Summary

Neuropedagogiek_Volledige samenvatting

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Course
Neuropedagogiek (P0S66A)

Institution
Katholieke Universiteit Leuven (KU Leuven)

Een volledige samenvatting van het vak Neuropedagogiek in het schakeljaar/schakelprogramma van de richting pedagogische wetenschappen met zowel ALLE lessen/Powerpoints als uitleg van de proffen

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Uploaded on November 28, 2022
Number of pages 82
Written in 2021/2022
Type Summary

basisbegrippen
neurofysiologie
neuroanatomie
mogelijkheden en grenzen
eeg
erp
meg
mri
nmr
basisinzichten
lezende brein
rekenende brein
lerende brein
exec
methoden van onderzoek in de neurpedagogiek
ct

Institution
Katholieke Universiteit Leuven (KU Leuven)
Education
Schakeljaar Pedagogische Wetenschappen
Course
Neuropedagogiek (P0S66A)

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NEUROPEDAGOGIEK
GEMAAKT DOOR: ANKE MATHIJS

0 VOORKENNIS: BASISBEGRIPPEN UIT DE NEUROFYSIOLOGIE EN NEUROANATOMIE .................................. 5

0.1 BOUWSTENEN VAN HET ZENUWSTELSEL (FYSIOLOGIE) .......................................................................................... 5
0.1.1 communicatie in het zenuwstelsel................................................................................................... 6
0.2 HET ZENUWSTELSEL (ANATOMIE) ..................................................................................................................... 7
0.2.1 anatomische posities en sneden ...................................................................................................... 8
0.3 DE HERSENEN .............................................................................................................................................. 9
0.3.1 de hersenstam ............................................................................................................................... 10
0.3.2 cerebellum ..................................................................................................................................... 10
0.3.3 diencefalon .................................................................................................................................... 10
0.3.4 telencefalon (onderscheidt ons van de meeste diersoorten) ......................................................... 10
0.3.4.1 sub-cortex .................................................................................................................................................. 11
0.3.4.2 Witte stofbanen: 3 types die w ingedeeld op hoe ze vss delen vd hersenen verbinden ........................... 11
0.3.4.3 cerebrale cortex......................................................................................................................................... 12

1 INLEIDING: WAAROM NEUROPEDAGOGIEK? .......................................................................................... 15

2 NEUROWETENSCHAPPEN <> PEDAGOGIEK ............................................................................................. 15

2.1 VISIE: OPTIMISME ....................................................................................................................................... 15
2.2 VISIE: SCEPTICISME ..................................................................................................................................... 16
2.3 GEMATIGDE POSITIE (IN DIT VAK) ................................................................................................................... 16

3 NEUROPEDAGOGIEK: MOGELIJKHEDEN & GRENZEN .............................................................................. 17

4 METHODEN VAN ONDERZOEK IN DE (COGNITIEVE) NEUROWETENSCHAPPEN ....................................... 18

4.1 ONDERZOEK NAAR DE (OORZAKELIJKE) RELATIE HERSENEN – GEDRAG .................................................................... 18
4.1.1 Letselstudies (neuropsychologie)................................................................................................... 18
4.1.2 Hersenstimulatie ........................................................................................................................... 18
4.2 METEN VAN ELEKTRISCHE HERSENACTIVITEIT .................................................................................................... 19
4.2.1 elektro-encefalografie (EEG) ......................................................................................................... 19
4.2.2 Event-related potentials (ERP)....................................................................................................... 19
4.2.3 Magneto-encefalografie (MEG) .................................................................................................... 19
4.2.4 Single-cell recording ...................................................................................................................... 19
4.3 STATISCHE BEELDVORMING VAN DE HERSENEN ................................................................................................. 20
4.3.1 Computertomografie (CT) ............................................................................................................. 20
4.3.2 Magnetische resonantie imaging (MRI of NMR) ........................................................................... 20
4.3.3 Diffusion Tensor Imaging (DTI) ...................................................................................................... 20
4.4 DYNAMISCHE BEELDVORMING VAN DE HERSENEN .............................................................................................. 21
4.4.1 functional magnetic resonance imaging (fmri) ............................................................................. 21
4.4.2 positron emissie tomography (pet) ............................................................................................... 22
4.4.3 near-infrared spectroscopy (nirs) .................................................................................................. 22
4.5 OVERIGE METHODEN ................................................................................................................................... 22

5 BASISINZICHTEN UIT DE COGNITIEVE NEUROWETENSCHAPPEN ............................................................. 23

5.1 ANATOMISCHE POSITIES EN SNEDEN ............................................................................................................... 23
5.2 DE HERSENEN ............................................................................................................................................ 23
5.2.1 sub-cortex ...................................................................................................................................... 24
5.2.2 cerebrale cortex ............................................................................................................................. 24

1

, 5.2.2.1 occipitale lob ............................................................................................................................................. 25
5.2.2.2 pariëtale lob............................................................................................................................................... 25
5.2.2.3 frontale lob ................................................................................................................................................ 25
5.2.2.4 temporale lob ............................................................................................................................................ 25
5.2.3 witte stofbanen ............................................................................................................................. 26
5.3 ONTWIKKELING VAN DE HERSENEN ................................................................................................................. 26
5.3.1 hoe ontwikkeling bestuderen? ...................................................................................................... 26
5.3.2 ontwikkelingsneurobiologie (= de eerste manier dus) ................................................................... 26
5.3.2.1 ontwikkeling van de hersencellen (neuronen + glia) ................................................................................. 27
5.3.3 samengevat ................................................................................................................................... 29
5.3.4 ontwikkeling in gedrag ~ hersenen ............................................................................................... 30
5.3.5 ontwikkeling van hersenfunctie ..................................................................................................... 30

6 HET LEZENDE BREIN ................................................................................................................................ 31

6.1 LEZEN....................................................................................................................................................... 31
6.1.1 wat is lezen (& spellen?) ................................................................................................................ 31
6.2 HOE LEREN KINDEREN LEZEN (COGNITIEVE ONTWIKKELING) ................................................................................. 31
6.3 NETWERK VOOR LEZEN IN DE HERSENEN (NEUROBIOLOGISCHE ONTWIKKELING) ....................................................... 32
6.3.1 ontwikkeling van het leesnetwerk ................................................................................................. 32
6.3.2 omgevingsinvloeden ...................................................................................................................... 32
6.3.3 individuele verschillen ................................................................................................................... 33
6.4 DYSLEXIE ................................................................................................................................................... 33
6.4.1 neurobiologische oorzaken............................................................................................................ 33
6.4.2 causale modellen ........................................................................................................................... 34
6.4.2.1 causale modellen: hersenonderzoek ......................................................................................................... 34
6.4.3 effect van interventies ................................................................................................................... 35
6.4.4 predictie en detectie/preventie ..................................................................................................... 35

7 HET REKENENDE BREIN ........................................................................................................................... 36

7.1 REKENEN .................................................................................................................................................. 36
7.1.1 dyscalculie ..................................................................................................................................... 36
7.1.2 representatie van hoeveelheden (number sense) ......................................................................... 37
7.1.3 hersenonderzoek bij volwassenen ................................................................................................. 38
7.1.4 hersenonderzoek bij kinderen ....................................................................................................... 38
7.1.5 hersenonderzoek bij dyscalculie .................................................................................................... 38
7.2 ELEMENTAIR REKENEN ................................................................................................................................. 38
7.2.1 ontwikkeling van rekenen ............................................................................................................. 38
7.2.2 hersenonderzoek bij volwassenen ................................................................................................. 39
7.2.3 hersenonderzoek bij kinderen ....................................................................................................... 40
7.3 DYSCALCULIE ............................................................................................................................................. 41
7.4 KANTTEKENINGEN ....................................................................................................................................... 41

8 HET LERENDE BREIN: EXECUTIEVE FUNCTIES .......................................................................................... 42

8.1 INLEIDING ................................................................................................................................................. 42
8.2 PREFRONTALE CORTEX ................................................................................................................................. 42
8.3 EXECUTIEVE FUNCTIES.................................................................................................................................. 43
8.3.1 werkgeheugen ............................................................................................................................... 43
8.3.2 inhibitie.......................................................................................................................................... 45
8.3.2.1 responsinhibitie (ventro-laterale stuk) ...................................................................................................... 45
8.3.2.2 cognitieve inhibitie (dorso-laterale stuk dus is moeilijker) ........................................................................ 45
8.3.3 flexibiliteit ...................................................................................................................................... 46

2

, 8.3.4 complexe executieve functies (ef) ................................................................................................. 46
8.4 PROBLEMEN MET EXECUTIEVE FUNCTIES .......................................................................................................... 47
8.4.1 adhd .............................................................................................................................................. 47
8.5 INTERVENTIES GERICHT OP EXECUTIEVE FUNCTIES .............................................................................................. 48
8.5.1 3 categorieën van interventies ...................................................................................................... 48
8.5.1.1 voorbeelden van Cognitieve remediëring ................................................................................................. 48
8.5.2 Systematische review .................................................................................................................... 49
8.5.2.1 Belangrijkste conclusies ............................................................................................................................. 49

9 HET EMOTIONELE BREIN ......................................................................................................................... 50

9.1 ADOLESCENTIE ........................................................................................................................................... 50
9.2 PRIMAIRE VS SECUNDAIRE EMOTIES ................................................................................................................ 50
9.2.1 primaire emoties ........................................................................................................................... 50
9.3 HERKENNEN VAN EMOTIES OP GEZICHTEN ........................................................................................................ 51
9.4 COMPLEXE EMOTIES .................................................................................................................................... 52
9.4.1 beslissingen nemen ....................................................................................................................... 52
9.4.2 risicovolle keuzeprocessen............................................................................................................. 52
9.5 RISICOGEDRAG (IN DE ADOLESCENTIE)............................................................................................................. 54
9.6 PROBLEMEN IN DE EMOTIONELE ONTWIKKELING/-REGULATIE .............................................................................. 55
9.6.1 Gedragsstoornissen ....................................................................................................................... 55

10 HET SOCIALE BREIN ............................................................................................................................. 56

10.1 SOCIALE INFORMATIEVERWERKINGSPROCESSEN ................................................................................................ 56
10.1.1 Verwerking van gezichten ............................................................................................................. 56
10.1.2 Verwerking van de blik(richting) ................................................................................................... 57
10.1.3 Gedeelde aandacht ....................................................................................................................... 57
10.1.4 Inschatten van menselijke beweging ............................................................................................ 57
10.2 SOCIALE INTERACTIES................................................................................................................................... 58
10.2.1 perspectiefname ............................................................................................................................ 58
10.2.1.1 ontwikkeling .......................................................................................................................................... 58
10.2.1.2 theory of mind – mentalizing ................................................................................................................ 58
10.2.1.3 belangrijke shifts in de adolescentie ..................................................................................................... 58
10.2.2 morele ontwikkeling ...................................................................................................................... 58
10.2.3 sociale keuzes ................................................................................................................................ 59
10.2.4 vriendschappen ............................................................................................................................. 59
10.2.5 sociale afwijzing en acceptatie ...................................................................................................... 60
10.3 SOCIALE MEDIA .......................................................................................................................................... 60

11 PLASTICITEIT EN DE ROL VAN OMGEVINGSFACTOREN ........................................................................ 62

11.1 NEUROPLASTICITEIT..................................................................................................................................... 62
11.2 PERIODES VAN PLASTICITEIT: KRITISCHE PERIODE ............................................................................................... 62
11.3 GEVOELIGE PERIODES .................................................................................................................................. 62
11.4 INVLOED VAN OMGEVING EN GEVOELIGE PERIODES............................................................................................ 63
11.5 IMPLICATIES VOOR PEDAGOGIEK .................................................................................................................... 63
11.5.1 afwezigheid van de ‘verwachte’ omgeving: effect van deprivatie ................................................ 64
11.5.1.1 Effect van vroege sociale deprivatie ..................................................................................................... 64
11.5.1.2 Effect van vroegtijdige interventie (< 2j) ............................................................................................... 65
11.5.1.3 inzichten: effect van deprivatie en vroegtijdige interventie ................................................................. 65
11.5.2 abnormale (interne) omgevingsfactoren ...................................................................................... 65
11.6 DE INVLOED VAN OMGEVINGSFACTOREN (EXPERIENCE-DEPENDENT PLASTICITY) ...................................................... 66
11.6.1 effect van formeel onderwijs ......................................................................................................... 66

3

, 12 MOGELIJKHEDEN EN GRENZEN VAN DE NEUROPEDAGOGIEK ............................................................. 67

12.1 MOGELIJKHEDEN ........................................................................................................................................ 67
12.2 GRENZEN .................................................................................................................................................. 70
12.3 AANTREKKINGSKRACHT VAN HET BREIN ........................................................................................................... 71

13 NEUROMYTHES ................................................................................................................................... 73

13.1 WAT ZIJN NEUROMYTHES? ........................................................................................................................... 73
13.2 EEN ONDERZOEK IN VLAANDEREN................................................................................................................... 73
13.3 ENKELE VOORBEELDEN ................................................................................................................................. 76
13.3.1 leerstijlen: hersen-gebaseerd onderwijs ........................................................................................ 76
13.3.2 mythe: edu-kinesiologie ................................................................................................................ 77
13.3.3 mythe: verrijkte omgevingen......................................................................................................... 78
13.3.4 meervoudige intelligentie .............................................................................................................. 79
13.3.5 biologische interventies: hersen”zorg” .......................................................................................... 79
13.4 WAAROM BLIJVEN ZE BESTAAN? .................................................................................................................... 79
13.5 HOE HERKEN JE ZE? ..................................................................................................................................... 80

14 NEURO-ETHIEK .................................................................................................................................... 80

14.1 ETHIEK IN NEUROPEDAGOGISCH ONDERZOEK .................................................................................................... 80
14.2 ETHISCH GEBRUIK VAN NEUROWETENSCHAPPELIJKE INZICHTEN ............................................................................ 81
14.2.1 verantwoordelijkheid..................................................................................................................... 81
14.2.2 determinisme................................................................................................................................. 81
14.3 ETHISCHE KWESTIES .................................................................................................................................... 82
14.3.1 psychofarmaca .............................................................................................................................. 82
14.3.2 biologische screening (& labeling) ................................................................................................. 82

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