NEUROWETENSCHAPPEN
Notities
2019-2020
KU LEUVEN
Ramzi Doha
,INHOUD
HC 1: inleiding + waarom neuropedagogiek? ..................................................................................................................................... 5
Waarom neuropedagogiek? ........................................................................................................................................................... 5
Stellingen .................................................................................................................................................................................... 5
Doorbraak – niet invasieve methoden ............................................................................................................................................ 5
Optimisme VS sceptisme ................................................................................................................................................................ 5
Neuropedagogiek: Gematigde positie ............................................................................................................................................ 6
De brug tussen neurowetenschappen en de pedagogiek: Neuropedagogiek ................................................................................ 6
Mogelijkheden van de neuropedagogiek ....................................................................................................................................... 8
Neuropedagogiek – uitdagingen ..................................................................................................................................................... 8
HC 2: deel 1: methoden van onderzoek in de (cognitieve) neurowetenschappen ............................................................................. 9
onderzoek naar oorzakelijke relatie hersenen- gedrag .................................................................................................................. 9
post-mortem onderzoek ............................................................................................................................................................. 9
Dieronderzoek............................................................................................................................................................................. 9
letselstudies ................................................................................................................................................................................ 9
Hersenstimulatie ....................................................................................................................................................................... 10
meten van elektrische hersenativiteit .......................................................................................................................................... 10
elektroencefalografie eeg ......................................................................................................................................................... 10
Magnetoencefaalografie (MEG)................................................................................................................................................ 11
Single cell recording .................................................................................................................................................................. 11
statische beeldvorming van de hersenen ..................................................................................................................................... 12
computertomografie (CT scan) ................................................................................................................................................. 12
magnetische resonantie imaging (MRI/NMR) .......................................................................................................................... 12
dynamische beeldvorming van de hersenen ................................................................................................................................ 13
functional magnetic resonance imaging (fmri) ......................................................................................................................... 13
overige methoden ......................................................................................................................................................................... 14
vraag poll ev: mogelijke examenvraag .......................................................................................................................................... 14
hoorcollege 3: deel 1: basisinzichten uit de cognitieve neurowetenschappen ................................................................................ 15
inleiding......................................................................................................................................................................................... 15
anatomische posities en sneden ............................................................................................................................................... 15
de hersenen .................................................................................................................................................................................. 15
sub-cortex ................................................................................................................................................................................. 15
cerebrale cortex ........................................................................................................................................................................ 16
witte stof banen ........................................................................................................................................................................ 16
ontwikkeling van de hersenen ........................................................................................................................................................ 0
ontwikkelingsneurobiologie ........................................................................................................................................................ 0
ontwikkelin in gedrag – hersenen ............................................................................................................................................... 2
hoorcollege 4: deel 2: het lezend brein .............................................................................................................................................. 3
lezen ................................................................................................................................................................................................ 3
Ramzi Doha
1
, hoe leren kinderen lezen ................................................................................................................................................................ 3
cognitieve ontwikkeling .............................................................................................................................................................. 3
neurobiologische ontwikkeling ................................................................................................................................................... 4
Dyslexie ........................................................................................................................................................................................... 5
Causaal modellen in de psychologie ........................................................................................................................................... 7
causale modellen binnen hersenenonderzoek ........................................................................................................................... 8
implicaties voor de neuropedagogie: effect van interventies .................................................................................................... 9
predictie en preventie ............................................................................................................................................................... 10
hoorcollege 5: deel 2: het rekende brein .......................................................................................................................................... 11
rekenen ......................................................................................................................................................................................... 11
representatie van hoeveelheden – number sense ....................................................................................................................... 11
afstandseffect ........................................................................................................................................................................... 12
rol in ontwikkeling van rekenen ................................................................................................................................................ 12
pedagogische implicaties .......................................................................................................................................................... 12
representatie van hoeveelheden: hersenonderzoek .................................................................................................................... 13
intraparietale sulucus (IPS: bilateraal) ...................................................................................................................................... 13
elementair rekenen ...................................................................................................................................................................... 13
hersenonderzoek ...................................................................................................................................................................... 14
kinderen met dyscalculie .......................................................................................................................................................... 15
dyscalculie ..................................................................................................................................................................................... 16
hoorcollege 6: het lerende brein:: executieve functies .................................................................................................................... 17
inleiding......................................................................................................................................................................................... 17
prefrontale cortex ......................................................................................................................................................................... 17
executieve functies ....................................................................................................................................................................... 18
werkgeheugen .......................................................................................................................................................................... 18
Inhibitie ..................................................................................................................................................................................... 21
flexibiliteit ................................................................................................................................................................................. 22
complexe EF .............................................................................................................................................................................. 23
problemen met executieve functies ............................................................................................................................................. 23
ADHD: attention deficit hyperactivity disorder ........................................................................................................................ 24
interventies gericht op executieve functies .................................................................................................................................. 26
HC 7: het emotionele brein (in adolescentie) ................................................................................................................................... 29
adolescentie .................................................................................................................................................................................. 29
primaire vs secundaire emoties .................................................................................................................................................... 29
primaire emoties ....................................................................................................................................................................... 31
herkennen van emoties op gezichten ........................................................................................................................................... 31
complexe emoties: beslissingen .................................................................................................................................................. 32
risicogedrag (in de adolescentie) .................................................................................................................................................. 34
Keuzes maken in de adolescentie ............................................................................................................................................. 35
Ramzi Doha
2
, problemen in de emotionele ontwikkeling/-regulatie .................................................................................................................. 36
HC 8: het sociale brein ...................................................................................................................................................................... 37
sociale informatieverwerking ....................................................................................................................................................... 37
verwerking van gezichten ......................................................................................................................................................... 37
verwerking van de blik (richting)............................................................................................................................................... 38
gedeelde aandacht.................................................................................................................................................................... 38
inschatten van menselijke beweging ........................................................................................................................................ 39
sociale interacties ......................................................................................................................................................................... 40
perspectiefname: theory of mind ............................................................................................................................................. 40
morele dilemma’s ..................................................................................................................................................................... 41
sociale keuzes ........................................................................................................................................................................... 41
vriendschappen......................................................................................................................................................................... 42
sociale acceptatie en afwijzing.................................................................................................................................................. 42
HC9: Plasticiteit en de rol van omgevingsfactoren ........................................................................................................................... 44
neuroplasticiteit ............................................................................................................................................................................ 44
gevoelige periodes ........................................................................................................................................................................ 45
gevoelige periode...................................................................................................................................................................... 45
invloed van ervaring en omgevnig ............................................................................................................................................ 45
implicaties voor pedagogiek ..................................................................................................................................................... 46
opgroeien in een ‘andere’ omgeving ............................................................................................................................................ 48
afwezigheid van de ‘verwachte’ omgeving: effect van deprivatie ............................................................................................ 48
abnormale omgevingsfactoren ................................................................................................................................................. 51
de invloed van omgevingsfactoren ............................................................................................................................................... 51
formeel onderwijs ..................................................................................................................................................................... 51
sociale media ............................................................................................................................................................................ 53
HC10: Mogelijkheden en grenzen (deel 2) ........................................................................................................................................ 57
neuropedagogiek .......................................................................................................................................................................... 57
mogelijkheden (mogelijke examenvraag) ................................................................................................................................... 57
grenzen ......................................................................................................................................................................................... 61
aantrekkingskracht van het brein ................................................................................................................................................. 61
HC11: neuro-mythes ......................................................................................................................................................................... 65
wat zijn neuromythes?.................................................................................................................................................................. 65
een onderzoek in Vlaanderen ....................................................................................................................................................... 66
enkele voorbeelden ...................................................................................................................................................................... 67
leerstijlen: hersen-gebaseerd onderwijs................................................................................................................................... 67
edu-kinesiologie ........................................................................................................................................................................ 69
verrijkte omgevingen ................................................................................................................................................................ 71
meervoudige intelligentie ......................................................................................................................................................... 72
hersen-onderhoud/ zorg ........................................................................................................................................................... 73
Ramzi Doha
3
Notities
2019-2020
KU LEUVEN
Ramzi Doha
,INHOUD
HC 1: inleiding + waarom neuropedagogiek? ..................................................................................................................................... 5
Waarom neuropedagogiek? ........................................................................................................................................................... 5
Stellingen .................................................................................................................................................................................... 5
Doorbraak – niet invasieve methoden ............................................................................................................................................ 5
Optimisme VS sceptisme ................................................................................................................................................................ 5
Neuropedagogiek: Gematigde positie ............................................................................................................................................ 6
De brug tussen neurowetenschappen en de pedagogiek: Neuropedagogiek ................................................................................ 6
Mogelijkheden van de neuropedagogiek ....................................................................................................................................... 8
Neuropedagogiek – uitdagingen ..................................................................................................................................................... 8
HC 2: deel 1: methoden van onderzoek in de (cognitieve) neurowetenschappen ............................................................................. 9
onderzoek naar oorzakelijke relatie hersenen- gedrag .................................................................................................................. 9
post-mortem onderzoek ............................................................................................................................................................. 9
Dieronderzoek............................................................................................................................................................................. 9
letselstudies ................................................................................................................................................................................ 9
Hersenstimulatie ....................................................................................................................................................................... 10
meten van elektrische hersenativiteit .......................................................................................................................................... 10
elektroencefalografie eeg ......................................................................................................................................................... 10
Magnetoencefaalografie (MEG)................................................................................................................................................ 11
Single cell recording .................................................................................................................................................................. 11
statische beeldvorming van de hersenen ..................................................................................................................................... 12
computertomografie (CT scan) ................................................................................................................................................. 12
magnetische resonantie imaging (MRI/NMR) .......................................................................................................................... 12
dynamische beeldvorming van de hersenen ................................................................................................................................ 13
functional magnetic resonance imaging (fmri) ......................................................................................................................... 13
overige methoden ......................................................................................................................................................................... 14
vraag poll ev: mogelijke examenvraag .......................................................................................................................................... 14
hoorcollege 3: deel 1: basisinzichten uit de cognitieve neurowetenschappen ................................................................................ 15
inleiding......................................................................................................................................................................................... 15
anatomische posities en sneden ............................................................................................................................................... 15
de hersenen .................................................................................................................................................................................. 15
sub-cortex ................................................................................................................................................................................. 15
cerebrale cortex ........................................................................................................................................................................ 16
witte stof banen ........................................................................................................................................................................ 16
ontwikkeling van de hersenen ........................................................................................................................................................ 0
ontwikkelingsneurobiologie ........................................................................................................................................................ 0
ontwikkelin in gedrag – hersenen ............................................................................................................................................... 2
hoorcollege 4: deel 2: het lezend brein .............................................................................................................................................. 3
lezen ................................................................................................................................................................................................ 3
Ramzi Doha
1
, hoe leren kinderen lezen ................................................................................................................................................................ 3
cognitieve ontwikkeling .............................................................................................................................................................. 3
neurobiologische ontwikkeling ................................................................................................................................................... 4
Dyslexie ........................................................................................................................................................................................... 5
Causaal modellen in de psychologie ........................................................................................................................................... 7
causale modellen binnen hersenenonderzoek ........................................................................................................................... 8
implicaties voor de neuropedagogie: effect van interventies .................................................................................................... 9
predictie en preventie ............................................................................................................................................................... 10
hoorcollege 5: deel 2: het rekende brein .......................................................................................................................................... 11
rekenen ......................................................................................................................................................................................... 11
representatie van hoeveelheden – number sense ....................................................................................................................... 11
afstandseffect ........................................................................................................................................................................... 12
rol in ontwikkeling van rekenen ................................................................................................................................................ 12
pedagogische implicaties .......................................................................................................................................................... 12
representatie van hoeveelheden: hersenonderzoek .................................................................................................................... 13
intraparietale sulucus (IPS: bilateraal) ...................................................................................................................................... 13
elementair rekenen ...................................................................................................................................................................... 13
hersenonderzoek ...................................................................................................................................................................... 14
kinderen met dyscalculie .......................................................................................................................................................... 15
dyscalculie ..................................................................................................................................................................................... 16
hoorcollege 6: het lerende brein:: executieve functies .................................................................................................................... 17
inleiding......................................................................................................................................................................................... 17
prefrontale cortex ......................................................................................................................................................................... 17
executieve functies ....................................................................................................................................................................... 18
werkgeheugen .......................................................................................................................................................................... 18
Inhibitie ..................................................................................................................................................................................... 21
flexibiliteit ................................................................................................................................................................................. 22
complexe EF .............................................................................................................................................................................. 23
problemen met executieve functies ............................................................................................................................................. 23
ADHD: attention deficit hyperactivity disorder ........................................................................................................................ 24
interventies gericht op executieve functies .................................................................................................................................. 26
HC 7: het emotionele brein (in adolescentie) ................................................................................................................................... 29
adolescentie .................................................................................................................................................................................. 29
primaire vs secundaire emoties .................................................................................................................................................... 29
primaire emoties ....................................................................................................................................................................... 31
herkennen van emoties op gezichten ........................................................................................................................................... 31
complexe emoties: beslissingen .................................................................................................................................................. 32
risicogedrag (in de adolescentie) .................................................................................................................................................. 34
Keuzes maken in de adolescentie ............................................................................................................................................. 35
Ramzi Doha
2
, problemen in de emotionele ontwikkeling/-regulatie .................................................................................................................. 36
HC 8: het sociale brein ...................................................................................................................................................................... 37
sociale informatieverwerking ....................................................................................................................................................... 37
verwerking van gezichten ......................................................................................................................................................... 37
verwerking van de blik (richting)............................................................................................................................................... 38
gedeelde aandacht.................................................................................................................................................................... 38
inschatten van menselijke beweging ........................................................................................................................................ 39
sociale interacties ......................................................................................................................................................................... 40
perspectiefname: theory of mind ............................................................................................................................................. 40
morele dilemma’s ..................................................................................................................................................................... 41
sociale keuzes ........................................................................................................................................................................... 41
vriendschappen......................................................................................................................................................................... 42
sociale acceptatie en afwijzing.................................................................................................................................................. 42
HC9: Plasticiteit en de rol van omgevingsfactoren ........................................................................................................................... 44
neuroplasticiteit ............................................................................................................................................................................ 44
gevoelige periodes ........................................................................................................................................................................ 45
gevoelige periode...................................................................................................................................................................... 45
invloed van ervaring en omgevnig ............................................................................................................................................ 45
implicaties voor pedagogiek ..................................................................................................................................................... 46
opgroeien in een ‘andere’ omgeving ............................................................................................................................................ 48
afwezigheid van de ‘verwachte’ omgeving: effect van deprivatie ............................................................................................ 48
abnormale omgevingsfactoren ................................................................................................................................................. 51
de invloed van omgevingsfactoren ............................................................................................................................................... 51
formeel onderwijs ..................................................................................................................................................................... 51
sociale media ............................................................................................................................................................................ 53
HC10: Mogelijkheden en grenzen (deel 2) ........................................................................................................................................ 57
neuropedagogiek .......................................................................................................................................................................... 57
mogelijkheden (mogelijke examenvraag) ................................................................................................................................... 57
grenzen ......................................................................................................................................................................................... 61
aantrekkingskracht van het brein ................................................................................................................................................. 61
HC11: neuro-mythes ......................................................................................................................................................................... 65
wat zijn neuromythes?.................................................................................................................................................................. 65
een onderzoek in Vlaanderen ....................................................................................................................................................... 66
enkele voorbeelden ...................................................................................................................................................................... 67
leerstijlen: hersen-gebaseerd onderwijs................................................................................................................................... 67
edu-kinesiologie ........................................................................................................................................................................ 69
verrijkte omgevingen ................................................................................................................................................................ 71
meervoudige intelligentie ......................................................................................................................................................... 72
hersen-onderhoud/ zorg ........................................................................................................................................................... 73
Ramzi Doha
3
