The aim of this article is to describe the last researches in cognitive psychology and neurosciences for the learning of reading and mathematics.

Este artículo tiene por objetivo efectuar una revisión de las investigaciones actuales en psicología cognitiva y en neurociencias sobre el proceso de aprender el lenguaje escrito y las matemáticas.

The aim of this paper is to analize the term "sociocultural mental relardation" (M.R.) appliable in the U.S.A. to minorities group children who have got bordeline or low I.Q. and school leaming difficulties. In the Latin America context this tenn could be applied to the majority group of children as well, because of the high rate of school failure and the percenlage of "bordeline" o low I.Q. children, within the lower socio economic and culturallevels of the population The author discusses severa! Latinamerican studies and compares the WISC-R scores of Chilean and American children. It is concluded that the tenn «sociocultural mental relardation» is an inadecuate concept to explain the cognitive and verbal differences between subjects of middle and low socioeconomic level.

The aim of this paper is to analize the term "sociocultural mental relardation" (M.R.) appliable in the U.S.A. to minorities group children who have got bordeline or low I.Q. and school leaming difficulties. In the Latin America context this tenn could be applied to the majority group of children as well, because of the high rate of school failure and the percenlage of "bordeline" o low I.Q. children, within the lower socio economic and culturallevels of the population The author discusses severa! Latinamerican studies and compares the WISC-R scores of Chilean and American children. It is concluded that the tenn «sociocultural mental relardation» is an inadecuate concept to explain the cognitive and verbal differences between subjects of middle and low socioeconomic level.

El objetivo de este artículo es describir algunas investigaciones en Neurociencias cognitivas relacionadas con los procesos del aprendizaje. En él se hace una descripción de algunas investigaciones en Neurociencias desde la perspectiva de la Psicología cognitiva y de la Neuropsicología en las neuroimágenes. Se describen primero algunos aportes históricos del siglo XX a partir de Vigotsky y de Luria y los trabajos posteriores con las neuroimágenes en la investigación y el diagnóstico del aprendizaje del lenguaje escrito y sus dificultades. Se describen aportes de Eccles, Dehaene y Habib, relacionados con los procesos cerebrales del aprendizaje.