Books by FILIPPOS VLACHOS
BRAIN LEARNING & SPECIAL EDUCATION, 2018
Το σύγγραμμα κινείται στο χώρο της Εκπαιδευτικής Νευροεπιστήμης, ενός νέου επιστημονικού κλάδου, ... more Το σύγγραμμα κινείται στο χώρο της Εκπαιδευτικής Νευροεπιστήμης, ενός νέου επιστημονικού κλάδου, ο οποίος αποτελεί σταυροδρόμι και σημείο συνάντησης των θετικών επιστημών με τις ανθρωπιστικές και κοινωνικές επιστήμες. Αντικείμενο του είναι η σύντομη παρουσίαση της λειτουργίας του εγκεφάλου με βάση πρόσφατα ευρήματα από το χώρο των νευροεπιστημών, και οι πιθανές εφαρμογές αυτής της γνώσης σε διάφορα πεδία της εκπαίδευσης και της ειδικής αγωγής.
Το βιβλίο θα φανεί χρήσιμο σε φοιτητές/τριες, ερευνητές/τριες, εκπαιδευτικούς και επαγγελματίες των επιστημών της Αγωγής και της Υγείας, προσφέροντας ένα ουσιαστικό βοήθημα ώστε να κατανοήσουν πως οι νευροεπιστήμες, μπορούν να επαναπροσδιορίσουν τη γνώση γύρω από την εκπαίδευση και μάθηση και πώς αυτή η γνώση μπορεί να αξιοποιηθεί από την εκπαιδευτική πρακτική. Ιδιαίτερη έμφαση δίνεται σε ευρήματα που έχουν προκύψει από την νευροεπιστήμη και έχουν συμβάλλει στην πληρέστερη κατανόηση των αιτίων των αναπτυξιακών διαταραχών, στην καλύτερη περιγραφή των χαρακτηριστικών αυτών των ατόμων και έχουν ανοίξει δρόμους για την πρώιμη ανίχνευση, την έγκυρη διάγνωση και την έγκαιρη εκπαιδευτική παρέμβαση στα παιδιά με ειδικές εκπαιδευτικές ανάγκες.
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Frontiers in Psychology, section Educational Psychology, 2017
Although very often teachers show a great interest in introducing findings from the field of neur... more Although very often teachers show a great interest in introducing findings from the field of neuroscience in their classrooms, there is growing concern about the lack of academic instruction on neuroscience on teachers' curricula because this has led to a proliferation of neuromyths. We surveyed 479 undergraduate (mean age = 19.60 years, SD = 2.29) and 94 postgraduate students (mean age = 28.52 years, SD = 7.16) enrolled in Departments of Education at the University of Thessaly and the National and Kapodistrian University of Athens. We used a 70-item questionnaire aiming to explore general knowledge on the brain, neuromyths, the participants' attitude toward neuroeducation as well as their reading habits. Prospective teachers were found to believe that neuroscience knowledge is useful for teachers (90.3% agreement), to be somewhat knowledgeable when it comes to the brain (47.33% of the assertions were answered correctly), but to be less well informed when it comes to neuroscientific issues related to special education (36.86% correct responses). Findings further indicate that general knowledge about the brain was found to be the best safeguard against believing in neuromyths. Based on our results we suggest that prospective teachers can benefit from academic instruction on neuroscience. We propose that such instruction takes place in undergraduate courses of Departments of Education and that emphasis is given in debunking neuromyths, enhancing critical reading skills, and dealing with topics relevant to special education.
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Papers by FILIPPOS VLACHOS
EDULEARN Proceedings
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Cogent Education
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European Journal of Special Needs Education, Apr 26, 2023
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Perceptual and Motor Skills, 1992
In this study we used the Rey-Osterrieth complex figure to examine the visuomotor organization of... more In this study we used the Rey-Osterrieth complex figure to examine the visuomotor organization of 514 boys and girls, aged 5.5 to 20.5 yr. All were left-handed as judged by the Edinburgh Handedness Inventory. Statistical evaluation showed significant differences in the visuomotor organization for boys and girls across the various age groups. Statistically significant differences also appeared between the two sexes at the age groups 7.5 to 8.5 and 8.5 to 9.5, with girls showing better organization than boys.
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EDULEARN proceedings, Jul 1, 2022
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EDULEARN proceedings, Jul 1, 2022
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Cogent Education, Dec 20, 2022
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European Journal of Special Needs Education, Apr 26, 2023
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DOAJ (DOAJ: Directory of Open Access Journals), Jun 1, 2022
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Perceptual and Motor Skills, Dec 1, 1992
In this study we used the Rey-Osterrieth complex figure to examine the visuomotor organization of... more In this study we used the Rey-Osterrieth complex figure to examine the visuomotor organization of 514 boys and girls, aged 5.5 to 20.5 yr. All were left-handed as judged by the Edinburgh Handedness Inventory. Statistical evaluation showed significant differences in the visuomotor organization for boys and girls across the various age groups. Statistically significant differences also appeared between the two sexes at the age groups 7.5 to 8.5 and 8.5 to 9.5, with girls showing better organization than boys.
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Sleep disorders, 2014
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EDULEARN Proceedings
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Psychology, 2020
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2017 IEEE Global Engineering Education Conference (EDUCON), 2017
Dyscalculia is a neurodevelopmental disorder that affects the ability of a child to learn arithme... more Dyscalculia is a neurodevelopmental disorder that affects the ability of a child to learn arithmetic. Dyscalculia appears despite normal intelligence, proper schooling, adequate environment, socioeconomic status and motivation. The first aim of the present research protocol was to construct a battery of tests that can be delivered by computer in order to screen children's arithmetic skills. Our second aim was to develop a web application screener for dyscalculia that assesses children aged from 8–11 years old and that, to the best of our knowledge, does not exist. The hypothesis of the present study was that Greek students that are already diagnosed by paper-and-pencil tests as dyscalculic, will present lower performance and higher time latencies in the tasks of the aforementioned web application screener. A total of sixty, right handed children (30 male and 30 female, age range 8–11 years old) participated in this study. The students with disorders in mathematics (N=30, 15 male and 15 female) had a statement of dyscalculia issued after assessment at a Centre of Diagnosis, Assessment and Support, as required by Greek Law. The comparison group (N=30) was formed by pupils who attended the same classes with dyscalculics, presented typical academic performance according to their teachers' ratings and had been matched for age and gender with the children with disorder in mathematics. Three tasks were used for evaluating children's arithmetic ability: a calculation task, a task that evaluated their skills in understanding mathematical terminology, and an arithmetic problem solving task. Statistical analysis revealed that children with dyscalculia had statistically significant lower mean scores of correct answers and larger time latencies in all tasks compared to their average peers that participated in the comparison group. In conclusion, it must be highlighted that the web application screener for dyscalculia used in this study was found to be a feasible instrument for first-pass screening services and referral.
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European Journal of Educational Research
The various intuitive reasoning types in many cases comprise the core of students’ misconceptions... more The various intuitive reasoning types in many cases comprise the core of students’ misconceptions about concepts, procedures and phenomena that pertain to natural sciences. Some researchers support the existence of a relatively closer connection between the right hemisphere and intuitive thought, mainly due to a notably closer relation of individual intuitive cognitive processes with specific right hemisphere regions. It has been suggested that individuals show a different preference in making use of each hemisphere’s cognitive capacity, a tendency which has been termed Hemisphericity or Hemisphere Preference. The purpose of the present study was to examine the association between hemispheric preference and students’ misconceptions. A correlational explanatory research approach was implemented involving 100 seventh grade students from a public secondary school. Participants completed a hemispheric preference test and a misconceptions documentation tool. The results revealed that the...
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Brain Sciences
According to DSM 5, generalized anxiety disorder (GAD) is characterized by excessive, uncontrolla... more According to DSM 5, generalized anxiety disorder (GAD) is characterized by excessive, uncontrollable worry about various topics that occupies the majority of the subject’s time for a period of at least six months. The aforementioned state causes distress and/or functional impairments. This paper presents the outcomes of a pilot study that evaluated the implementation of cognitive behavioral therapy (CBT) and CBT with an SSRIs intervention program. The participants comprised 16 children and adolescents with GAD (8 males and 8 females) matched with 16 typically developing peers (8 males and 8 females) aged from 10 to 16 years old (M = 12.56 SD = 2.18). Baseline assessment consisted of event related potentials (ERPs), which indicated that participants with GAD presented cognitive deficits in attention and memory, as they exhibited longer P300 latencies. Following treatment with the CBT program and/or medication, children and adolescents with GAD did not present statistically significan...
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Books by FILIPPOS VLACHOS
Το βιβλίο θα φανεί χρήσιμο σε φοιτητές/τριες, ερευνητές/τριες, εκπαιδευτικούς και επαγγελματίες των επιστημών της Αγωγής και της Υγείας, προσφέροντας ένα ουσιαστικό βοήθημα ώστε να κατανοήσουν πως οι νευροεπιστήμες, μπορούν να επαναπροσδιορίσουν τη γνώση γύρω από την εκπαίδευση και μάθηση και πώς αυτή η γνώση μπορεί να αξιοποιηθεί από την εκπαιδευτική πρακτική. Ιδιαίτερη έμφαση δίνεται σε ευρήματα που έχουν προκύψει από την νευροεπιστήμη και έχουν συμβάλλει στην πληρέστερη κατανόηση των αιτίων των αναπτυξιακών διαταραχών, στην καλύτερη περιγραφή των χαρακτηριστικών αυτών των ατόμων και έχουν ανοίξει δρόμους για την πρώιμη ανίχνευση, την έγκυρη διάγνωση και την έγκαιρη εκπαιδευτική παρέμβαση στα παιδιά με ειδικές εκπαιδευτικές ανάγκες.
Papers by FILIPPOS VLACHOS
Το βιβλίο θα φανεί χρήσιμο σε φοιτητές/τριες, ερευνητές/τριες, εκπαιδευτικούς και επαγγελματίες των επιστημών της Αγωγής και της Υγείας, προσφέροντας ένα ουσιαστικό βοήθημα ώστε να κατανοήσουν πως οι νευροεπιστήμες, μπορούν να επαναπροσδιορίσουν τη γνώση γύρω από την εκπαίδευση και μάθηση και πώς αυτή η γνώση μπορεί να αξιοποιηθεί από την εκπαιδευτική πρακτική. Ιδιαίτερη έμφαση δίνεται σε ευρήματα που έχουν προκύψει από την νευροεπιστήμη και έχουν συμβάλλει στην πληρέστερη κατανόηση των αιτίων των αναπτυξιακών διαταραχών, στην καλύτερη περιγραφή των χαρακτηριστικών αυτών των ατόμων και έχουν ανοίξει δρόμους για την πρώιμη ανίχνευση, την έγκυρη διάγνωση και την έγκαιρη εκπαιδευτική παρέμβαση στα παιδιά με ειδικές εκπαιδευτικές ανάγκες.