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Akhurst, J. (2010). Onwards and Upwards: Teaching Postgraduate Students. En: Upton, D., & Trapp, A. (Eds.), Teaching Psychology in Higher Education (1st Ed., Pp. 213-240). Oxford, UK: Blackwell Publishing Ltd
Alsubaie, A. (2015). Hidden Curriculum as One of Current Issue of Curriculum, J. Educ. Pract. 6(33), 125-128.
APA. (2018). Psychology. Recuperado De: Https://Dictionary.Apa.Org/Psychology Arancibia, V., Herrera, P. Strasser, K (2008). Teorías Psicológicas Aplicadas A La Educación: Teorías Cognitivas Del Aprendizaje. En: Manual De Psicología Educacional (2da Ed., Pp. 83-122). Santiago De Chile, CL: Ediciones Universidad Católica De Chile
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, USA: Prentice-Hall.
Bandura, A. (1994). Self-Efficacy. En: V. S. Ramachandran (Ed.), Encyclopedia of Human Behavior (Vol. 4, Pp. 71-81). New York, USA: Academic Press
Beltrán, J. (2002). Procesos, Estrategias Y Técnicas De Aprendizaje. Recuperado De Http://204.153.24.32/Materias/PDCA/Idca/Materiales/Idca_05.Doc
Berk, L. (1992). Children’s Private Speech: An Overview of Theory and The Status of Research. En: Diaz, R., & Berk, L (Eds.), Private Speech: From Social Interaction to Self-Regulation (1st Ed., Pp. 17-53). Hove, UK: Lawrence Erlbaum Associates.
Bernstein, D., & Upton, D. (2010). Bravery and Creativity Through the Curriculum. En: Upton, D., & Trapp, A. (Eds.), Teaching Psychology in Higher Education (1st Ed., Pp. 105-134). Oxford, UK: Blackwell Publishing Ltd.
Bonney, C., & Sternberg, R. (2010). Learning to Think Critically. En: Mayer, R., & Alexander, P. (Eds.), Handbook of Research On Learning and Instruction (1st Ed., Pp. 166-197). New York, USA: Routledge.
Brackett, M., Lopes, P., Ivcevic, Z., Mayer, J., & Salovey, P. (2004). Integrating Emotion and Cognition: The Role of Emotional Intelligence. En: Yun, D.M, & Sternberg, R. (Eds.), Motivation, Emotion and Cognition (1st Ed., Pp. 175-197). New Jersey, USA: Lawrence Erlbaum Associates, Publishers.
Bruffee, K. A. (1993). Collaborative Learning. Higher Education, Interdependence, And The Authority of Knowledge. Baltimore and London. The Johns Hopkins University Press.
Bruner, J. S. (1978). The Role of Dialogue in Language Acquisition. En Sinclair, A, Jarvelle, J., & Levelt, W. (Eds.) The Child's Concept of Language. New York, USA: Springer-Verlag.
Camps, V. (2011). ¿Qué Son Las Emociones? En: El Gobierno De Las Emociones (1ra Ed., Pp. 23-41). Barcelona, ESP: Herder.
Carlson, N. (2013). Emotion. En: Physiology of Behaviour (4th Ed., Pp. 359-393). New York, USA: Pearson.
Chariker, J., Naaz, F., & Pani, J. (2013). Computer-Based Learning: Graphical Integration of Whole and Sectional Neuroanatomy Improves Long-Term Retention. Cognition and Instruction, 32(1): 44–64.
Cho, Y., & Jonassen, D. (2012). Learning by Self-Explaining Causal Diagrams in High-School Biology. Asia Pacific Education Review, 13(1), 171-184.
Colomina, R., & Onrubia, J. (2014). Interacción Educativa Y Aprendizaje Escolar: La Interacción Entre Alumnos. En: Coll, C., Palacios, J., & Marchesi, A (Eds.), Desarrollo Psicológico Y Educación (2da Ed., Pp. 415-434). Madrid, ESP: Alianza Editorial
Congreso De La Republica De Colombia. (6 De septiembre De 2006). Ley 1090: Por La Cual Se Reglamenta El Ejercicio De La Profesión De Psicología, Se Dicta El Código Deontológico Y Bioético Y Otras Disposiciones. Recuperado De: Http://Colpsic.Org.Co/Aym_Image/Files/LEY_1090_DE_2006.Pdf
Conner, A. (2004). Taking The 'Vs.' Out of Nature Vs. Nurture. Recuperado De: Https://Www.Apa.Org/Monitor/Nov04/Nature.Aspx
Cox, R. (1999). Representation Construction, Externalised Cognition and Individual Differences. Learning and Instruction, 9, 343-363.
Damasio, A. (2009). De Apetitos Y Emociones. En: En Busca De Spinoza (6ta., Pp. 31-81). Madrid, ESP: Crítica
Dilshad, R., & Latif, M. (2013). Focus Group Interview as A Tool for Qualitative Research: An Analysis. Pakistan Journal of Social Sciences, 33(1), 191-198.
Dokic, J. (2004). Perception. En: Houdé, O (Ed.), Dictionary of Cognitive Science (1st Ed., Pp. 310-316). New York, USA: Psychology Press
Domjan, M. (2015). Background and Rationale for The Study of Learning and Behavior. En: The Principles of Learning and Behaviour (7th Ed., Pp. 1-29). London, UK: Cengage Learning
Dufrene, B., Noell, G., Gilbertson, D., & Duhon, G. J. (2005). Monitoring Implementation of Reciprocal Peer Tutoring: Identifying and Intervening with Students Who Do Not Maintain Accurate Implementation. School Psychology Review, 34, 74–86.
Edwards, L., Hopgood, J., Rosenberg, K., & Rush, K. (2000). Mental Development and Education. Recuperado De: Http://Ehlt.Flinders.Edu.Au/Education/Dlit/2000/Piaget/Begin.Htm
Eggen, P., & Kauchak, D. (2016). Behaviorism and Social Cognitive Theory. En: Educational Psychology (1st Ed., Pp. 234-281). New York, USA: Pearson.
Eggen, P., & Kauchak, D. (2016). Cognitive Views of Learning. En: Educational Psychology (1st Ed., Pp. 282-332). New York, USA: Pearson.
Eysenck, M., Keane, M. (2010). Thinking and Reasoning. En: Cognitive Psychology: A Student’s Handbook (6th Ed., Pp. 457-569). New York, USA: Psychology Press.
Falchikov, N. (2001). What Is Peer Tutoring. En N. Falchikov (Ed.), Learning Together: Peer Tutoring in Higher Education (1st Ed., Pp. 8-60). London. Routledge Falmer
Fernandes, J. Mello, B. & Barbejat, R. (2001). Uma Experiência De Avaliação Participativa. Universidade Federal Fluminense, Niterói, Rio De Janeiro. Recuperado De: Http://Www.Abenge.Org.Br/Cobenge/Arquivos/18/Trabalhos/APP001.Pdf
Gargallo, B., Suárez, J. & Ferreras, A. (2007). Estrategias De Aprendizaje Y Rendimiento Académico En Estudiantes Universitarios. Revista De Investigación Educativa, 25, 421-441.
Goldstein, B. (2011). Atention. En: Cognitive Psychology (3rd Ed., Pp. 80-114). Belmont, USA: Cengage Learning.
Goldstein, B. (2011). Introduction to Cognitive Psychology. En: Cognitive Psychology (3rd Ed., Pp. 2-22). Belmont, USA: Cengage Learning
Goldstein, B. (2011). Language. En: Cognitive Psychology (3rd Ed., Pp. 292-324). Belmont, USA: Cengage Learning.
Goldstein, B. (2011). Long-Term Memory: Encoding and Retrieval. En: Cognitive Psychology (3rd Ed., Pp. 170-202). Belmont, USA: Cengage Learning.
Goldstein, B. (2011). Perception. En: Cognitive Psychology (3rd Ed., Pp. 46-80). Belmont, USA: Cengage Learning.
Graesser, A., Mello, S., & Cade, W. (2010). Instruction Based On Tutoring. En: Mayer, R., & Alexander, P. (Eds.), Handbook of Research On Learning and Instruction (1st Ed., Pp. 408-427). New York, USA: Routledge.
Grant, H. & Dweck, C. S. (2003). Clarifying Achievement Goals and Their Impact, Journal of Personality and Social Psychology, 85, 541–553.
Griffiths, S. (2009). Teaching and Learning in Small Groups. En: Fry, H., Ketteridge, S., & Marshall, S. (Eds.), A Handbook for Teaching and Learning in Higher Education (3rd Ed., Pp. 72-84). London, UK: Routledge
Grigorenko, E., Mandelman, S., Naples, A., & Rakhlin, N. (2010). Juxtaposing Psychological, Educational, And Genomic Sciences: An Emerging Platform for Interpreting Individual Differences in The Classroom. En: Preiss, D., & Sternberg, R. (Eds.), Innovations in Educational Psychology (1st Ed., Pp. 3-25). New York, USA: Springer.
Hamilton S., & Hamilton, T. (2015). Pedagogical Tools to Explore Cartesian Mind-Body Dualism in The Classroom: Philosophical Arguments and Neuroscience Illusions. Front Psychol, 6, 1155.
Harris, M. (2008). The Nature of Development. En: Exploring Developmental Psychology (1st Ed., Pp. 1-18). London, UK: SAGE Publications Ltd
Hatfield, E., Carpenter, M., & Rapson, R. (2014). Emotional Contagion as A Precursor to Collective Emotions. En: Scheve, C., & Salmela, M. (Eds.), Collective Emotions Perspectives from Psychology, Philosophy, And Sociology (1st Ed., Pp. 108-125). Oxford, UK: Oxford University Press.
Hattie, J., & Gun, M. (2010). Instruction Based On Feedback. En: Mayer, R., & Alexander, P. (Eds.), Handbook of Research On Learning and Instruction (1st Ed., Pp. 249-272). New York, USA: Routledge.
Hawkins, J. (2017). Towards A Feeling Theory. En: Feelings and Emotion-Based Learning (1st Ed., Pp. 21-39). Manchester, UK: Palgrave Macmillan.
Hawkins, T. (1982) Intimacy and Audience: The Relationship Between Revision and The Social Dimension of Peer Tutoring. National Council Of Teachers Of English, 42(1), 64-68.
Hernández, R., Fernández, C. & Baptista, P. (2014). Diseños Del Proceso De Investigación Cualitativa. En Metodología De La Investigación (5ta Ed., Pp. 685-721). México, MEX: Mcgraw Hill.
Houdé, O. (2004). Cognitive Development. En: Houdé, O (Ed.), Dictionary of Cognitive Science (1st Ed., Pp. 53-59). New York, USA: Psychology Press
Keltner, D., & Ekman, P. (12 De Marzo De 2014). Greater Good in Action. Recuperado De: Are Facial Expressions Universal?: Http://Greatergood.Berkeley.Edu/Article/Item/Are_Facial_Expressions_Universal
Kensinger, E., & Schacter, D. (2006). Processing Emotional Pictures and Words: Effects of Valence and Arousal. Cognitive, Affective, & Behavioral Neuroscience, 6(2), 110-126.
Kensinger, E., Garoff-Eaton, R., & Schacter, D. (2007). Effects of Emotion On Memory Specificity in Young and Older Adults. Obtenido De Harvard.Edu: Http://Scholar.Harvard.Edu/Files/Schacterlab/Files/KensingergaroffEatonschacter2007b.Pdf
Krueger, R. (2002). Designing and Conducting Focus Group Interviews. Recuperado De: Http://Www.Comm.Umn.Edu/Akoerner/Courses/5431-S10/Krueger-Focus Groupinterviews.Pdf
Kyle, J., & Kahn, P. (2009). Key Aspects of Teaching and Learning in Mathematics and Statistics. En: Fry, H., Ketteridge, S., & Marshall, S. (Eds.), A Handbook for Teaching and Learning in Higher Education (3rd Ed., Pp. 246-264). London, UK: Routledge.
Levenson, R. (1994). Human Emotion: A Functional View. En P. Ekman Y R. J. Davidson (Eds.), The Nature of Emotion: Fundamental Questions (1st Ed., Pp. 123-126). Nueva York: Oxford University Press.
Linnenbrink-Garcia, L., Rogat, T., & Koskey, K. (2011). Affect and Engagement During Small Group Instruction. Contemporary Educational Psychology, 36, 13-24.
Littlefield, J. (2005). Cognitive Development. Recuperado De: Http://Catalogue.Pearsoned.Co.Uk/Samplechapter/0205314112.Pdf
Manés, F. (2015). Memoria: Saber Recorder Y Saber Olvidar. En: Usar El Cerebro (1era Ed., Pp. 89-129). Buenos Aíres, ARG: Paidós.
Manzano, N., Cuadrado, A., Sánchez, M., Rísquez, A., & Suarez, M. (2012). El Rol Del Mentor En Un Proceso De Mentoría Universitaria. Educación XX1, 15(2), 93-118.
Matlin, M. W. (2013). Long-Term Memory. En: Cognition (8th Ed., Pp. 125-169). Crawfordsville, USA: John Wiley & Sons, Inc
Matsumoto, D. (2008). Attention. En: The Cambridge Dictionary of Psychology (1st Ed., Pp. 114). Cambridge, UK: Cambridge University Press
Matsumoto, D. (2008). Cognition. En: The Cambridge Dictionary of Psychology (1st Ed., Pp. 114). Cambridge, UK: Cambridge University Press.
Matsumoto, D. (2008). Emotion. En: The Cambridge Dictionary of Psychology (1st Ed., Pp. 179). Cambridge, UK: Cambridge University Press
Matsumoto, D. (2008). Higher Mental Processes. En: The Cambridge Dictionary of Psychology (1st Ed., Pp. 234). Cambridge, UK: Cambridge University Press.
Matsumoto, D. (2008). Psychology. En: The Cambridge Dictionary of Psychology (1st Ed., Pp. 471). Cambridge, UK: Cambridge University Press
Mauss, I., & Robinson, M. (2009). Measures of Emotion: A Review. Cognition & Emotion, 23(2), 209-237
Mccombs, B. (2012). Developing Responsible and Autonomous Learners: A Key to Motivating Students. American Psychological Association. Recuperado De: Http://Www.Apa.Org/Education/K12/Learners.Aspx.
Moreno, R. (2010). Cognitive Views On Learning. En: Educational Psychology (1st Ed., Pp. 192-232). New México, USA: John Wiley & Sons, Inc.
Moreno, R. (2010). Theories of Motivation and Affect. En: Educational Psychology (1st Ed., Pp. 326-366). New México, USA: John Wiley & Sons, Inc.
Morton, A. (2009). Lecturing to Large Groups. En: Fry, H., Ketteridge, S., & Marshall, S. (Eds.), A Handbook for Teaching and Learning in Higher Education (3rd Ed., Pp. 58-72). London, UK: Routledge
Ormrod, J. (2005). Metacognición, Aprendizaje Autorregulado Y Estrategias De Estudio. En: Aprendizaje Humano (1ra Ed., Pp. 365-405). México: Pearson Education
Ormrod, J. (2005). Motivación Y Emoción. En: Aprendizaje Humano (1ra Ed., Pp. 479-511). México: Pearson Education
Ormrod, J. (2005). Procesos Sociales En La Construcción Del Conocimiento. En: Aprendizaje Humano (1ra Ed., Pp. 452-474). México: Pearson Education.
Oxford Living Dictionaries. (2018). Process: Recuperado De: Https://En.Oxforddictionaries.Com/Definition/Process
Paas, F., & Ayres, P. (2014). Cognitive Load Theory: A Broader View On the Role of Memory in Learning and Education. Educational Psychology Review, 26 (2), 191-195
Palacios, J., Marchesi, A., & Coll, C. (2014). Desarrollo Psicológico Durante La Adolescencia. En: Desarrollo Psicológico Y Educación (1ra Ed., Pp. 433-514). Madrid, España: Alianza Editorial, S. A
Palacios, J., Marchesi, A., & Coll, C. (2014). Desarrollo Psicológico Y Educación: 2. Psicología De La Educación Escolar (2a. Ed.). Madrid, ES: Larousse-Alianza Editorial, 2014. Proquest Ebrary.
Parra, Y. (2011). La Monitoria Académica: Una Práctica Profesional Sistematizada En UNIMINUTO. Recuperado De: Https://Repository.Uniminuto.Edu/Bitstream/Handle/10656/1129/LA%20MONITORIA% 20ACADEMICA%20UNA%20PRACTICA%20PROFESIONAL%20SISTEMATIZADA %20EN%20UNIMINUTO.Pdf?Sequence=1
Pekrun, R. (2014). Negative Emotions and Learning. En: Emotions and Learning (1st Ed., Pp. 14-16). Brussels, Bel: International Academy of Education
Pekrun, R. (2014). Self-Confidence, Task Values and Emotions. En: Emotions and Learning (1st Ed., Pp. 16-18). Brussels, Bel: International Academy of Education.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic Emotions in Students’ SelfRegulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist, 37, 91–106
Pereira, M. (2009). Motivación: Perspectivas Teóricas Y Algunas Consideraciones De Su Importancia En El Ámbito Educativo. Educación, 33(2), 153-170.
Perpiña, C. (2012). Definición Y Aspectos Conceptuales De La Entrevista. En: Manual De La Entrevista Psicológica Saber Escuchar, Saber Preguntar (1ra Ed., Pp. 23-50). Madrid, ESP: Ediciones Pirámide.
Pintrich, P. (2003). Motivation and Classroom Learning. En: Reynolds, W., & Miller, G. (Eds.), Handbook of Psychology: Volume 7 Educational Psychology (1st Ed., Pp. 103-125). New Jersey, USA: John Wiley & Sons, Inc
Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating Complex Information. Learning and Instruction, 12, 61–86.
Porter, S., Taylor, K., & Ten-Brinke, L. (2008). Memory for Media: Investigation of False Memories for Negatively and Positively Charged Public Events. Memory, Vol 16(6), 658-666
Queiroz, C. & Silva, R. (2009). Monitoria Orientada: Uma Possibilidade Para Melhoria Do Desempenho Acadêmico Na Disciplina Química. Revista Ed. Popular, 8, 125-137.
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Romo, F. (2004). Audiovisual Technologies in Education. Revista Digital Universitaria UNAM, 5(10), 2-22.
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Sánchez, L. & Melo, A. (2013). El Programa De Tutorías En El Proyecto “Clase Virtual De Matemática Y Tutorías”. Recuperado De: Http://Www.Alfaguia.Org/WwwAlfa/Images/Ponenciasclabes/4/Ponencia_192.Pdf
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Santrock, J. (2018). Motivation, Teaching, And Learning. En: Educational Psychology (6th Ed., Pp. 422-462). Texas, USA: Mcgraw Hill.
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Corporación Universitaria Minuto de Dios
Akhurst, J. (2010). Onwards and Upwards: Teaching Postgraduate Students. En: Upton, D., & Trapp, A. (Eds.), Teaching Psychology in Higher Education (1st Ed., Pp. 213-240). Oxford, UK: Blackwell Publishing Ltd
Alsubaie, A. (2015). Hidden Curriculum as One of Current Issue of Curriculum, J. Educ. Pract. 6(33), 125-128.
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Berk, L. (1992). Children’s Private Speech: An Overview of Theory and The Status of Research. En: Diaz, R., & Berk, L (Eds.), Private Speech: From Social Interaction to Self-Regulation (1st Ed., Pp. 17-53). Hove, UK: Lawrence Erlbaum Associates.
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Describir la diversidad de elementos asociados a procesos cognitivos, afectivos y motivacionales, que podrían dificultar la enseñanza-aprendizaje frente a la asignatura de Psicobiología en UNIMINUTO – Sede Principal. La asignatura de Psicobiolog
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https://hdl.handle.net/10656/8018
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Publikováno v:
Praxis Pedagogica; jul-dec2018, Vol. 18 Issue 23, p139-153, 15p
