Estudio neuropsicológico basado en la creatividad, las inteligencias múltiples y la función ejecutiva en el ámbito educativo

  1. Castillo Delgado, Marta 1
  2. Armando Ezquerro Cordón 1
  3. Fátima Llamas Salguero 1
  4. Verónica López Fernández 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Journal:
ReiDoCrea: Revista electrónica de investigación y docencia creativa

ISSN: 2254-5883

Year of publication: 2016

Volume: 5

Pages: 9-15

Type: Article

DOI: 10.30827/DIGIBUG.39528 DIALNET GOOGLE SCHOLAR lock_openDIGIBUG editor

More publications in: ReiDoCrea: Revista electrónica de investigación y docencia creativa

Sustainable development goals

Abstract

Abstract: Neuropsychology is a focus of great interest in their application in education. Therefore, it is essential to study the relationship between different cognitive functions in order to optimize student learning. Method: The research was conducted in a Public School in Seville, with participants (n=29) aged, between 8 and 10 years, they are enrolled in the fourth year of Primary Education. Different tests were applied to evaluate multiple intelligences, creativity and executive functions. Then the relationship between the variables studied was analyzed. Results: Statistical analysis shows that there is significant relationship between graphic creativity and interpersonal intelligence, including verbal linguistic intelligence and creativity, and between full creativity and interpersonal intelligence; However, no significant values among the variables of creativity and executive function were found. Conclusions: It is necessary to do more research to clarify the possible relationship between Creativity and Multiple Intelligences.

Bibliographic References

  • Amabile, T., & Kramer, S. (2011). The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and Creativity at Work. Boston: Harvard Business Review Press.
  • Arieti, S. (1976). Creativity: The Magic Synthesis. New York: Basic Books.
  • Artigas-Pallarés, J., Rigau-Ratera, E. y García-Nonell, C. (2007). Relación entre capacidad de inteligencia límite y trastornos del neurodesarrollo. Revista de Neurología, 44(12), 739-744.
  • Bordieu P., Passeron JC. (1979). La reproducción. Barcelona: Laia.
  • Carlsson, I. (2002). Anxiety and Flexibility of Defense Related to High or Low Creativity. Creativity Research Journal, 14(3-4), 341-349.
  • Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic books.
  • Gardner, H. (2003). Multiple Intelligences After Twenty Years. Chicago: American Educational Research Association.
  • Gardner, J. (Ed.). (2012). Assessment and Learning. London: Sage.
  • Marín, R. y. de la Torre, S. (1991). Manual de Creatividad: Aplicaciones Educativas. Barcelona: Vicens-Vives.
  • Marina, J.A. y Marina, E. (2013). El aprendizaje de la creatividad. Barcelona: Ariel.
  • Martindale, C., & Dailey, A. (1996). Creativity, Primary Process Cognition and Personality. Personality and Individual Differences, 20(4), 409-414.
  • Renzulli, J.S. (1977). The Enrichment Triad Model: A Guide for Developing Defensible Programs for the Gifted and Talented. Wethersfield: Creative Learning Press.
  • Sternberg, R.J. (1997). Inteligencia exitosa. Barcelona: Paidós.
  • Tirapu-Ustárroz, J., Muñoz-Céspedes, J.M. y Pelegrín-Valero, C. (2002). Funciones ejecutivas: necesidad de una integración conceptual. Revista de Neurología, 34(7), 673-685.
  • Vygotsky, LS. (1981). Pensamiento y palabra. Infancia y Aprendizaje, 4(sup1), 15-35.
Data source: Dialnet