@article{10.11648/j.ijpbs.20240902.11,
  author = {Bruna da Motta Signori Grehs and Cintia Soares Guerin and Vitor da Silva Loureiro and Samuel Pereira de Souza and Fabricio Bruno Cardoso},
  title = {Learning Strategies: A Resource for Clinical Neuropsychopedagogical Intervention},
  journal = {International Journal of Psychological and Brain Sciences},
  volume = {9},
  number = {2},
  pages = {14-20},
  doi = {10.11648/j.ijpbs.20240902.11},
  url = {https://doi.org/10.11648/j.ijpbs.20240902.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijpbs.20240902.11},
  abstract = {Learning strategies can be understood as deliberate processes aimed at achieving a certain level of learning effectively. The objective is to explore the application of learning strategies as a tool in neuropsychopedagogical intervention within a clinical setting, particularly in the context of teaching or stimulating brain functions where the patient can contemplate their own mental processes. Our aim is to present an intervention that enhances learning opportunities, thus broadening cognitive assumptions. This research contributes knowledge about cognitive and metacognitive processes related to learning strategies within the framework of learning how to learn, suggesting that the Neuropsychopedagogue, informed by neuroscience, selects appropriate stimuli to facilitate learning and evaluates the effectiveness of this process. The majority of studies focused on Neuropsychopedagogy and specific functions such as attention, memory, and executive functions. Another notable observation was the lack of studies utilizing or developing an instrument to assess learning strategies in a clinical-individual context, with the emphasis primarily on studies within an institutional-collective context. Hence, it can be concluded that learning strategies hold promise for enhancing learning and aiding in the organization and utilization of various information from our environment, thereby justifying their classification as a tool for clinical neuropsychopedagogical intervention. This comprehensive understanding underscores the significance of integrating diverse strategies into clinical practice, ensuring tailored interventions that address individual learning needs effectively.
},
 year = {2024}
}

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TY  - JOUR
T1  - Learning Strategies: A Resource for Clinical Neuropsychopedagogical Intervention
AU  - Bruna da Motta Signori Grehs
AU  - Cintia Soares Guerin
AU  - Vitor da Silva Loureiro
AU  - Samuel Pereira de Souza
AU  - Fabricio Bruno Cardoso
Y1  - 2024/03/20
PY  - 2024
N1  - https://doi.org/10.11648/j.ijpbs.20240902.11
DO  - 10.11648/j.ijpbs.20240902.11
T2  - International Journal of Psychological and Brain Sciences
JF  - International Journal of Psychological and Brain Sciences
JO  - International Journal of Psychological and Brain Sciences
SP  - 14
EP  - 20
PB  - Science Publishing Group
SN  - 2575-1573
UR  - https://doi.org/10.11648/j.ijpbs.20240902.11
AB  - Learning strategies can be understood as deliberate processes aimed at achieving a certain level of learning effectively. The objective is to explore the application of learning strategies as a tool in neuropsychopedagogical intervention within a clinical setting, particularly in the context of teaching or stimulating brain functions where the patient can contemplate their own mental processes. Our aim is to present an intervention that enhances learning opportunities, thus broadening cognitive assumptions. This research contributes knowledge about cognitive and metacognitive processes related to learning strategies within the framework of learning how to learn, suggesting that the Neuropsychopedagogue, informed by neuroscience, selects appropriate stimuli to facilitate learning and evaluates the effectiveness of this process. The majority of studies focused on Neuropsychopedagogy and specific functions such as attention, memory, and executive functions. Another notable observation was the lack of studies utilizing or developing an instrument to assess learning strategies in a clinical-individual context, with the emphasis primarily on studies within an institutional-collective context. Hence, it can be concluded that learning strategies hold promise for enhancing learning and aiding in the organization and utilization of various information from our environment, thereby justifying their classification as a tool for clinical neuropsychopedagogical intervention. This comprehensive understanding underscores the significance of integrating diverse strategies into clinical practice, ensuring tailored interventions that address individual learning needs effectively.

VL  - 9
IS  - 2
ER  - 

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