A Special Edition by

Psychology and Cognitive Sciences – Open Journal (PCSOJ)

Submissions deadline: October 31st, 2017 (Free of cost)

Release date: December 30th, 2017 (accepted papers will be published online immediately)

N. Clayton Silver, PhD

Associate Professor
Department of Psychology
University of Nevada, Las Vegas
Las Vegas, NV, USA
E-mail: fdnsilvr@unlv.nevada.edu

Introduction of Special Edition

The Influences of the Internet on Cognition and Behavior

The special edition of Psychology and Cognitive Sciences – Open Journal is entitled “The influences of the Internet on cognition and behavior.” The Internet has opened up numerous avenues ranging from scientific and social information to entertainment, shopping, paying bills, and investing. Although exciting and novel worlds have been created for us during the past 25 years, new challenges and safety risks have also been added. Therefore, these continued and dynamic developments have aided in modifying our behavior. Although not exhaustive by any means, such topics may include cyberbullying, security and safety, apps, internet addiction, dating, business, communication and texting practices, and learning. Manuscripts from all disciplines are invited that address this topic.

Dr. N. Clayton Silver

(Guest Editor)

A Special Edition by

Psychology and Cognitive Sciences – Open Journal (PCSOJ)

Submissions deadline: November 1st, 2017 (Free of cost)

Release date: January 1st, 2018 (accepted papers will be published online immediately)

E. Cruz Eusebio, PsyD, NCSP

Distinguished Associate Professor
Department of School Psychology
Faculty Council Chair-Chicago
The Chicago School of Professional Psychology
325 N. Wells Street #519
Chicago, IL 60654, USA
E-mail: eeusebio@thechicagoschool.edu

Introduction of Special Edition

Technology, Learning, and the Brain

This Special Edition of Psychology and Cognitive Sciences – Open Journal is entitled “Technology, Learning, and the Brain”. Information and digital technologies have reshaped teaching and learning in schools in addition to changing our students brains, but often not in ways anticipated by technology proponents. Technologies influence teaching and learning where schools have made significant use of assessment and instructional technologies to promote learning, whereas technologies for learners are somewhat limited from school contexts. Modern classrooms have experienced both advantages and disadvantages of innovative technologies and the benefits appear to far outweigh the obstacles. Newer technologies create newer challenges for teachers, but also open up potential new pathways for meaningful learning, innovative delivery models, and collaboration. Manuscripts from all disciplines of psychology, neuroscience, psychiatry, neurology, education, sociology, anthropology, and computer and information technology are invited to address this topic.

 

Editorial

Technology, Learning, and the Brain

Eleazar Cruz Eusebio, PsyD, NCSP*

Provisional PDF260 KB260 KB


 

Dr. E. Cruz Eusebio

(Guest Editor)