RESUMEN: En neurociencia, el término neuromito hace referencia a un concepto equivocado y carente de fundamento que ha sido generado por varias razones, entre ellas un malentendido o una cita errónea de hechos científicos en relación con el sistema nervioso. Este estudio aborda la persistencia de neuromitos relacionados con el número de neuronas en el cerebro humano, especialmente en textos educativos de neurociencia. A través de una revisión de 24 de neurociencias y areasociadas, y una búsqueda sistemática de artículos experimentales en la base de datos Web of Science, se compararon las cifras reportadas en la literatura con los datos experimentales obtenidos mediante estereología. Los resultados experimentales más recientes sugieren que el cerebro humano contiene aproximadamente 19 mil millones de neuronas, en contraste con las cifras erróneas comúnmente citadas, como 86 mil millones,100 mil millones, un billón y 86 billones, las cuales podrían originarse de traducciones incorrectas y malentendidos terminológicos. Resulta pertinente desmitificar estos neuromitos y promover más investigaciones experimentales que permitan obtener estimaciones más precisas sobre la cuantificación neuronal, contribuyendo así a una mejor comprensión del cerebro humano en diversas áreas de la neurociencia.

SUMMARY: In neuroscience, the term neuromyth refers to an unsubstantiated misconception which has been generated for a number of reasons, such as a misunderstanding or misquotation of scientific facts regarding the nervous system. This study addresses the persistence of neuromyths related to the number of neurons in the human brain, especially in educational neuroscience texts. Through a review of 24 texts in neuroscience and related fields, as well as a systematic search of experimental articles in the Web of Science database, the figures reported in the literature were compared with experimental data obtained through stereology. The most recent experimental results suggest that the human brain contains approximately 19 billion neurons, in contrast to the commonly cited inaccurate figures, such as 86 billion, 100 billion, one billion and 86 trillion, which could originate from incorrect translations and terminological misunderstandings. The results show the need to demystify these neuromyths and promote further experimental research that allows more precise estimates on neuronal quantification, thus contributing to a better understanding of the human brain in various areas of neuroscience.

SUMMARY: There exists a scarcity of neurocognitive research that has successfully used electrophysiology as an objective tool to assess different learning modalitiesthat are commonly used in anatomy. The objective of this study was to explore the trend in the expression of brain waves in medical students when using different didactic strategies in learning anatomy. An exploratory, observational, cross-sectional study was conducted on 22 first- semester medical students in anatomy. Using didactic strategies with different pedagogical tools such as biological models (human skulls and pig hearts) and/or digital application (Visible Body software), and different evaluation methods, students were grouped into three groups: "EOR1" students who learned using a skull and were evaluated with it; "EOV1" students who learned using a pig heart and were evaluated with the Visible Body software; and "EOV2" for students who learned through the Visible Body software and were evaluated with it. During the evaluation, each student was monitored in real-time using an electroencephalogram and the Emotiv EPOC brain-computer interface system to record the electro-physiological activity of beta (B), theta (T), and gamma (G) waves. The data obtained (the trend of the electrical activity of each wave and its relationship with students' performance in each didactic strategy) were analyzed using Pearson's correlation coefficient. Groups EOR1 and EOV1 had satisfactory results in their evaluations and showed a predominance of B waves (x=67.33) and T waves (x=57.67). Additionally, a strongly positive correlation (r=0.82) was found between the presence of B waves and the duration of T waves. Students who used three-dimensional biological models as a pedagogical tool showed a predominance of B and T waves, which are associated with sensorimotor and exploratory learning necessary for studying anatomy.

RESUMEN: Son escasos los estudios de neurociencia cognitiva que permitan comprender, de manera objetiva, las manifestaciones electrofisiológicas de los estudiantes de medicina expuestos a diferentes herramientas pedagógicas utilizadas en el área de anatomía. El objetivo de este trabajo fue explorar la tendencia en la expresión de las ondas cerebrales de estudiantes de medicina, al utilizar diferentes estrategias didácticas en el aprendizaje de la anatomía. Se realizó un estudio exploratorio, observacional, de corte transversal en 22 estudiantes de medicina de primer semestre en anatomía. Utilizando estrategias didácticas con diferentes herramientas pedagógicas; como modelos biológicos (cráneos humanos y corazones porcinos) y/o aplicación digital (software Visible Body (SVB)), y diferente método de evaluación, se agruparon los estudiantes en tres grupos: “EOR1” estudiantes que aprendieron usando un cráneo y se evaluaron con este, “EOV1” estudiantes que aprendieron usando un corazón porcino y fueron evaluados con el SVB, y “EOV2” para los estudiantes que aprendieron a través del SVB y fueron evaluados con este. Durante la evaluación, cada estudiante fue monitorizado en tiempo real, utilizando un electroencefalograma y el sistema interfaz cerebro - computadora Emotiv EPOC para registrar la actividad electrofisiológica de las ondas beta (B), theta (T) y gamma (G). Los datos obtenidos (tendencia de la actividad eléctrica de cada onda y su relación con el desempeño de los estudiantes en cada estrategia didáctica) fueron analizados usando el índice de correlación de Pearson. Los grupos EOR1 y EOV1, tuvieron resultados satisfactorios en sus evaluaciones y presentaron predominio de ondas B (X=67,33) y T (X=57,67), además, se evidenció una correlación fuertemente positiva (r=0,82) entre la presencia de B y el tiempo de permanencia de T. Los estudiantes que utilizaron modelos biológicos tridimensionales como herramienta pedagógica presentaron predominio de las ondas B y T, asociadas con aprendizajes sensoriomotores y de tipo exploratorio necesarios para el estudio en anatomía.

Resumen Este estudio de revisión sistemática, realizado siguiendo la metodología PRISMA, examina la prevalencia de neuromitos en la formación docente de América Latina. Su objetivo es identificar el impacto de estos conceptos erróneos en la práctica educativa y evaluar la necesidad de programas de formación continua. Se llevó a cabo una revisión exhaustiva de la literatura, aplicando criterios de inclusión específicos para seleccionar artículos relevantes publicados en los últimos diez años en países latinoamericanos. Los resultados indican una alta prevalencia de neuromitos, especialmente en creencias erróneas como la dominancia hemisférica y la idea de que solo se utiliza el 10% del cerebro. Estos mitos pueden llevar a prácticas pedagógicas ineficaces, afectando negativamente el aprendizaje de los estudiantes. La investigación concluye que desmitificar estos neuromitos es esencial para mejorar la calidad educativa, subrayando la importancia de implementar programas que fomenten la alfabetización en neurociencia y promuevan la integración de conocimientos neurocientíficos en las prácticas pedagógicas. Además, se destaca que una formación adecuada en neurociencia puede ayudar a los docentes a discernir entre información científica y mitos, contribuyendo así a un entorno educativo más fundamentado y eficaz. Este enfoque no solo beneficia a los educadores, sino que también impacta positivamente en el aprendizaje y desarrollo integral de los estudiantes.

Abstract This systematic review study, carried out following the PRISMA methodology, examines the prevalence of neuromyths in teacher training in Latin America. Its goal is to identify the impact of these misconceptions on educational practice and evaluate the need for continuing education programs. An exhaustive literature review was carried out, applying specific inclusion criteria to select relevant articles published in the last ten years in Latin American countries. The results indicate a high prevalence of neuromyths, especially in erroneous beliefs such as hemispheric dominance and the idea that only 10% of the brain is used. These myths can lead to ineffective pedagogical practices, negatively affecting student learning. The research concludes that demystifying these neuromyths is essential to improve educational quality, underscoring the importance of implementing programs that promote neuroscience literacy and integrating of neuroscientific knowledge into pedagogical practices. Furthermore, it is highlighted that adequate training in neuroscience can help teachers discern between scientific information and myths, thus contributing to a more informed and effective educational environment. This approach not only benefits educators, but also positively impacts the overall learning and development of students.

Abstract: Prioritizing vocational training, Chile’s educational infrastructure has neglected the importance of play. Felipe Diéguez examines historical precedents and contemporary perspectives from neuroscience and educational theory, which emphasize play as crucial for child development and socialization. Through case studies, the author argues that incorporating a child-centric approach into school design is essential for enhancing the collective development of educational communities.

Resumen: Priorizando la formación de competencias laborales, la infraestructura educativa en Chile ha relegado el juego a un segundo plano. Felipe Diéguez explora precedentes históricos y perspectivas actuales desde la neurociencia y la teoría educativa que subrayan el juego como un elemento esencial para el desarrollo y la socialización infantil. Mediante una revisión de casos, el autor sostiene que integrar la perspectiva infantil en el diseño escolar es fundamental para fortalecer el desarrollo colectivo de las comunidades educativas.

Abstract Major depressive disorder (MDD) has gained relevance in recent years, as it is one of the main causes of disability worldwide and has a significant impact on the daily lives of those who experience it. The relationship between gut dysbiosis and MDD has emerged as a crucial component in the field of mental health. The gut microbiota, which encompasses a wide diversity of microorganisms, establishes a bidirectional connection with MDD through the microbiota-gut-brain axis, neuroinflammation and alteration of brain function. The objective of this work was to analyze the relationship between problems with the balance of microorganisms in the intestine (a phenomenon known as “dysbiosis”) and MDD. A qualitative approach was adopted that combined bibliographic and descriptive analysis, prioritizing primary sources in psychology, neuroscience and microbiology. Research in English and Spanish from 2019 to 2023 was examined using recognized search engines and databases. In this context, it was observed that the use of probiotics has become increasingly relevant as part of complementary treatment for MDD. Probiotics, such as Lactobacillus plantarum DP189 and the bacteria Roseburia intestinalis, have a positive impact on the intestinal microbiota, blood-brain barrier integrity, and neurotransmitter production. The review highlights the crucial role of gut microbiota in MDD and the promising utility of probiotics as a complementary treatment. This suggests new therapeutic perspectives and underlines the importance of future research to better understand this complex interaction.

Resumen El trastorno depresivo mayor (TDM) ha ganado relevancia en los últimos años, ya que es una de las principales causas de discapacidad a nivel mundial y ejerce un impacto significativo en la vida diaria de quienes lo experimentan. La relación entre la disbiosis intestinal y el TDM ha surgido como un componente crucial en el ámbito de la salud mental. La microbiota intestinal, que abarca una amplia diversidad de microorganismos, establece una conexión bidireccional con el TDM a través del eje microbiota-intestino-cerebro, la neuroinflamación y alteración de la función cerebral. El presente trabajo tuvo como objetivo, analizar la relación entre los problemas de equilibrio de los microorganismos en el intestino (fenómeno conocido como “disbiosis”) y el TDM. Se adoptó un enfoque cualitativo que combinó análisis bibliográfico y descriptivo, priorizando fuentes primarias en psicología, neurociencia y microbiología. Se examinaron investigaciones en inglés y español desde 2019 hasta 2023 utilizando motores de búsqueda y bases de datos reconocidas. En este contexto, se observó que el uso de probióticos se ha vuelto cada vez más relevante como parte del tratamiento complementario para el TDM. Los probióticos, como Lactobacillus plantarum DP189 y la bacteria Roseburia intestinalis, ejercen un impacto positivo en la microbiota intestinal, integridad de la barrera hematoencefálica y producción de neurotransmisores. La revisión destaca el papel crucial de la microbiota intestinal en el TDM y la prometedora utilidad de los probióticos como tratamiento complementario. Esto sugiere nuevas perspectivas terapéuticas y subraya la importancia de futuras investigaciones para comprender mejor esta compleja interacción.

Resumen El objetivo del presente artículo es analizar la naturaleza de los neuroderechos para que de este modo se pueda evaluar la probable generación de una nueva categoría de derechos humanos, la cual debería alienarse a las bases propuestas por la biojurídica en razón de su eficacia respecto a las nuevas tecnologías. Asimismo, para la confección del presente estudio se aplicó la metodología “Revisión Integrativa de la Literatura (RIL)” en razón de que, a través de este método, el investigador es capaz de superar procesos propios de las investigaciones primarias; aunado a ello, gracias a las herramientas propias de esta metodología se puede tener un mayor entendimiento del objeto estudiado. Finalmente, se llegó a demostrar que a pesar de que el sistema jurídico - considerando algunas modificaciones - podría hacerles frente a los efectos contrarios de las neurotecnologías, en atención a que determinados agentes internacionales como la UNESCO están en vías de la creación de un instrumento ad hoc para regular el uso y abuso de las tecnologías del cerebro, se hace imperioso sugerir que se tomen en cuenta bases propuestas por la bioética personalista y la biojurídica.

Abstract The objective of this article is to analyze the nature of neurorights in order to evaluate the probable generation of a new category of human rights, which should be aligned with the bases proposed by biolaw due to its effectiveness with respect to new technologies. Likewise, for the preparation of this study, the methodology “Integrative Literature Review (ILR)” was applied because, through this method, the researcher is able to overcome processes typical of primary research; in addition, thanks to the tools of this methodology, a greater understanding of the object studied can be obtained. Finally, it was demonstrated that although the legal system - considering some modifications - could confront the contrary effects of neurotechnologies, given that certain international agents such as UNESCO are in the process of creating an ad hoc instrument to regulate the use and abuse of brain technologies, it is imperative to suggest that bases proposed by personalist bioethics and biolaw be taken into account.

SIGNIFICANCE: Neuroscientific technologies to assess, monitor and influence brain activity offer tremendous potential in the prevention and treatment of neurological and mental illnesses. However, these innovations, and their pursuit, also raise serious ethical questions. Neuroethics is a field that explores the ethical, legal, societal, philosophical, and cultural implications of neuroscience and related neurotechnologies. Many of these considerations have distinct cultural and contextual dimensions. Along with the advancement of neuroscience research in Africa, it is therefore critical to advance neuroethics as an integral component of neuroscience research on the continent.

Resumen Al ingresar a la escuela, los alumnos se enfrentan a dos procesos distintos que deben comprender: el contexto social que se genera dentro del aula al explicar nuevos conocimientos y los contenidos que deben estudiar. Esto los coloca en una situación de incertidumbre al intentar desarrollar nuevas formas de aprender o conectar sus experiencias de aprendizaje, y al emplear de manera empírica sus criterios, reflexiones y valores, lo cual, en ocasiones, puede resultar no grato y crear desinterés por el aprendizaje. Por ende, el propósito del presente ensayo es mostrar cómo, a través del manejo de la inteligencia espiritual y la neurociencia, los maestros pueden lograr desarrollar la motivación en sus estudiantes en el proceso de enseñanza-aprendizaje. Para ello, utilizando la inteligencia espiritual y la neurociencia, se busca potenciar la capacidad de los estudiantes para discriminar posibilidades que contribuyan a la resolución de situaciones de aprendizaje. Esto se logra mediante la aplicación de estrategias integrales que estimulan el pensamiento serial, asociativo y unificador. De esta manera, se movilizan estructuras neuronales mentales, emocionales y espirituales en la sincronía de la asimilación, que sirven para identificar cómo actúan los neurotransmisores que intervienen directamente en los diferentes tipos de memoria. Esto se logra a través del conocimiento del funcionamiento de los hemisferios cerebrales, las neuronas espejo y la plasticidad neuronal. Todo ello depende de los aprendizajes que el docente desee establecer en las actividades presentadas a los alumnos con el fin de lograr la reestructuración cognitiva que posibilite la empatía con el conocimiento y favorezca las habilidades de aprendizaje en los estudiantes.

Resumo Ao entrar na escola, os alunos enfrentam dois processos distintos que devem compreender: o contexto social que se gera na sala de aula ao explicar novos conhecimentos e o conteúdo que devem estudar. Isso os coloca em situação de incerteza ao tentar desenvolver novas formas de aprender ou conectar suas experiências de aprendizagem, e ao utilizar empiricamente seus critérios, reflexões e valores, o que, por vezes, pode ser desagradável e criar desinteresse pelo assunto de aprendizagem. Portanto, o objetivo deste ensaio é mostrar como, por meio do gerenciamento da inteligência espiritual e da neurociência, os professores podem desenvolver a motivação no processo de ensino-aprendizagem. Para isso, recorrendo à inteligência espiritual e à neurociência, procuramos potenciar a capacidade dos alunos em discriminar possibilidades que contribuam para a resolução de situações de aprendizagem. Isto é conseguido através da aplicação de estratégias abrangentes que estimulam o pensamento serial, associativo e unificador. Dessa forma, estruturas neurais mentais, emocionais e espirituais são mobilizadas na sincronia de assimilação, que servem para identificar como atuam os neurotransmissores que intervêm diretamente nos diferentes tipos de memória. Isto é conseguido através do conhecimento do funcionamento dos hemisférios cerebrais, dos neurônios-espelho e da plasticidade neuronal. Tudo isso depende da aprendizagem que o professor deseja estabelecer nas atividades apresentadas aos alunos para conseguir uma reestruturação cognitiva que possibilite a empatia com o conhecimento e favoreça as habilidades de aprendizagem nos alunos.

Abstract When students attend school, they encounter two different processes that they must understand: the social context that is generated inside the classroom when new knowledge is explained and the contents that they must study. This places them in a situation of uncertainty when trying to understand new ways of learning or connecting their learning experience, and when they use their criteria in an empiric way, reflections and values, which sometimes can be unpleasant and create lack of interest in learning. Thus, the purpose of this essay is to show how through the management of spiritual intelligence and neuroscience, teachers can develop motivation in their students during the teaching-learning process. To achieve this by using spiritual intelligence and neuroscience, it seeks to enhance the ability of students to discriminate possibilities that contribute to the resolution of learning situations. This is achieved by applying integral strategies that stimulate serial, associative and unifying thinking. In this way, mental, emotional and spiritual neural structures are moved in the synchrony of assimilation, which serves to identify how the neurotransmitters that directly intervene in the different types of memory act. This is reached through knowledge of the functioning cerebral hemispheres, mirror neurons and neuronal plasticity. All of these depending on of the learning that the teacher wishes to establish in the activities presented to the students, to achieve cognitive restructuring, which enables empathy with knowledge, favoring learning skills in students.

Abstract This essay investigates in the interdisciplinary field that combines neurotechnology and artistic research to incorporate the current works of the latest generation. The overall goal is to investigate the connection between the brain and the human experience through a comparative analysis of contemporary works of art in various fields of neurotechnology, neuroart, and media arts. The methodology used in this study consists of both documentary and authorial review to generate a series of comparative analyses. The relationship between the artwork and the human brain was based on some results from the works of Dikker and Oostrik, and Lieberman. Neurotechnology, neuroart, and media arts are fields that have generated various discussions and debates in recent years. In conclusion, it is crucial to enhance interdisciplinary creation and collaboration through neuroscientific research.

Resumen El presente ensayo se indaga en el campo interdisciplinario que combina la neurotecnología y la investigación artística para incorporar las obras actuales de la última generación. El objetivo general es indagar la conexión entre el cerebro y la experiencia humana a través de un análisis comparativo de obras de arte contemporáneo en diverso ámbito de neurotecnología, neuroarte y artes mediales. La metodología utilizada en este estudio consiste, tanto en la revisión documental como en la revisión autoral para generar una serie de análisis comparativa. La relación entre la obra de arte y el cerebro humano se basó en algunos resultados de obras de arte de Dikker y Oostrik, y Lieberman. La neurotecnología, la neuroarte y las artes mediales son campos que han generado diversas discusiones y debates en los últimos años. En conclusión, es fundamental para mejorar la creación y la colaboración interdisciplinaria a través de la investigación de neurocientífica.

ABSTRACT In the diverse and challenging academic context of the current century, recurrent emotions in the daily lives of students are one of the relevant factors to be considered in the educational process, due to their influence on behavior and academic and social performance achievements. Consider rewriting: Considering learning as a situated and recursive process, the neurosciences have contributed primarily to understanding the disposition and attitude that is conducive to student success in an educational and didactic experience that a teacher facilitates. For this reason, a systematic review of research addressing the relationship between learning and emotion was carried out. For the qualitative analysis, 17 articles published between 2017 and 2022 were considered, finally conforming to the present review according to the indications of the PRISMA model. From this study, it is possible to conclude how fundamental it is to implement learning strategies that consider the management and development of pleasant emotions by teachers and students. The emotional management ability of the teacher and the mastery of brain functioning based on neuroscientific principles, together with constant improvement, will favor the disposition to experiences that consider the students' own interests, promoting long-term learning through a variety of physical, social, cognitive, and emotional activities. Most of the studies reviewed recognize that the teacher is a key player in the teaching-learning process, suggesting the need to delve deeper into neuro-educational strategies that promote deep learning in their students.

RESUMEN En el diverso y desafiante contexto académico del siglo actual, las emociones recurrentes en la cotidianidad del estudiantado son uno de los factores relevantes a considerar en el proceso educativo, por su influencia en la conducta y en los logros de desempeño académico y social. Comprendiendo el aprendizaje como un proceso situado y recursivo, es mediante el aporte de las neurociencias que es posible fundamentar el por qué la disposición y actitud que se favorezca en el aprendiz, propiciando el éxito ante la experiencia educativa y didáctica a la que invite el docente. Por ello se llevó a cabo una revisión sistemática de las investigaciones que abordan la relación entre aprendizaje y emoción. Para el análisis cualitativo se consideraron 17 artículos publicados entre el 2017 y el 2022, permitiendo finalmente conformar la presente revisión, según las indicaciones del modelo PRISMA. Del estudio realizado, es posible concluir lo fundamental que resulta implementar estrategias de aprendizaje que consideren el manejo y desarrollo de emociones gratas por parte de profesores y estudiantes. La capacidad de gestión emocional con la que cuente el docente, y el dominio del funcionamiento cerebral basado en principios neurocientíficos, junto con el perfeccionamiento constante, favorecerán la disposición a experiencias que consideren los intereses propios del alumnado, promoviendo el aprendizaje a largo plazo, mediante diversos espacios de actividad física, social, cognitiva y emocional. Gran parte de los estudios revisados reconocen que el docente es una pieza clave del proceso de enseñanza aprendizaje, planteando la necesidad de ahondar en estrategias neuro educativas que impulsen profundos aprendizajes en el estudiantado.

RESUMO A educação ganha importância grandiosa, neste momento, quando se comprova que as estratégias pedagógicas utilizadas no processo ensino-aprendizagem são eficientes na reorganização do sistema nervoso em desenvolvimento, produzindo novos comportamentos. O objetivo da pesquisa é fortalecer a discussão com reflexões, produções e estudos que mostrem a possibilidade de se incluir a neurociência como prática e ajuda ao professor nas estratégias escolares e aulas atuais para melhorar a aprendizagem dos alunos. O problema inicial da pesquisa, que nos provoca e incomoda é: a neurociência é um conhecimento atual importante e necessário no processo educativo? O professor deve adquirir esses conhecimentos em sua formação inicial e continuada? Com base na pesquisa com as famílias e os professores, procurou-se esclarecer a necessidade desta inclusão nas ações pedagógicas, construindo possibilidades e inovações para o processo de aprendizagem, buscando compreender e contribuir com o momento atual.

ABSTRACT Education gains great importance at this time, when it is proven that the pedagogical strategies used in the teaching-learning process are efficient in reorganizing the developing nervous system, producing new behaviors. The objective of the research is to strengthen the discussion with reflections, productions and studies that show the possibility of including neuroscience as a practice and help for teachers in school strategies and current classes to improve student learning. The initial problem of the research, which provokes and bothers us, is: Neuroscience is important and necessary current knowledge in the educational process? The Should the teacher acquire this knowledge in his initial and continuing training? Based on research with families and teachers, we sought to clarify the need for this inclusion in pedagogical actions, building possibilities and innovations for the learning process, seeking to understand and contribute to the current moment.

On an unprecedented scale, contemporary neuroscience confronts us with claims about our essential nature as human beings. These vary from you are your brain to you have no free will. Despite the prevalence of these claims in the neurosciences on the big questions about ourselves, contemporary neuroscience of consciousness does not speak with a unified voice. Although mainstream neuroscience of consciousness claims that you are your brain, a minority tradition argues you are not your brain but that you have a brain. The substance of these two traditions is presented in this article. An evaluation of the impact of the neurosciences on the big questions of being humans should as a first step appreciate the significance that the neurosciences do not automatically provide a solution to these age-old questions about human beings but display a spectrum of views.

ORIENTATION: Industrial Psychologists (IPs) could significantly benefit from integrating neuroscientific evidence into their practices, provided they critically engage with scholarly research rather than rely on unsupported assertions. RESEARCH PURPOSE: The study aimed to assess the prevalence of neuroscientific misconceptions among IPs, student psychologists, and intern psychologists in South Africa as well as advocate for enhanced foundational knowledge in applied organisational neuroscience within industrial psychology. MOTIVATION FOR THE STUDY: The emerging field of organisational neuroscience, which applies brain science to workplace behaviour, is particularly vulnerable to misconceptions that could hinder its development. RESEARCH APPROACH/DESIGN AND METHOD: Using a cross-sectional survey, this research evaluated the knowledge of neuro misconceptions at one point in time within a convenience sample of (n = 98), consisting of registered student psychologists (n = 7; 7%), intern psychologists (n = 8; 10%), and IPs (n = 83; 85%). MAIN FINDINGS: Results indicated that this sample endorses many neuromyth conceptions. There was significant disparity in the endorsement of misconceptions between those with and without neuroscientific training, highlighting a knowledge gap. PRACTICAL/MANAGERIAL IMPLICATIONS: These findings underscore the necessity for improved education in applied organisational neuroscience among IOPs, suggesting integration into training and education programs. CONTRIBUTION/VALUE-ADD: This pioneering study in South Africa emphasises the role of general knowledge, specific training in applied organisational neuroscience, and critical thinking in psychological research as key to combating neuromyths, marking a meaningful contribution to the field.

RESUMEN En el presente artículo se pretende presentar la relación entre afectividad y cognición en las perspectivas teóricas de Jean Piaget, de la neurociencia y de Lev Vygotsky. En la perspectiva teórica de Piaget, confiere énfasis a los conceptos de interés y asimilación. En la perspectiva teórica de la neurociencia, el énfasis está colocado en las bases biológicas del aprendizaje. Además, problematiza el lugar de la perspectiva histórico-cultural de Vygotsky, enfatizando los conceptos de significado y sentido en el contexto conceptual de la relación entre afecto y cognición. A partir del recorte, presenta algunas posibles contribuciones de tales lecturas dentro del tema estudiado concernientes a la relación entre afecto y cognición. Argumenta que, aunque comporten diferencias, las tres perspectivas explicitan la importancia del afecto para la cognición. En esa dirección, se concluye por la relevancia de las contribuciones dadas por las lecturas de Piaget, Vygotsky y de la neurociencia. Las fuentes utilizadas son de la literatura disponible sobre el tema. Piaget asimilación aprendizaje Además históricocultural histórico cultural recorte que diferencias dirección

ABSTRACT This article aims to present the relation between affection and cognition from the Jean Piaget, neuroscience and Lev Vygotsky’s theoretical perspectives. From Piaget’s theoretical perspective, it emphasizes the concepts of interest and assimilation. From the neuroscience theoretical perspective, emphasis is placed on the biological bases of learning. Furthermore, it problematizes the place of Vygotsky’s historical-cultural perspective, emphasizing the concepts of meaning and sense in the conceptual context of the relation between affection and cognition. Based on the selection made, it presents some possible contributions of such readings within the theme discussed regarding the relation between affect and cognition. It also argues that although they have differences, the three perspectives explain the importance of affect for cognition. In this direction, it concludes that the contributions made by reading Piaget, Vygotsky and neuroscience are relevant. The sources used are from the available literature about the topic. Piaget Vygotskys s Piagets perspective assimilation learning Furthermore historicalcultural historical cultural differences direction relevant topic

RESUMO O presente artigo pretende apresentar a relação entre afetividade e cognição nas perspectivas teóricas de Jean Piaget, da neurociência e de Lev Vygotsky. Na perspectiva teórica de Piaget, confere ênfase aos conceitos de interesse e assimilação. Já na perspectiva teórica da neurociência, a ênfase é colocada nas bases biológicas da aprendizagem. Ademais, problematiza o lugar da perspectiva histórico-cultural de Vygotsky, enfatizando os conceitos de significado e sentido no contexto conceitual da relação entre afeto e cognição. A partir do recorte feito, apresenta algumas possíveis contribuições de tais leituras dentro do tema trabalhado concernentes à relação entre afeto e cognição. Argumenta ainda que embora comportem diferenças, as três perspectivas explicitam a importância do afeto para a cognição. Nessa direção, conclui pela relevância das contribuições dadas pelas leituras de Piaget, Vygotsky e da neurociência. As fontes utilizadas são da literatura disponível sobre o tema. Piaget assimilação aprendizagem Ademais históricocultural histórico cultural feito diferenças direção