A. Pascual-Leone  y J.M. Tormos-Muñoz

Resumen. Ofrecer una introducción a la técnica neurofisiológica de estimulación magnética transcraneal (EMT). Desarrollo. Resumimos los fundamentales físicos y neurobiológicos de la EMT. Ofrecemos una introducción a los aspectos esenciales de los instrumentos y a la técnica de aplicación de la EMT, de manera segura y fiable. Discutimos la posibilidad de caracterizar redes neurales en sujetos sanos y enfermos al integrar la EMT con técnicas de neuroimagen, como la resonancia magnética o la tomografía por emisión de positrones. Presentamos evidencia de que la EMT repetitiva permite modular la excitabilidad en redes neurales, ofreciendo así opciones terapéuticas en neurología, psiquiatría y rehabilitación. Conclusiones. La EMT ofrece una oportunidad única para la caracterización y modulación de redes neurales en sujetos normales y enfermos con distintas patologías neuropsiquiátricas. La EMT puede ser utilizada con fines diagnósticos, así como para fines terapéuticos, en distintas patologías neurológicas y psiquiátricas, tanto en niños, como en adultos y ancianos. [REV NEUROL 2008; 46 (Supl 1): S3-10]

Palabras clave. Bioingeniería. Diagnóstico. Enfermedades neurológicas. Enfermedades psiquiátricas. Estudios en humanos y modelos animales. Neurofisiología. Rehabilitación. Tratamiento.

Pascual-Leone-2008.pdf

Usha Goswami (Nature Reviews Neuroscience | AOP, published online 12 April 2006; doi:10.1038/nrn1907)

Brain-based learning in schools At a recent conference held to mark the launch of the Centre for Neuroscience in Education at the University of Cambridge1 , teachers reported receiving more than 70 mailshots a year encouraging them to attend courses on brain-based learning. Similar phenomena have been reported in other countries2 . These courses suggest, for example, that children should be identified as either ‘left-brained’ or ‘right-brained’ learners, because individuals ‘prefer’ one type of processing3. Teachers are told that the left brain dominates in the processing of language, logic, mathematical formulae, number, sequence, linearity, analysis and unrelated factual information. Meanwhile, the right brain is said to dominate in the processing of forms and patterns, spatial manipulation, rhythm, images and pictures, daydreaming, and relationships in learning3. Teachers are advised to ensure that their classroom practice is automatically ‘left- and right-brain balanced’ to avoid a mismatch between learner preference and learning experience3. This neuromyth probably stems from an over-literal interpretation of hemispheric specialization.

nrn1907.pdf

Mariano Sigman, Marcela Peña, Andrea P Goldin & Sidarta Ribeiro:

As neuroscience gains social traction and entices media attention, the notion that education has much to benefit from brain research becomes increasingly popular. However, it has been argued that the fundamental bridge toward education is cognitive psychology, not neuroscience. We discuss four specific cases in which neuroscience synergizes with other disciplines to serve education, ranging from very general physiological aspects of human learning such as nutrition, exercise and sleep, to brain architectures that shape the way we acquire language and reading, and neuroscience tools that increasingly allow the early detection of cognitive deficits, especially in preverbal infants. Neuroscience methods, tools and theoretical frameworks have broadened our understanding of the mind in a way that is highly relevant to educational practice. Although the bridge’s cement is still fresh, we argue why it is prime time to march over it.

nn.3672.pdf