International Journal of Psychological and Brain Sciences

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Learning Strategies: A Resource for Clinical Neuropsychopedagogical Intervention

Received: 1 February 2024    Accepted: 5 March 2024    Published: 20 March 2024
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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.

DOI 10.11648/j.ijpbs.20240902.11
Published in International Journal of Psychological and Brain Sciences (Volume 9, Issue 2, April 2024)
Page(s) 14-20
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Learning Strategies, Metacognition, Clinical Neuropsychopedagogy

References
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[24] Santos, Deivid Alex dos; Alliprandini, Paula Mariza Zedu. Intervenção em estratégias de aprendizagem: uma proposta de formação de professores em serviço [Intervention in learning strategies: a proposal for in-service teacher training]. Revista Portuguesa de Educação, Portugal, v. 37, n. 1, p. 1-28, jan. 2024. Disponível em: https://revistas.rcaap.pt/rpe/article/view/31405. [Acessado em: 28 de fevereiro de 2024].
[25] Fernandes, Veronica Rodrigues. e Frison, Lurdes Maria Bragagnolo. Estratégias de aprendizagem autorregulatória no ensino superior: escrita de um artigo científico [Self-regulatory learning strategies in higher education: writing a scientific article]. Psicologia da Educação, 41(1): 37-49, 2015. Disponível em: http://pepsic.bvsalud.org/pdf/psie/n41/n41a03.pdf [Acessado em: 03 de março de 2024].
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Cite This Article
  • APA Style

    Grehs, B. D. M. S., Guerin, C. S., Loureiro, V. D. S., Souza, S. P. D., Cardoso, F. B. (2024). Learning Strategies: A Resource for Clinical Neuropsychopedagogical Intervention. International Journal of Psychological and Brain Sciences, 9(2), 14-20. https://doi.org/10.11648/j.ijpbs.20240902.11

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    ACS Style

    Grehs, B. D. M. S.; Guerin, C. S.; Loureiro, V. D. S.; Souza, S. P. D.; Cardoso, F. B. Learning Strategies: A Resource for Clinical Neuropsychopedagogical Intervention. Int. J. Psychol. Brain Sci. 2024, 9(2), 14-20. doi: 10.11648/j.ijpbs.20240902.11

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    AMA Style

    Grehs BDMS, Guerin CS, Loureiro VDS, Souza SPD, Cardoso FB. Learning Strategies: A Resource for Clinical Neuropsychopedagogical Intervention. Int J Psychol Brain Sci. 2024;9(2):14-20. doi: 10.11648/j.ijpbs.20240902.11

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  • @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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    AU  - Bruna da Motta Signori Grehs
    AU  - Cintia Soares Guerin
    AU  - Vitor da Silva Loureiro
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    T2  - International Journal of Psychological and Brain Sciences
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    JO  - International Journal of Psychological and Brain Sciences
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    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
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Author Information
  • Laboratory of Educational Innovations and Neuropsychopedagogical Studies, Faculdade Censupeg, Joinville, Brazil

  • Laboratory of Educational Innovations and Neuropsychopedagogical Studies, Faculdade Censupeg, Joinville, Brazil

  • Laboratory of Educational Innovations and Neuropsychopedagogical Studies, Faculdade Censupeg, Joinville, Brazil

  • Laboratory of Educational Innovations and Neuropsychopedagogical Studies, Faculdade Censupeg, Joinville, Brazil

  • Laboratory of Educational Innovations and Neuropsychopedagogical Studies, Faculdade Censupeg, Joinville, Brazil

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