Vision Diseases and Alterations
4.1.13 Most Common Eye Disorders or Diseases: Classroom Interventions
4.1.14 Computer Vision Syndrome (CVS)
4.1.15 Attitudinal Observation of the Student
4.1.16 Summary
4.1.17 Bibliographical References

4.2. Visual Perception, Assessment and Intervention Programs

4.2.1. Introduction
4.2.2. Human Development: Development of the Sensory Systems
4.2.3. Sensory Perception
4.2.4. Neurodevelopment
4.2.5. Description of the Perceptual Process
4.2.6. Color Perception
4.2.7. Perception and Visual Skills
4.2.8. Evaluation of Visual Perception
4.2.9. Intervention for the Improvement of Visual Perception
4.2.10. Summary
4.2.11. Bibliographical References

4.3. Tracking Eye Movements

4.3.1. Introduction
4.3.2. Eye Movements
4.3.3. Tracking Eye Movements
4.3.4. Ocular Motility Recording and Assessment
4.3.5. Ocular Motility-Related Disorders
4.3.6. The Visual System and Reading
4.3.7. Development of Skills in Learning to Read
4.3.8. Improvement and Training Programs and Activities
4.3.9. Summary
4.3.10. Bibliographical References

4.4. Saccadic Movements and Their Implication in Reading

4.4.1. Introduction
4.4.2. Models of the Reading Process
4.4.3. Saccadic Movements and Their Relation to Reading
4.4.4. How Saccadic Movements are Assessed
4.4.5. The Reading Process at the Visual Level
4.4.6. Visual Memory in the Reading Process
4.4.7. Investigations to Study the Relationship Between Visual Memory and Reading
4.4.8. Reading Difficulties
4.4.9. Specialized Teachers
4.4.10. Social Educators
4.4.11. Summary
4.4.12. Bibliographical References

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

4.5.1. Introduction
4.5.2. Mechanisms that Allow for Accommodation or Focus
4.5.3. How is Visual Accommodation Assessed?
4.5.4. Body Posture in the Classroom
4.5.5. Visual Accommodation Training Programs
4.5.6. Aids for Visually Impaired Students
4.5.7. Summary
4.5.8. Bibliographical References

4.6. Structure and Function of the Ear

4.6.1. Introduction
4.6.2. The World of Sound
4.6.3. Sound and its Propagation
4.6.4. The Auditory Receptors
4.6.5. Ear Structure
4.6.6. Development of the Hearing System at Birth
4.6.7. Development of Sensory Systems during Infancy
4.6.8. Influence of the Ear on Balance Development
4.6.9. Ear Diseases
4.6.10. Summary
4.6.11. Bibliographical References

4.7. Auditory Perception

4.7.1. Introduction
4.7.2. Guidelines for Detecting Auditory Perception Problems
4.7.3. The Perceptive Process
4.7.4. Role of the Auditory Pathways in Perceptual Processes
4.7.5. Children with Impaired Auditory Perception
4.7.6. Evaluation Tests
4.7.7. Summary
4.7.8. Bibliographical References

4.8. Evaluation of Hearing and its Alterations

4.8.1. Introduction
4.8.2. Evaluation of the External Auditory Canal
4.8.3. Otoscopy
4.8.4. Air Audiometry
4.8.5. Bone Conduction Hearing
4.8.6. Curve of the Pain Threshold
4.8.7. Tone Audiometry, Vocal Audiometry and Acoustic Audiometry
4.8.8. Hearing Impairment: Degrees and Types of Hearing Loss
4.8.9. Causes of Hearing Loss
4.8.10. Psychobiological Aspects of Hearing Impairment
4.8.10. Summary
4.8.11. Bibliographical References

4.9. Hearing and Learning Development

4.9.1. Introduction
4.9.2. Development of the Human Ear
4.9.3. Programs, Activities and Games for Auditory Development in Children
4.9.4. Berard Method
4.9.5. Tomatis Method
4.9.6. Visual and Hearing Health
4.9.7. Adaptations of Curricular Elements
4.9.8. Summary
4.9.10. Bibliographical References

4.10. Vision and Hearing Processes Involved in Reading

4.10.1. Introduction
4.10.2. Tracking Eye Movements
4.10.3. The Visual System and Reading
4.10.4. Dyslexia
4.10.5. Color-Based Therapies for Dyslexia
4.10.6. Visual Impairment Aids
4.10.7. Summary
4.10.8. Bibliographical References

4.11. Relationship Between Vision and Hearing in Language

4.11.1. Introduction
4.11.2. Relationship Between Vision and Hearing
4.11.3. Verbal-Auditory and Visual Information Processing
4.11.4. Intervention Programs for Hearing Disorders
4.11.5. Guidelines for Teachers
4.11.6. Summary
4.11.7. Bibliographical References

Module 5. Neurolinguistic Processes, Difficulties and Intervention Programs

5.1. Neurobiological Basis Involved in Language

5.1.1. Introduction
5.1.2. Language Definitions
5.1.3. Historical Background BORRAR
5.1.4. Summary
5.1.5. Bibliographical References

5.2. Language Development

5.2.1. Introduction
5.2.2. Appearance of Language
5.2.3. Acquisition of Language
5.2.4. Summary
5.2.5. Bibliographical References

5.3. Neuropsychological Approaches to Language

5.3.1. Introduction
5.3.2. Brain Processes of Language
5.3.3. Brain Areas Involved
5.3.4. Neurolinguistic processes
5.3.5. Brain Centers Involved in Comprehension
5.3.6. Summary
5.3.7. Bibliographical References

5.4. Neuropsychology of Language Comprehension

5.4.1. Introduction
5.4.2. Brain Areas Involved in Comprehension
5.4.3. Sounds
5.4.4. Syntactic Structures for Linguistic Comprehension
5.4.5. Semantic Processes and Meaningful Learning
5.4.6. Reading Comprehension
5.4.7. Summary
5.4.8. Bibliographical References

5.5. Communication Through Language

5.5.1. Introduction
5.5.2. Language as a Tool for Communication
5.5.3. Evolution of Language
5.5.4. Social Communication
5.5.5. Summary
5.5.6. Bibliographical References

5.6. Language Disorders

5.6.1. Introduction
5.6.2. Speech and Language Disorders
5.6.3. Professionals Involved in the Treatment
5.6.4. Classroom Implications
5.6.5. Summary
5.6.6. Bibliographical References

5.7. Aphasia

5.7.1. Introduction
5.7.2. Types of Aphasia
5.7.3. Diagnosis
5.7.4. Assessment
5.7.5. Summary
5.7.6. Bibliographical References

5.8. Language Stimulation

5.8.1. Introduction
5.8.2. Importance of Language Stimulation
5.8.3. Phonetic-Phonological Stimulation
5.8.4. Lexical-Semantic Stimulation
5.8.5. Morphosyntactic Stimulation
5.8.6. Pragmatic Stimulation
5.8.7. Summary
5.8.8. Bibliographical References

5.9. Reading and Writing Disorders

5.9.1. Introduction
5.9.2. Delayed Reading
5.9.3. Dyslexia
5.9.4. Dysorthographia
5.9.5. Dysgraphia
5.9.6. Dyslalia
5.9.7. Treatment of Reading and Writing Disorders
5.9.8. Summary
5.9.9. Bibliographical References

5.10. Evaluation and Diagnosis of Language Difficulties

5.10.1. Introduction
5.10.2. Language Evaluation
5.10.3. Language Assessment Procedures
5.10.4. Psychological Tests for Assessing Language
5.10.5. Summary
5.10.6. Bibliographical References

5.11. Intervention in Language Disorders

5.11.1. Introduction
5.11.2. Implementation of Improvement Programs
5.11.3. Improvement Programs
5.11.4. Improvement Programs Using New Technologies
5.11.5. Summary
5.11.6. Bibliographical References

5.12. Incidence of Language Difficulties on Academic Performance

5.12.1. Introduction
5.12.2. Linguistic Processes
5.12.3. Incidence of Language Disorders
5.12.4. Relationship Between Hearing and Language
5.12.5. Summary
5.12.6. Bibliographical References

5.13. Guidance for Parents and Teachers

5.13.1. Introduction
5.13.2. Language Stimulation
5.13.3. Reading Stimulation
5.13.4. Summary
5.13.5. Bibliographical References

Module 6. Multiple Intelligences, Creativity, Talent and High Abilities

6.1. Theory of Multiple Intelligences

6.1.1. Introduction
6.1.2. Background
6.1.3. Conceptualization
6.1.4. Validation
6.1.5. Premises and Basic Principles of Theories
6.1.6. Neuropsychological and Cognitive Science
6.1.7. Classification of the Theories of Multiple Intelligences
6.1.8. Summary
6.1.9. Bibliographical References

6.2. Types of Multiple Intelligences

6.2.1. Introduction
6.2.2. Types of Intelligence
6.2.3. Summary
6.2.4. Bibliographical References

6.3. Assessment of Multiple Intelligences

6.3.1. Introduction
6.3.2. Background
6.3.3. Types of Assessments
6.7.4. Aspects to Consider in the Assessment
6.3.5. Summary
6.3.6. Bibliographical References

6.4. Creativity

6.4.1. Introduction
6.4.2. Concepts and Theories of Creativity
6.4.3. Approaches to the Study of Creativity
6.4.4. Characteristics of Creative Thinking
6.4.5. Types of Creativity
6.4.6. Summary
6.4.7. Bibliographical References

6.5. Neuropsychological Basis of Creativity

6.5.1. Introduction
6.5.2. Background
6.5.3. Characteristics of Creative People
6.5.4. Creative Products
6.5.5. Neuropsychological Bases of Creativity
6.5.6. Influence of the Environment and Context on Creativity
6.5.7. Summary
6.5.8. Bibliographical References

6.6. Creativity in the Educational Context

6.6.1. Introduction
6.6.2. Creativity in the Classroom
6.6.3. Stages of the Creative Process
6.6.4. How to Work on Creativity
6.6.5. Connection Between Creativity and Thinking
6.6.6. Modification in the Educational Context
6.6.7. Summary
6.6.8. Bibliographical References

6.7. Methodologies for Developing Creativity

6.7.1. Introduction
6.7.2. Programs for Developing Creativity
6.7.3. Projects for Developing Creativity
6.7.4. Promoting Creativity in the Family Context
6.7.5. Summary
6.7.6. Bibliographical References

6.8. Creativity Assessment and Guidance

6.8.1. Introduction
6.8.2. Considerations on Assessment
6.8.3. Evaluation Tests
6.8.4. Subjective Assessment Tests
6.8.5. Guidance on Assessment
6.8.6. Summary
6.8.7. Bibliographical References

6.9. High Capacities and Talents

6.9.1. Introduction
6.9.2. Relationship Between Giftedness and High Capacities
6.9.3. Connection Between Heredity and Environment
6.9.4. Neuropsychological Foundation
6.9.5. Models of Giftedness
6.9.6. Summary
6.9.7. Bibliographical References

6.10. Identification and Diagnosis of High Capacities

6.10.1. Introduction
6.10.2. Main Characteristics
6.10.3. How to Identify Far High-Capacity Individuals
6.10.4. Role of the Agents Involved
6.10.5. Assessment Tests and Instruments
6.10.6. Intervention Programs
6.10.7. Summary
6.10.8. Bibliographical References

6.11. Problems and Difficulties

6.11.1. Introduction
6.11.2. Problems and Difficulties in the School Environment
6.11.3. Myths and Beliefs
6.11.4. Desynchronies
6.11.5. Differential Diagnosis
6.11.6. Differences Between Genders
6.11.7. Educational Needs
6.11.8. Summary
6.11.9. Bibliographical References

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

6.12.1. Introduction
6.12.2. Connection Between Multiple Intelligences and Creativity
6.12.3. Connection Between Multiple Intelligences, High Capacities and Talents
6.12.4. Differences Between Talent and High Capacities
6.12.5. Creativity, High Capacities and Talent
6.12.6. Summary
6.12.7. Bibliographical References

6.13. Guiding and Developing Multiple Intelligences

6.13.1. Introduction
6.13.2. Advising Teachers
6.13.3. Multidimensional Student Development
6.13.4. Curricular Enrichment
6.13.5. Strategies at Different Educational Levels
6.13.6. Summary
6.13.7. Bibliographical References

6.14. Creativity for Problem-Solving

6.14.1. Introduction
6.14.2. Models of the Creative Process for Problem Solving
6.14.3. Creative Project Development
6.14.4. Summary
6.14.5. Bibliographical References

6.15. Educational Process and Family Support

6.15.1. Introduction
6.15.2. Guidelines for Teachers
6.15.3. Educational Response in Children
6.15.4. Educational Response in Primary Education
6.15.5. Educational Response in Secondary Education
6.15.6. Coordination with Families
6.15.7. Program Implementation
6.15.8. Summary
6.15.9. Bibliographical References

Module 7. Neurological foundations of behavior

7.1. Philosophical Tradition: monism, dualism and integrationism
7.2. Monism from Spinoza to Donald Davidson
7.3. Descartes' Dualism
7.4. Behavior as a Function of the Nervous System
7.5. Organization of the Nervous System
7.6. Anatomy

7.6.1. Central Nervous System vs. Peripheral Nervous System
7.6.2. Motor Nervous System vs. Vegetative System
7.6.3. Spinal Cord
7.6.4. Brainstem
7.6.5. Brain

7.7. Functional Activity

7.7.1. Lower
7.7.2. Upper

7.8. Microstructure

7.8.1. Neurons
7.8.2. Other Cells

7.9. Embryology of the Nervous System
7.10. Spinal Cord
7.11. Brainstem
7.12. Cerebellum
7.13. Midbrain, Forebrain and Diencephalon
7.14. Subcortex
7.15. Basal Ganglia
7.16. Frontal Orbital Lobe
7.17. Process of Vascularization and Myelination of the Nervous System

7.17.1. Reptilian Brain
7.17.2. Basic Intelligence
7.17.3. Pattern Intelligence
7.17.4. Parameter Intelligence

7.18. Limbic Brain and the Chemistry of Basic Emotions

Module 8. Principals of Neuroanatomy

8.1. Classification of Nerve Fibers (Erlanger and Gasser)

8.1.1. Alpha
8.1.2. Beta
8.1.3. Gamma
8.1.4. Delta
8.1.5. Sympathetic
8.1.6. Preganglionic
8.1.7. Mechanoceptors
8.1.8. Sympathetic Nociceptors
8.1.9. Preganglionic

8.2. Vegetative Nervous System
8.3. Spinal Cord
8.4. Spinal Nerves
8.5. Afferent and Efferent Communication
8.6. Gray Matter
8.7. White Matter
8.8. Brainstem

8.8.1. Midbrain
8.8.2. Varolio Bridge
8.8.3. Medulla Oblongata
8.8.4. Cerebellum

8.9. Limbic System

8.9.1. Tonsils
8.9.2. Hippocampus
8.9.3. Hypothalamus
8.9.4. Cingulum
8.9.5. Sensory Thalamus
8.9.6. Base Cores
8.9.7. Periaqueductal Gray Region
8.9.8. Pituitary
8.9.9. Nucleus Accumbens

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

8.10.1. Parietal Cortex
8.10.2. Frontal Lobes (6m)
8.10.3. Limbic System (12 m)
8.10.4. Language Areas: 1st Wernicke, 2nd Broca. (18 m)

8.11. Frontal Orbital Lobe
8.12. Functional Relationships of the NS with Other Organs and Systems
8.13. Motorneurone Transmission
8.14. Sensoperception
8.15. Neuroendocrinology (Hypothalamus-Endocrine System Relationship)

8.15.1. Temperature Regulation
8.15.2. Blood Pressure Regulation
8.15.3. Food Ingestion Regulation
8.15.4. Reproductive Function Regulation

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

Module 9. Principals of Cerebral Biochemistry

9.1. The Neurone and its Composition

9.1.1. Axon
9.1.2. Cellular Body or Soma
9.1.3. Dendrites

9.2. Nervous Impulse

9.2.1. Sodium / Potassium Pump
9.2.2. Resting Potential
9.2.3. Action Potential Generation
9.2.4. GABA-Glutamate-Glutamine Cycle

9.3. Electric and Chemical Synapses
9.4. Neurotransmitters

9.4.1. G.A.B.A
9.4.2. Acetylcholine. (Ach)
9.4.3. Catecholamines

9.4.3.1. Adrenaline. (A)
9.4.3.2. Noradrenaline. (NA)
9.4.3.3. Dopamine (DA)

9.4.3.3.1. DAe
9.4.3.3.2. DAi

9.4.4. Indolamines

9.4.4.1. Serotonin. (5-HT)

9.4.5. Gastrointestinal Polypeptides
9.4.6. Protanglandins
9.4.7. Glycerine
9.4.8. Enkephalins and Endorphins
9.4.9. Adenylate Cyclase (ATP)

9.5. Neurotransmission Process
9.6. Neurotransmitter Synthesis
9.7. Neurotransmitter Storage
9.8. Release into the Intersynaptic Space
9.9. Interaction with the Postsynaptic Receptor
9.10. Neurotransmitter Reuptake
9.11. General Circulation Diffusion
9.12. Inactivation by the M.A.O
9.13. Rivers of Chemistry Flooding our Brains
9.14. Chemical Families and Interactions Between Them
9.15. Hormonal System

9.15.1. Adrenaline
9.15.2. Melatonin
9.15.3. Adrenocorticotropin
9.15.4. Norepinephrine

Module 10. Biochemistry of Mental Disorders

10.1. Neurotransmitters and Mental Illness

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

10.2. NA-Type Biochemical Imbalance

10.2.1. Clinical Hypomania
10.2.2. Clinical Psychopathy
10.2.3. Clinical Psychosis
10.2.4. Clinical Anxiety
10.2.5. Clínical Loss of Impulse Control

10.3. Clinical Depression
10.4. Clinical Immunological Depression
10.5. Clinical Mania
10.6. Clinical Schizophrenia
10.7. Clinical Sleep Disorders
10.8. Clinical Impulse Control Disorders
10.9. Clinical Eating Disorders
10.10. Type Ach Biochemical Imbalance

10.10.1. Complex Arterial Hypotension, Hypoglycemia, Bradycardia and Muscular Asthenia
10.10.2. Physical and Psychological Exhaustion
10.10.3. Attention and Memory Disorders
10.10.4. Neurological Diseases Affecting the Locomotor System
10.10.5. Clinical Affective Blunting and Consciousness Disorder

10.11. Type DAe Biochemical Imbalance

10.11.1. Calm, Serenity Suppressing Irritability Complex
10.11.2. Insomnia
10.11.3. Ill-tempered, Without Expressing it

10.12. Type DAi Biochemical Imbalance

10.12.1. Motor Hyperactivity
10.12.2. Complex Tachycardia, Hypertension and Hyperglycemia
10.12.3. Histrionic Spectrum Disorders with Anxious Depression

Module 11. Neuroanatomy and Mental Disorders

11.1. Relationship of Brain Chemistry and Neurological Activation
11.2. Reticular System and Mental Illness

11.2.1. Neurotransmission Activator
11.2.2. Conscious State Activator
11.2.3. Sleep-Wake Cycle Activator
11.2.4. Learning Activator

11.3. Brainstem

11.3.1. Subtantia Nigra
11.3.2. Base Nodes
11.3.3. Locus Coeruleus
11.3.4. Raphe

11.4. Limbic Structures Involved in Mental Disorders

11.4.1. Tonsils
11.4.2. Periaqueductal Gray Region
11.4.3. Hypothalamus
11.4.4. Caudate Nucleus
11.4.5. Putamen
11.4.6. Cingular Area
11.4.7. Ventral Tegmental Area
11.4.8. Nucleus Accumbens
11.4.9. Sensory Thalamus

11.5. Corpus Callosum
11.6. Cortical Structures

11.6.1. Pre-optical Area
11.6.2. Insula
11.6.3. Association Areas
11.6.4. Brodmann Areas
11.6.5. Werkicke Area
11.6.6. Broca Area
11.6.7. Limbic Association Area

11.7. Frontal Orbital Lobe

Module 12. Biochemistry and Neuroanatomy of the Most Well-Known Mental Disorders in the Practitioner’s Outpatient Clinic of Psychology

12.1. Neuroanatomy and Biochemistry in Consciousness and Memory Disorders

12.1.1. Hypervigilance, Obnubilation, Confusional or Twilight States
12.1.2. Depersonalization or Derealization Disorders
12.1.3. Remote or Immediate Memory Disorders
12.1.4. Clinical Disorientation, Drowsiness
12.1.5. Obnubilation, Stupor, Delirium, Coma, Twilight State
12.1.6. Clinical Agnosia, Anosoagnosia, Apraxia, Adiadocokinesia
12.1.7. Memory Disorders: Amnesia, Paramnesia, Amnesic Screen, Lethologic

12.2. Neuroanatomy and Biochemistry of Anxiety Disorders

12.2.1. Panic Attacks
12.2.2. Agoraphobia
12.2.3. Simple Phobia
12.2.4. Generalized Anxiety Disorder
12.2.5. Obsessive Compulsive Disorder
12.2.6. Social Phobia
12.2.7. Post-Traumatic Stress Disorder

12.3. Neuroanatomy and Biochemistry of Mood Disorders

12.3.1. Dysthymia
12.3.2. Sever Depression
12.3.3. Adaptive Deficit Disorders

12.4. Neuroanatomy and Biochemistry of Eating Disorders

12.4.1. Pica
12.4.2. Rumination Disorder
12.4.3. Anorexia Nervosa
12.4.4. Bulimia Nervosa
12.4.5. Binge Eating Disorder

12.5. Neuroanatomy and Biochemistry of Impulse Control Disorders

12.5.1. Oppositional Defiant Disorder
12.5.2. Intermittent Explosive Disorder
12.5.3. Antisocial Personality Disorder
12.5.4. Behavioral Disorders
12.5.5. Kleptomania
12.5.6. Pyromania

12.6. Neuroanatomy and Biochemistry of Sleep Disorders

12.6.1. Insomnia
12.6.2. Hypersomnia
12.6.3. Narcolepsy
12.6.4. Apnea
12.6.5. Circadian Rhythm Disorders
12.6.6. Restless Leg Syndrome

12.7. Neuroanatomy and Biochemistry of Personality Disorders

12.7.1. Borderline Personality Disorder
12.7.2. Schizoid Personality Disorder
12.7.3. Avoidant Personality Disorder
12.7.4. Narcissistic Personality Disorder
12.7.5. Obsessive Compulsive Personality Disorder

12.8. Neuroanatomy and Biochemistry of Psychotic Disorders

12.8.1. Schizophrenia
12.8.2. Delirious Disorders
12.8.3. Bipolar Disorder
12.8.4. Psychotic Disorder

Module 13. Pharmacological Treatment

13.1. Benzodiazepine Drugs

13.1.1. Long-Term Action
13.1.2. Immediate Action
13.1.3. Short Term Action
13.1.4. Ultra Short-Term Action

13.2. Antidepressive Drugs

13.2.1. Tricyclics
13.2.2. Tetracyclics
13.2.3. SSRIs
13.2.4. SNRIs
13.2.5. Non-Selective 5-HT Reuptake Inhibitors
13.2.6. NA Reuptake Inhibitors
13.2.7. Antagonists and 5-HT Reuptake Antagonists / Inhibitors
13.2.8. DA-NA Reuptake Inhibitors
13.2.9. Agomelatine

13.3. M.A.O.I
13.4. Euthymizing Drugs

13.4.1. Lithium
13.4.2. Valproic Acid
13.4.3. Carbamazepine
13.4.4. Lamotrigine
13.4.5. Tipiramate
13.4.6. Oxacarbazepine
13.4.7. Gavapentin
13.4.8. Vigabatrin
13.4.9. Levetiracetam

13.5. Antipscychotic Drugs
13.6. Classic Neuroleptics

13.6.1. Haloperidol
13.6.2. Chlorpromazine
13.6.3. Levomepromazine
13.6.4. Flufenazide
13.6.5. Pipotiazide
13.6.6. Zuclopenthixol

13.7. Atypical Neuroleptics

13.7.1. Clozapine
13.7.2. Olanzapine
13.7.3. Resperidon
13.7.4. Quetiapine
13.7.5. Ziprasidone
13.7.6. Aripiprazole

Module 14. Neurological Behavioral Sites

14.1. Reticular System

14.1.1. Parts
14.1.2. Functions

14.2. Brainstem

14.2.1. Cerebral Biochemistry
14.2.2. Influence of Biochemistry on Musculature

14.3. Activation of Limbic Structures

14.3.1. Platform for Action
14.3.2. Motivation

14.4. Sensation Felt

14.4.1. Emotion
14.4.2. Basic Emotions

14.5. Precortical Structures

14.5.1. Feelings
14.5.2. Unconcsious Thought
14.5.3. Fantasy

14.6. Cortical Structures

14.6.1. Motor Activity
14.6.2. Sensory

14.7. Frontal Orbital Lobe

14.7.1. Reflection
14.7.2. Implementation
14.7.3. Planning

Module 15. Pharmacological Intervention in Anxiety Disorders and Stress

15.1. Anxiety or Panic Disorder
15.2. Agoraphobia
15.3. Social Phobia
15.4. Specific Phobias
15.5. Generalized Anxiety Disorder
15.6. Obsessive Compulsive Disorder and Related Disorders

15.6.1. Obsessive Compulsive Disorder
15.6.2. Body Dysmorphic Disorder
15.6.3. Hoarding Disorder
15.6.4. Trichotillomania
15.6.5. Excoriation Disorder

15.7. Separation Anxiety Disorder
15.8. Adaptive Disorder

15.8.1. With a Depressed Mood
15.8.2. With Anxiety
15.8.3. With Behavioral Alteration
15.8.4. With Mixed Emotional or Behavioral Alteration

15.9. Dissociative Disorders

15.9.1. Dissociative Identity Disorder
15.9.2. Dissociative Amnesia
15.9.3. Depersonalization/Derealization Disorder

15.10. Somatic Symptom Disorders

15.10.1. Illness Anxiety Disorder
15.10.2. Conversion Disorder
15.10.3. Factitious Disorder

15.11. Trauma and Stress-Related Disorders

15.11.1. Acute Stress Disorder
15.11.2. Post-Traumatic Stress
15.11.3. Disinhibited Social Relationship Disorder

Module 16. Intervention with Psychopharmaceuticals in Depression, Eating Disorders and Sleep Disorders

16.1. Disruptive Mood Dysregulation Disorder
16.2. Major Depressive Disorder

16.2.1. Single Episode
16.2.2. With Psychotic Features
16.2.3. Recurring

16.3. Persistent Depressive Disorder (Dysthymia)

16.3.1. Pure Dysthymia
16.3.2. With Major Depressive Episode

16.4. Premenstrual Dysphoric Disorder
16.5. Substance-Induced Depressive Disorder
16.6. Pica
16.7. Rumination Disorder
16.8. Food Avoidance Disorder
16.9. Anorexia Nervosa

16.9.1. Restrictive
16.9.2. By Binge Eating with Purging

16.10. Bulimia Nervosa
16.11. Binge Eating Disorder
16.12. Insomnia
16.13. Hypersomnia
16.14. Narcolepsy

16.14.1. Without Cataplexy
16.14.2. With Cataplexy
16.14.3. With Cerebellar Ataxia
16.14.4. With Obesity or Diabetes

16.15. Obstructive Sleep Apnea
16.16. Sleep-Related Hypoventilation
16.17. Non-REM Sleep Awakening Disorders

16.17.1. Sleepwalking
16.17.2. With Night Terrors

16.18. Nightmare Disorder
16.19. Restless Leg Syndrome

Module 17. Dyslexia, Dyscalculia and Hyperactivity

17.1. History of Learning Difficulties

17.1.1. Introduction
17.1.2. Definition of Learning Difficulties
17.1.3. Historical Development
17.1.4. Current Learning Difficulties
17.1.5. Neuropsychology of Learning Difficulties
17.1.6. Causes of Learning Difficulties
17.1.7. Classification of Learning Difficulties
17.1.8. Summary
17.1.9. Bibliographical References

17.2. Conceptualization of Dyslexia

17.2.1. Introduction
17.2.2. Definition
17.2.3. Neuropsychological Bases
17.2.4. Features
17.2.5. Subtypes
17.2.6. Summary
17.2.7. Bibliographical References

17.3. Neuropsychological Assessment of Dyslexia

17.3.1. Introduction
17.3.2. Diagnostic Criteria for Dyslexia
17.3.3. How to Assess
17.3.4. Interview with the Tutor
17.3.5. Reading and Writing
17.3.6. Neuropsychological Assessment
17.3.7. Assessment of Other Related Aspects
17.3.8. Summary
17.3.9. Bibliographical References

17.4. Neuropsychological Intervention of Dyslexia

17.4.1. Introduction
17.4.2. Variables Involved
17.4.2. Neuropsychological Field
17.4.3. Intervention Programs
17.4.4. Summary
17.4.5. Bibliographical References

17.5. Conceptualization of Dyscalculia

17.5.1. Introduction
17.5.2. Definition of Dyscalculia
17.5.3. Features
17.5.4. Neurophysiological Basis
17.5.5. Summary
17.5.6. Bibliographical References

17.6. Neuropsychological Assessment of Dyscalculia

17.6.1. Introduction
17.6.2. Assessment Objectives
17.6.3. How to Assess
17.6.4. Report
17.6.5. Diagnosis
17.6.6. Summary
17.6.7. Bibliographical References

17.7. Neuropsychological Interventions of Dyscalculia

17.7.1. Introduction
17.7.2. Variables Involved in the Treatment
17.7.3. Neuropsychological Rehabilitation
17.7.4. Intervention in Dyscalculia
17.7.5. Resumen
17.7.6. Bibliographical References

17.8. Conceptualization of ADHD

17.8.1. Introduction
17.8.2. Definition of ADHD
17.8.3. Neuropsychological Bases
17.8.4. Characteristics of Children with ADHD
17.8.5. Subtypes
17.8.6. Summary
17.8.7. Bibliographical References

17.9. Neuropsychological Assessment of ADHD

17.9.1. Introduction
17.9.2. Assessment Objectives
17.9.3. How to Assess
17.9.4. Report
17.9.5. Diagnosis
17.9.6. Summary
17.9.7. Bibliographical References

17.10. Neuropsychological Interventions of ADHD

17.10.1. Introduction
17.10.2. Neuropsychological Field
17.10.3. Treatment of ADHD
17.10.4. Other Therapies
17.10.5. Intervention Programs
17.10.6. Summary
17.10.7. Bibliographical References

17.11. Comorbidity in Neurodevelopmental Disorders

17.11.1. Introduction
17.11.2. Neurodevelopment Disorders
17.11.3. Dyslexia and Dyscalculia
17.11.4. Dyslexia and ADHD
17.11.5. Dyscalculia and ADHD
17.11.6. Summary
17.11.7. Bibliographic references

17.12. Neurotechnology

17.12.1. Introduction
17.12.2. Applied to Dyslexia
17.12.3. Applied to Dyscalculia
17.12.4. Applied to ADHD
17.12.5. Summary
17.12.6. Bibliographical References

17.13. Guidance for Parents and Teachers

17.13.1. Introduction
17.13.2. Guidance on Dyslexia
17.13.3. Guidance on Dyscalculia
17.13.4. Guidance on ADHD
17.13.5. Summary
17.13.6. 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. Tools
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. Unifactorial 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 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.Bibliographic 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. Qualitative Research Approach I

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 References

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