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Table of Contents
Part I Cognitive Sciences and Education: Theories, Beliefs and Misconceptions
1. The importance of bringing the Latin American perspective to cognitive science and education
2. Neuroscience and Vygotsky: putting together contemporary evidence and Cultural-Historical Psychology
3. Dialogue with Latin American teachers - beliefs about neuroscience and education
Part II Factors influencing child and adolescent development
4. Attention and academic performance: from early childhood to adolescence
5. Child cognitive development in Latin American rural poverty: what do researchers should consider for conducting fieldwork
6. Concepts, language, and early socialization in indigenous Wichi perspective: towards a Relational-Ecological Paradigm
7. The role of local violence on childrens affective decision-making
8. The role of peer pressure in adolescents risky behaviors
9. The implications of exposure to neurotoxic metals for cognitive development of children and adolescents
Part III Academic performance
10. Bilingualism, foreign language learning, and cognition: Insights for education
11. Development of mathematical cognition: the role of technology in low SES populations
12. Number processing and low arithmetic achievement in Cuban and Chilean children: from neurocognitive theories to educational practice
13. The perfect hurricane in Latin America: school start time, chronotype, sleep, and academic performance during adolescence
14. Stereotype threat and professional motivation: Assessing career expectations of undergraduate and graduate female students
Part IV Educational practices and interventions
15. Retrieval practice as a learning strategy for diverse populations
16. Consideration of individual differences in cognitive interventions for children at risk for poverty
17. Technology on our side: using technology for transferring Cognitive Science to Education
18. Early language intervention in school settings: what works for whom?
19. Developing higher order thinking in elementary school science: A narrative around a research group quest
Part V Future perspectives
20. Latin American perspectives in the study of childhood and adolescence poverty through the lenses of neural sciences.
1. The importance of bringing the Latin American perspective to cognitive science and education
2. Neuroscience and Vygotsky: putting together contemporary evidence and Cultural-Historical Psychology
3. Dialogue with Latin American teachers - beliefs about neuroscience and education
Part II Factors influencing child and adolescent development
4. Attention and academic performance: from early childhood to adolescence
5. Child cognitive development in Latin American rural poverty: what do researchers should consider for conducting fieldwork
6. Concepts, language, and early socialization in indigenous Wichi perspective: towards a Relational-Ecological Paradigm
7. The role of local violence on childrens affective decision-making
8. The role of peer pressure in adolescents risky behaviors
9. The implications of exposure to neurotoxic metals for cognitive development of children and adolescents
Part III Academic performance
10. Bilingualism, foreign language learning, and cognition: Insights for education
11. Development of mathematical cognition: the role of technology in low SES populations
12. Number processing and low arithmetic achievement in Cuban and Chilean children: from neurocognitive theories to educational practice
13. The perfect hurricane in Latin America: school start time, chronotype, sleep, and academic performance during adolescence
14. Stereotype threat and professional motivation: Assessing career expectations of undergraduate and graduate female students
Part IV Educational practices and interventions
15. Retrieval practice as a learning strategy for diverse populations
16. Consideration of individual differences in cognitive interventions for children at risk for poverty
17. Technology on our side: using technology for transferring Cognitive Science to Education
18. Early language intervention in school settings: what works for whom?
19. Developing higher order thinking in elementary school science: A narrative around a research group quest
Part V Future perspectives
20. Latin American perspectives in the study of childhood and adolescence poverty through the lenses of neural sciences.