The deep knowledge of Research in Educational Neuropsychology and its multiple implications, in a complete Master's Degree created to propel you to another professional level"

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 go through all the current approaches in the field of neuropsychological research, from the basic starting points to the application of conclusions and the materialization of novel interventions. 

With a fundamentally practical approach, this Master's Degree will allow students to develop their own project during the specialization, becoming not only a moment of study, but also a time for acquiring experience.  

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 social commitments: to help prepare highly qualified professionals and develop their personal, social and labor competencies during the course.  

This challenge is one of TECH social commitments: to help prepare highly qualified professionals and develop their personal, social and labor competencies during the course. TECH works to maintain motivation and to create a passion for learning. It also encourages thinking and the development of critical thinking.      

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

The Master's Degree in Research in Educational Neuropsychology contains the most complete and up-to-date educational 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 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

A deep and complete immersion in the strategies and approaches of the Neuropsychology of Education"

Our teaching staff is made up of working professionals. That way, TECH ensures to offer the updating objective it intends to provide. A multidisciplinary team of doctors trained and experienced in different environments, who will develop the theoretical knowledge in an efficient way, but, above all, will put at the service of the course the practical knowledge derived from their own experience: one of the differential qualities of this Master's Degree.   

This mastery of the subject is complemented by the effectiveness of the methodology used in the design of this Master's Degree. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. In this way, the students will be able to study with a set of comfortable and versatile multimedia tools that will give them the operability they need in their 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, the students will be able to acquire the knowledge as if they were facing the scenario they are learning at that moment. A concept that will make it possible to integrate and fix learning in a more realistic and permanent way.

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

The processes and developments of a complete Neuropsychology of Education Research in an intensive and effective education program"

The contents of this specialization have been developed by the different teachers on 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 program will allow you to learn all aspects of the different disciplines involved in this area: a very complete and well structured program that will lead you to the highest standards of quality and success.

Through a complete and very well compartmentalized development, you will be able to access to the most advanced knowledge in Research in Educational Neuropsychology"

Module 1. Principles 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 TICS

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 Principles 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. Bibliographical References

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
3.6.3. Basic Thought Processes
3.6.4. Thinking Skills
3.6.5. Critical Thinking
3.6.6. Characteristics of Digital Natives
3.6.7. 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: Learning 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 are Saccadic Movements Evaluated?
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
4.8.11. Summary
4.8.12. 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. Motor Skills, Laterality and Writing 

5.1. Neurodevelopment and Learning

5.1.1. Introduction
5.1.2. Perceptual Development
5.1.3. Neuropsychological Basis of Motor Development
5.1.4. Laterality Development
5.1.5. Interhemispheric Communication through the Corpus Callosum
5.1.6. Ambidextrousness
5.1.7. Summary
5.1.8. Bibliographical References

5.2. Psychomotor Development

5.2.1. Introduction
5.2.2. Gross Psychomotricity
5.2.3. General Dynamic Coordination: Basic Skills
5.2.4. Fine Motor Skills and their Relationship with Writing
5.2.5. Psychomotor Development Assessment
5.2.6. Summary
5.2.7. Bibliographical References

5.3. Neuropsychology of Motor Development

5.3.1. Introduction
5.3.2. Relationship between Motor and Psychism
5.3.3. Disorders of Motor Development
5.3.4. Coordination Acquisition Disorders
5.3.5. Vestibular System Disorders
5.3.6. Writing
5.3.7. Summary
5.3.8. Bibliographical References

5.4. Introduction to Laterality Development

5.4.1. Introduction
5.4.2. Laterality Tests
5.4.3. Observation Guidelines for Teachers
5.4.4. Crossed Laterality
5.4.5. Types of Cross Laterality
5.4.6. Relationship between Dyslexia and Laterality
5.4.7. Relationship between Laterality and Attention, Memory and Hyperactivity Problems
5.4.8. Summary
5.4.9. Bibliographical References

5.5. Development of Laterality at Different Ages

5.5.1. Introduction
5.5.2. Laterality Definition
5.5.3. Types of Laterality
5.5.4. Corpus Callosum
5.5.5. Cerebral Hemispheres
5.5.6. Development of the Prelateral, Contralateral and Lateral Stages
5.5.7. Summary
5.5.8. Bibliographical References

5.6. Motor Disorders and Related Learning Difficulties

5.6.1. Introduction
5.6.2. Motor Disorders
5.6.3. Learning Difficulties
5.6.4. Summary
5.6.5. Bibliographical References

5.7. Writing Process and Acquisition

5.7.1. Introduction
5.7.2. Reading Difficulties
5.7.3. Comprehension Problems that Students May Develop
5.7.4. Evolutionary Development of Writing
5.7.5. History of Writing
5.7.6. Neuropsychological Basis of Writing
5.7.7. Teaching Written Expression
5.7.8. Methods of Teaching Writing
5.7.9. Writing Workshops
5.7.10. Summary
5.7.11. Bibliographical References

5.8. Dysgraphia

5.8.1. Introduction
5.8.2. Learning Styles
5.8.3. Executive Functions Involved in Learning
5.8.4. Definition of Dysgraphia and Types
5.8.5. Common Indicators of Dysgraphia
5.8.6. Classroom Aids for Students with Dysgraphia
5.8.7. Individual Aids
5.8.8. Summary
5.8.9. Bibliographical References

5.9. Contribution of Laterality to the Development of Reading and Writing

5.9.1. Introduction
5.9.2. Importance of Laterality in the Learning Process
5.9.3. Laterality in the Reading and Writing Processes
5.9.4. Laterality and Learning Difficulties
5.9.5. Summary
5.9.6. Bibliographical References

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

5.10.1. Introduction
5.10.2. The Guidance Department
5.10.3. Intervention Programs
5.10.4. Advances of Neuropsychology in Learning Difficulties
5.10.5. Training the Teaching Staff
5.10.6. Summary
5.10.7. Bibliographical References

5.11. Parent Orientation

5.11.1. How to Inform Parents
5.11.2. Activities to Improve Academic Performance
5.11.3. Activities to Improve Lateral Development
5.11.4. Problem-Solving Strategies
5.11.5. Summary
5.11.6. Bibliographical References

5.12. Psychomotor Assessment and Intervention

5.12.1. Introduction
5.12.2. Psychomotor Development
5.12.3. Psychomotor Assessment
5.12.4. Psychomotor Intervention
5.12.5. Summary
5.12.6. Bibliographical References 

Module 6. Neurolinguistic Processes, Difficulties and Intervention Programs

6.1. Neurobiological Basis Involved in Language

6.1.1. Introduction
6.1.2. Language Definitions
6.1.3. Historical Background
6.1.4. Summary
6.1.5. Bibliographical References

6.2. Language Development

6.2.1. Introduction
6.2.2. Appearance of Language
6.2.3. Acquisition of Language
6.2.4. Summary
6.2.5. Bibliographical References

6.3. Neuropsychological Approaches to Language

6.3.1. Introduction
6.3.2. Brain Processes of Language
6.3.3. Brain Areas Involved
6.3.4. Neurolinguistic Processes
6.3.5. Brain Centers Involved in Comprehension
6.3.6. Summary
6.3.7. Bibliographical References

6.4. Neuropsychology of Language Comprehension

6.4.1. Introduction
6.4.2. Brain Areas Involved in Comprehension
6.4.3. Sounds
6.4.4. Syntactic Structures for Linguistic Comprehension
6.4.5. Semantic Processes and Meaningful Learning
6.4.6. Reading Comprehension
6.4.7. Summary
6.4.8. Bibliographical References

6.5. Communication Through Language

6.5.1. Introduction
6.5.2. Language as a Tool for Communication
6.5.3. Evolution of Language
6.5.4. Social Communication
6.5.5. Summary
6.5.6. Bibliographical References

6.6. Language Disorders

6.6.1. Introduction
6.6.2. Speech and Language Disorders
6.6.3. Professionals Involved in the Treatment
6.6.4. Classroom Implications
6.6.5. Summary
6.6.6. Bibliographical References

6.7. Aphasia

6.7.1. Introduction
6.7.2. Types of Aphasia
6.7.3. Diagnosis
6.7.4. Assessment
6.7.5. Summary
6.7.6. Bibliographical References

6.8. Language Stimulation

6.8.1. Introduction
6.8.2. Importance of Language Stimulation
6.8.3. Phonetic-Phonological Stimulation
6.8.4. Lexical-Semantic Stimulation
6.8.5. Morphosyntactic Stimulation
6.8.6. Pragmatic Stimulation
6.8.7. Summary
6.8.8. Bibliographical References

6.9. Reading and Writing Disorders

6.9.1. Introduction
6.9.2. Delayed Reading
6.9.3. Dyslexia
6.9.4. Dysorthographia
6.9.5. Dysgraphia
6.9.6. Dyslalia
6.9.7. Treatment of Reading and Writing Disorders
6.9.8. Summary
6.9.9. Bibliographical References

6.10. Evaluation and Diagnosis of Language Difficulties

6.10.1. Introduction
6.10.2. Language Evaluation
6.10.3. Language Assessment Procedures
6.10.4. Psychological Tests for Assessing Language
6.10.5. Summary
6.10.6. Bibliographical References

6.11. Intervention in Language Disorders

6.11.1. Introduction
6.11.2. Implementation of Improvement Programs
6.11.3. Improvement Programs
6.11.4. Improvement Programs Using New Technologies
6.11.5. Summary
6.11.6. Bibliographical References

6.12. Incidence of Language Difficulties on Academic Performance

6.12.1. Introduction
6.12.2. Linguistic Processes
6.12.3. Incidence of Language Disorders
6.12.4. Relationship Between Hearing and Language
6.12.5. Summary
6.12.6. Bibliographical References

6.13. Guidance for Parents and Teachers

6.13.1. Introduction
6.13.2. Language Stimulation
6.13.3. Reading Stimulation
6.13.4. Summary
6.13.5. Bibliographical References

Module 7. Multiple Intelligences, Creativity, Talent and High Abilities

7.1. Theory of Multiple Intelligences

7.1.1. Introduction
7.1.2. Background
7.1.3. Conceptualization
7.1.4. Validation
7.1.5. Premises and Basic Principles of Theories
7.1.6. Neuropsychological and Cognitive Science
7.1.7. Classification of the Theories of Multiple Intelligences
7.1.8. Summary
7.1.9. Bibliographical References

7.2. Types of Multiple Intelligences

7.2.1. Introduction
7.2.2. Types of Intelligence
7.2.3. Summary
7.2.4. Bibliographical References

7.3. Assessment of Multiple Intelligences

7.3.1. Introduction
7.3.2. Background
7.3.3. Types of Assessments
7.3.4. Aspects to Consider in the Assessment
7.3.5. Summary
7.3.6. Bibliographical References

7.4. Creativity

7.4.1. Introduction
7.4.2. Concepts and Theories of Creativity
7.4.3. Approaches to the Study of Creativity
7.4.4. Characteristics of Creative Thinking
7.4.5. Types of Creativity
7.4.6. Summary
7.4.7. Bibliographical References

7.5. Neuropsychological Basis of Creativity

7.5.1. Introduction
7.5.2. Background
7.5.3. Characteristics of Creative People
7.5.4. Creative Products
7.5.5. Neuropsychological Bases of Creativity
7.5.6. Influence of the Environment and Context on Creativity
7.5.7. Summary
7.5.8. Bibliographical References

7.6. Creativity in the Educational Context

7.6.1. Introduction
7.6.2. Creativity in the Classroom
7.6.3. Stages of the Creative Process
7.6.4. How to Work on Creativity?
7.6.5. Connection Between Creativity and Thinking
7.6.6. Modification in the Educational Context
7.6.7. Summary
7.6.8. Bibliographical References

7.7. Methodologies for Developing Creativity

7.7.1. Introduction
7.7.2. Programs for Developing Creativity
7.7.3. Projects for Developing Creativity
7.7.4. Promoting Creativity in the Family Context
7.7.5. Summary
7.7.6. Bibliographical References

7.8. Creativity Assessment and Guidance

7.8.1. Introduction
7.8.2. Considerations on Assessment
7.8.3. Evaluation Tests
7.8.4. Subjective Assessment Tests
7.8.5. Guidance on Assessment
7.8.6. Summary
7.8.7. Bibliographical References

7.9. High Capacities and Talents

7.9.1. Introduction
7.9.2. Relationship Between Giftedness and High Capacities
7.9.3. Connection Between Heredity and Environment
7.9.4. Neuropsychological Foundation
7.9.5. Models of Giftedness
7.9.6. Summary
7.9.7. Bibliographical References

7.10. Identification and Diagnosis of High Capacities

7.10.1. Introduction
7.10.2. Main Characteristics
7.10.3. How to Identify High Capacities?
7.10.4. Role the Involved Agents
7.10.5. Assessment Tests and Instruments
7.10.6. Intervention Programs
7.10.7. Summary
7.10.8. Bibliographical References

7.11. Problems and Difficulties

7.11.1. Introduction
7.11.2. Problems and Difficulties in the School Environment
7.11.3. Myths and Beliefs
7.11.4. Desynchronies
7.11.5. Differential Diagnosis
7.11.6. Differences Between Genders
7.11.7. Educational Needs
7.11.8. Summary
7.11.9. Bibliographical References

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

7.12.1. Introduction
7.12.2. Connection Between Multiple Intelligences and Creativity
7.12.3. Connection Between Multiple Intelligences, High Capacities and Talents
7.12.4. Differences Between Talent and High Capacities
7.12.5. Creativity, High Capacities and Talent
7.12.6. Summary
7.12.7. Bibliographical References

7.13. Guiding and Developing Multiple Intelligences

7.13.1. Introduction
7.13.2. Advising Teachers
7.13.3. Multidimensional Student Development
7.13.4. Curricular Enrichment
7.13.5. Strategies at Different Educational Levels
7.13.6. Summary
7.13.7. Bibliographical References

7.14. Creativity for Problem-Solving

7.14.1. Introduction
7.14.2. Models of the Creative Process for Problem Solving
7.14.3. Creative Project Development
7.14.4. Summary
7.14.5. Bibliographical References

7.15. Educational Process and Family Support

7.15.1. Introduction
7.15.2. Guidelines for Teachers
7.15.3. Educational Response in Children
7.15.4. Educational Response in Primary Education
7.15.5. Educational Response in Secondary Education
7.15.6. Coordination with Families
7.15.7. Program Implementation
7.15.8. Summary
7.15.9. Bibliographical References

Module 8. Dyslexia, Dyscalculia and Hyperactivity

8.1. History of Learning Difficulties

8.1.1. Introduction
8.1.2. Definition of Learning Difficulties
8.1.3. Historical Development
8.1.4. Current Learning Difficulties
8.1.5. Neuropsychology of Learning Difficulties
8.1.6. Causes of Learning Difficulties
8.1.7. Classification of Learning Difficulties
8.1.8. Summary
8.1.9. Bibliographical References

8.2. Conceptualization of Dyslexia

8.2.1. Introduction
8.2.2. Definition
8.2.3. Neuropsychological Bases
8.2.4. Features
8.2.5. Subtypes
8.2.6. Summary
8.2.7. Bibliographical References

8.3. Neuropsychological Assessment of Dyslexia

8.3.1. Introduction
8.3.2. Diagnostic Criteria for Dyslexia
8.3.3. How to Assess it?
8.3.4. Interview with the Tutor
8.3.5. Reading and Writing
8.3.6. Neuropsychological Assessment
8.3.7. Assessment of Other Related Aspects
8.3.8. Summary
8.3.9. Bibliographical References

8.4. Neuropsychological Intervention of Dyslexia

8.4.1. Introduction
8.4.2. Variables Involved
8.4.3. Neuropsychological Field
8.4.4. Intervention Programs
8.4.5. Summary
8.4.6. Bibliographical References

8.5. Conceptualization of Dyscalculia

8.5.1. Introduction
8.5.2. Definition of Dyscalculia
8.5.3. Features
8.5.4. Neurophysiological Basis
8.5.5. Summary
8.5.6. Bibliographical References

8.6. Neuropsychological Assessment of Dyscalculia

8.6.1. Introduction
8.6.2. Assessment Objectives
8.6.3. How to Assess
8.6.4. Report
8.6.5. Diagnosis
8.6.6. Summary
8.6.7. Bibliographical References

8.7. Neuropsychological Interventions of Dyscalculia

8.7.1. Introduction
8.7.2. Variables Involved in the Treatment
8.7.3. Neuropsychological Rehabilitation
8.7.4. Intervention in Dyscalculia
8.7.5. Summary
8.7.6. Bibliographical References

8.8. Conceptualization of ADHD

8.8.1. Introduction
8.8.2. Definition of ADHD
8.8.3. Neuropsychological Bases
8.8.4. Characteristics of Children with ADHD
8.8.5. Subtypes
8.8.6. Summary
8.8.7. Bibliographical References

8.9. Neuropsychological Assessment of ADHD

8.9.1. Introduction
8.9.2. Assessment Objectives
8.9.3. How to Assess
8.9.4. Report
8.9.5. Diagnosis
8.9.6. Summary
8.9.7. Bibliographical References

8.10. Neuropsychological Interventions of ADHD

8.10.1. Introduction
8.10.2. Neuropsychological Field
8.10.3. Treatment of ADHD
8.10.4. Other Therapies
8.10.5. Intervention Programs
8.10.6. Summary
8.10.7. Bibliographical References

8.11. Comorbidity in Neurodevelopmental Disorders

8.11.1. Introduction
8.11.2. Neurodevelopment Disorders
8.11.3. Dyslexia and Dyscalculia
8.11.4. Dyslexia and ADHD
8.11.5. Dyscalculia and ADHD
8.11.6. Summary
8.11.7. Bibliographical References

8.12. Neurotechnology

8.12.1. Introduction
8.12.2. Applied to Dyslexia
8.12.3. Applied to Dyscalculia
8.12.4. Applied to ADHD
8.12.5. Summary
8.12.6. Bibliographical References

8.13. Guidance for Parents and Teachers

8.13.1. Introduction
8.13.2. Guidance on Dyslexia
8.13.3. Guidance on Dyscalculia
8.13.4. Guidance on ADHD
8.13.5. Summary
8.13.6. Bibliographical References

Module 9. Research Methodology I

9.1. Research Methodology

9.1.1. Introduction
9.1.2. The Importance of Research Methodology
9.1.3. Scientific Knowledge
9.1.4. Research Approaches
9.1.5. Summary
9.1.6. Bibliographical References

9.2. Choosing the Topic to Research

9.2.1. Introduction
9.2.2. The Issue of Research
9.2.3. Defining the Problem
9.2.4. Choice of the Research Question
9.2.5. Research Objectives
9.2.6. Variables: Types
9.2.7. Summary
9.2.8. Bibliographical References

9.3. Research Proposal

9.3.1. Introduction
9.3.2. Research Hypothesis
9.3.3. Feasibility of the Research Project
9.3.4. Introduction and Justification of the Research
9.3.5. Summary
9.3.6. Bibliographical References

9.4. Theoretical Framework

9.4.1. Introduction
9.4.2. Elaboration of the Theoretical Framework
9.4.3. Resources Used
9.4.4. APA Standards
9.4.5. Summary
9.4.6. Bibliographical References

9.5. Bibliography

9.5.1. Introduction
9.5.2. Importance of Bibliographic References
9.5.3. How to Reference According to APA Standards
9.5.4. Format of Annexes: Tables and Figures
9.5.5. Bibliography Managers: What are They and How to Use Them?
9.5.6. Summary
9.5.7. Bibliographical References

9.6. Methodological Framework

9.6.1. Introduction
9.6.2. Roadmap
9.6.3. Sections to be Included in the Methodological Framework
9.6.4. The Population
9.6.5. The Sample
9.6.6. Variables:
9.6.7. Instruments
9.6.8. Procedure
9.6.9. Summary
9.6.10. Bibliographical References

9.7. Research Designs

9.7.1. Introduction
9.7.2. Types of Designs
9.7.3. Characteristics of the Designs Used in Psychology
9.7.4. Research Designs Used in Education
9.7.5. Research Designs Used in Educational Neuropsychology
9.7.6. Summary
9.7.7. Bibliographical References

9.8. Quantitative Research

9.8.1. Introduction
9.8.2. Designing Randomized Groups
9.8.3. Designing Randomized Groups with Blocks
9.8.4. Other Designs used in Psychology
9.8.5. Statistical Techniques in Quantitative Research
9.8.6. Summary
9.8.7. Bibliographical References

9.9. Quantitative Research II

9.9.1. Introduction
9.9.2. Unifactorial Intrasubject Designs
9.9.3. Techniques for Controlling the Effects of Intrasubject Designs
9.9.4. Statistical Techniques
9.9.5. Summary
9.9.6. Bibliographical References

9.10. Results

9.10.1. Introduction
9.10.2. How to Gather Data?
9.10.3. How to Analyze Data?
9.10.4. Statistical Programs
9.10.5. Summary
9.10.6. Bibliographical References

9.11. Descriptive Statistics

9.11.1. Introduction
9.11.2. Research Variables
9.11.3. Quantitative Analyses
9.11.4. Qualitative Analyses
9.11.5. Resources that Can Be Used
9.11.6. Summary
9.11.7. Bibliographical References

9.12. Hypothesis Contrast

9.12.1. Introduction
9.12.2. Statistical Hypotheses
9.12.3. How to Interpret Significance (P-Value)?
9.12.4. Criteria for Analyzing Parametric and Non-Parametric Tests
9.12.5. Summary
9.12.6. Bibliographical References

9.13. Correlational Statistics and Independence Analysis

9.13.1. Introduction
9.13.2. Pearson Correlation
9.13.3. Spearman's Correlation and Chi-Square
9.13.4. Results
9.13.5. Summary
9.13.6. Bibliographical References

9.14. Group Comparison Statistics

9.14.1. Introduction
9.14.2. Mann-Whitney T-Test and Mann-Whitney U-Test
9.14.3. T-Test and Wilcoxon Signed Ranges
9.14.4. The Results
9.14.5. Summary
9.14.6. Bibliographical References

9.15. Discussion and Conclusions

9.15.1. Introduction
9.15.2. What is the Discussion?
9.15.3. Organization of the Discussion
9.15.4. Conclusions
9.15.5. Limitations and Outlook
9.15.6. Summary
9.15.7. Bibliographical References

9.16. Producing the Final Master's Degree Dissertation

9.16.1. Introduction
9.16.2. Front Page and Contents
9.16.3. Introduction and Justification
9.16.4. Theoretical Framework
9.16.5. Methodological Framework
9.16.6. The Results
9.16.7. Intervention Program
9.16.8. Discussion and Conclusions
9.16.9. Summary
9.16.10. Bibliographical References

Module 10. Research Methodology II

10.1. Research in the Educational Environment

10.1.1. Introduction
10.1.2. Research Characteristics
10.1.3. Research in the Classroom
10.1.4. Keys Needed for Research
10.1.5. Examples:
10.1.6. Summary
10.1.7. Bibliographical References

10.2. Neuropsychological Research

10.2.1. Introduction
10.2.2. Educational Neuropsychological Research
10.2.3. Knowledge and the Scientific Method
10.2.4. Types of Approaches
10.2.5. Research Stages
10.2.6. Summary
10.2.7. Bibliographical References

10.3. Ethics of Research

10.3.1. Introduction
10.3.2. Informed Consent
10.3.3. Data Protection Law
10.3.4. Summary
10.3.5. Bibliographical References

10.4. Reliability and Validity

10.4.1. Introduction
10.4.2. Reliability and Validity in Research
10.4.3. Reliability and Validity in Assessment
10.4.4. Summary
10.4.5. Bibliographical References

10.5. Controlling Variables in Research

10.5.1. Introduction
10.5.2. Choosing Variables
10.5.3. Controlling Variables
10.5.4. Sample Selection
10.5.5. Summary
10.5.6. Bibliographical References

10.6. The Quantitative Research Approach

10.6.1. Introduction
10.6.2. Features
10.6.3. Stages
10.6.4. Assessment Tools
10.6.5. Summary
10.6.6. Bibliographical References

10.7. Qualitative Research Approach I

10.7.1. Introduction
10.7.2. Systematic Observation
10.7.3. Research Stages
10.7.4. Sampling Techniques
10.7.5. Quality Control
10.7.6. Statistical Techniques
10.7.7. Summary
10.7.8. Bibliographical References

10.8. Qualitative Research Approach II

10.8.1. Introduction
10.8.2. The Survey
10.8.3. Sampling Techniques
10.8.4. Survey Stages
10.8.5. Research Designs
10.8.6. Statistical Techniques
10.8.7. Summary
10.8.8. Bibliographical References

10.9. Qualitative Research Approach III

10.9.1. Introduction
10.9.2. Types of Interviews and Characteristics
10.9.3. Preparing the Interview
10.9.4. Group Interviews
10.9.5. Statistical Techniques
10.9.6. Summary
10.9.7. Bibliographical References

10.10. Single Case Designs

10.10.1. Introduction
10.10.2. Features
10.10.3. Types
10.10.4. Statistical Techniques
10.10.5. Summary
10.10.6. Bibliographical References

10.11. Action Research

10.11.1. Introduction
10.11.2. Objectives of Action Research
10.11.3. Features
10.11.4. Phases
10.11.5. Myths
10.11.6. Examples:
10.11.7. Summary
10.11.8. Bibliographical References

10.12. Gathering Information for Research

10.12.1. Introduction
10.12.2. Techniques for Gathering Information
10.12.3. Assessing Research
10.12.4. Assessment
10.12.5. Interpretation of Results
10.12.6. Summary
10.12.7. Bibliographical References

10.13. Data Management in Research

10.13.1. Introduction
10.13.2. Databases
10.13.3. Data in Excel
10.13.4. Data in SPSS
10.13.5. Summary
10.13.6. Bibliographical References

10.14. Spreading Results in Neuropsychology

10.14.1. Introduction
10.14.2. Publications
10.14.3. Specialized Journals
10.14.4. Summary
10.14.5. Bibliographical References

10.15. Scientific Journals

10.15.1. Introduction
10.15.2. Features
10.15.3. Types of Journals
10.15.4. Quality Indicators
10.15.5. Submitting Articles
10.15.6. Summary
10.15.7. Bibliographical References

10.16. The Scientific Article

10.16.1. Introduction
10.16.2. Types and Characteristics
10.16.3. Structure
10.16.4. Quality Indicator
10.16.5. Summary
10.16.6. Bibliographical References

10.17. Scientific Conferences

10.17.1. Introduction
10.17.2. The Importance of Conferences
10.17.3. Scientific Committees
10.17.4. Oral Communications
10.17.5. The Scientific Poster
10.17.6. Summary
10.17.7. Bibliographical References

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