Neuropsychological indicators of learning in schoolchildren

The present review comprises an approach to the neuropsychological indicators involved in the learning process of schoolchildren. A brief description of this applied field "child neuropsychology" is made, describing from a theoretical approach the neuroanatomical functioning involved in these processes: language, visoperception, executive functions, memory, rhythm and laterality. The understanding of these variables is of interest for professionals in the area of Educational Psychology, since it favors the methodological adjustment during the evaluation and intervention of school-age children.