Neurokognitiewe integrasie en die leerproses

Johan J. Du Preez


The purpose of this article, "Neuro-cognitive integration and the learning process'; is to find
principles and strategies for the development of brain potential and the optimal integration of
subject matter.
Eight neuro-cognitive systems are identified and their importance to the integration of subject
matter is emphasized. These systems are cortical energy, coding, planning and controlling, as
well as the verbal sequential, non-verbal holistic, physical-motor, social effective and the
The relevant principles and strategies can serve as basis for mainstream and special
education, guidance as well as psychotherapy.
Die doe! met hierdie artikel is om beginsels en strategiee te vind om breinpotensiaal te
ontsluit en leerstof optimaal te integreer. Aan die hand van 'n neurokognitiewe model word
'n aantal beginsels en strategiee bespreek en die verband met die leerproses word aangetoon.
Agt neurokognitiewe sisteme is gei'dentifiseer en die belangrike rot wat dit speel ten opsigte
van die integrasie van leerstof word beklemtoon. Genoemde sisteme sluit die volgende in:
kortikale energie, kodering, beplanning en kontrolering, asook die verbaal-sekwensiele, nieverbaal-
holistiese, fisiek-motoriese, sosio-affektiewe en die subbewuste.
Genoemde beginsels en strategiee kan oak dien as grondslag vir hoofstroomonderwys,
spesialiseringsonderwys, voorligting sowel as psigoterapie.

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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