(1871)BRAIN PLASTICITY AS COMPENSATORY ELEMENT INEDUCATIONAL DEPRIVED CONTEXTS: GENERATION OF NEWPATTERNS OF LEARNING BASED ON THE SPECIFICITY OF THESTUDENTS AND THE CONTEXT

摘要

The principal aim of this investigation is to show the way in which the teacher can use the complexcognitive guidelines with the students and in this way to develop new pedagogical and didacticalmodels. Starting from the concept of the complex brain functions, we must be aware about theimportance of the new learning in our personal heritage and how these are continuous over thelifetime.Brain plasticity will be the model to explain about the ability how the students or people adjust their selfto the changing conditions or contexts of learning and how they develop the new learning with theprevious one. Brain plasticity is developed trough the use and organization of the information,resulting in the establishment of ordered neural connections, which enables the brain plasticity.The people used different cerebral systems to learn according to the nature of learning and accordingto the kind of memory that they use: we can divide the memory in three types: episodic, semantic andprocedural. The relations between neuropsychological functions and the cognitive skills of thestudents can improve if we apply different programs of coordinated activities resolution, promoting theenhancing the transfer of learning and neural connections.