Memory Processes, Skills and ICT

 ICT has become one of the most active supports in the neuropsychologist's work. Learn with this Postgraduate Certificate to find and use the most interesting of the moment"  

 The work in neuropsychology is complex. It covers a broad spectrum of intervention that requires the professional to have very specific training in the various branches of brain development. This discipline, deeply linked to neurology and the physiological study of the brain, is affected by the changes that the evolution of knowledge in this scientific branch achieves. For professionals, this means an intense challenge of continuous updating that allows them to be at the forefront in terms of approach, intervention and monitoring of the cases that may arise in their practice.  

Throughout this program, the student will review all the current approaches to the work practiced by neuropsychologists with regard to the different challenges posed by their profession.   

The functioning of memory, language, the relationship between laterality and cognitive development, sensoriality and many other aspects, will be the topics of work and study that the student will be able to integrate in their training. 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 develop their personal, social and work skills 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 more efficient. We will work to keep you motivated and to create in you a passion for learning. And we will push you to think and develop critical thinking.  

A program created for professionals who aspire for excellence, and that will enable you to acquire new skills and strategies easily and effectively"

This Postgraduate Certificate in Memory Processes, Skills and ICT contains the most complete and up-to-date 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 practicing experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling 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, debate and knowledge forums
• Communication with the teacher and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection
• Complementary documentation banks permanently available, even after the course

We offer you a program focused on aspects of high interest for the neuropsychologist, created to be compatible with your professional and personal life”

Our teaching staff is made up of working professionals. This way, we ensure that we provide you with up-to-date knowledge, which is what we are aiming for. A multidisciplinary team of physicians trained and experienced in different environments, who will cover the theoretical knowledge in an efficient way, but, above all, will bring the practical knowledge derived from their own experience to the program: one of the differential qualities of this Postgraduate Certificate.   

This mastery of the subject is complemented by the effectiveness of the methodology used in the design of this course. 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: 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 facing the scenario you are learning at that moment. A concept that will allow you to integrate and fix learning in a more realistic and permanent way.  

An effective and proactive way to offer students new ways to improve and progress"

Become an agent of change in the educational system, working in line with real integration"

The contents of this program have been developed by the different teachers of this Postgraduate Certificate, with a clear purpose: to ensure that our students acquire each and every one of the skills necessary to become true experts in this field.
The content of this Postgraduate Certificate 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 complete but very well compartmentalized development, you will be able to access the most advanced knowledge of the moment in professional neuropsychology"   

Module 1. Memory Processes, Skills and ICT

1.1. Conceptual Bases of Memory

1.1.1. Introduction and Objectives
1.1.2. Concept and Definition of Memory
1.1.3. Basic Processes of Memory
1.1.4. Initial Research on Memory
1.1.5. Classification of Memory
1.1.6. Memory During Development
1.1.7. General Strategies to Stimulate Memory
1.1.8. Bibliographical References

1.2. Sensory Memory

1.2.1. Introduction and Objectives
1.2.2. Concept and Definition
1.2.3. Neurobiological Foundations of Sensory Memory
1.2.4. Assessing Sensory Memory
1.2.5. Intervention in Educational Contexts of Sensory Memory
1.2.6. Family Activities for Students From Three to Five Years of Age
1.2.7. Sensory Memory Intervention Case Study
1.2.8. Bibliographical References

1.3. Short-Term Memory

1.3.1. Introduction and Objectives
1.3.2. Concept and Definition of Short-Term Memory and Working Memory
1.3.3. Neurobiological Bases of Short-Term and Working Memory
1.3.4. Assessment of Short-Term and Working Memory
1.3.5. Intervention in Educational Contexts of Short-Term Memory
1.3.6. Family Activities for Students From Six to Eleven Years of Age 
1.3.7. Working Memory Intervention Case Study
1.3.8. Bibliographical References

1.4. Long-Term Memory

1.4.1. Introduction and Objectives
1.4.2. Concept and Definition
1.4.3. Neurobiological Bases of Long-Term Memory
1.4.4. Assessment of Long-Term Memory
1.4.5. Intervention in Educational Contexts of Long-Term Memory
1.4.6. Family Activities for Students From Twelve to Eighteen Years of Age
1.4.7. Long-Term Memory Intervention Case Study

1.5. Memory Disorders

1.5.1. Introduction and Objectives
1.5.2. Memory and Emotion
1.5.3. Forgetfulness Theories of Forgetfulness
1.5.4. Memory Distortions
1.5.5. Memory Alterations: Amnesias
1.5.6. Childhood Amnesia
1.5.7. Other Types of Memory Alteration 
1.5.8. Programs to Improve Memory
1.5.9. Technological Programs to Improve Memory
1.5.10. Bibliographical References 

1.6. Thinking Skills

1.6.1. Introduction and Objectives
1.6.2. Developing Thinking from Childhood to the Adult Age
1.6.3. Basic Thought Processes
1.6.4. Thinking Skills
1.6.5. Critical Thinking
1.6.6. Characteristics of Digital Natives
1.6.7. Bibliographical References

1.7. Neurobiology of Thinking

1.7.1. Introduction and Objectives
1.7.2. Neurobiological Foundations of Thinking
1.7.3. Cognitive Distortions
1.7.4. Neuropsychological Assessment Instruments
1.7.5. Bibliographical References

1.8. Cognitive Intervention

1.8.1. Introduction and Objectives
1.8.2. Learning Strategies
1.8.3. Cognitive Stimulation Techniques in Educational Contexts
1.8.4. Methods for Studying at Home
1.8.5. Cognitive Stimulation Activities in the Family Environment
1.8.6. Learning Strategy Intervention Case Study
1.8.7. Bibliographical References

1.9. Cognitive Thought Theories

1.9.1. Introduction and Objectives
1.9.2. Significant Learning Theory
1.9.3. Information Processing Theory
1.9.4. Genetic Theory: Constructivism
1.9.5. Sociocultural Theory: Socioconstructivism
1.9.6. Theory of Connectivism
1.9.7. Metacognition: Learning to Think
1.9.8. Programs for the Acquisition of Thinking Skills
1.9.9. Technological Programs for the Improvement of Thinking Skills
1.9.10. Thinking Skill Intervention Case Study
1.9.11. Bibliographical References

A complete program that will take you through the knowledge you need to compete among the best"