OBM Neurobiology is an international peer-reviewed Open Access journal published quarterly online by LIDSEN Publishing Inc. By design, the scope of OBM Neurobiology is broad, so as to reflect the multidisciplinary nature of the field of Neurobiology that interfaces biology with the fundamental and clinical neurosciences. As such, OBM Neurobiology embraces rigorous multidisciplinary investigations into the form and function of neurons and glia that make up the nervous system, either individually or in ensemble, in health or disease. OBM Neurobiology welcomes original contributions that employ a combination of molecular, cellular, systems and behavioral approaches to report novel neuroanatomical, neuropharmacological, neurophysiological and neurobehavioral findings related to the following aspects of the nervous system: Signal Transduction and Neurotransmission; Neural Circuits and Systems Neurobiology; Nervous System Development and Aging; Neurobiology of Nervous System Diseases (e.g., Developmental Brain Disorders; Neurodegenerative Disorders).
OBM Neurobiology publishes research articles, technical reports and invited topical reviews. Although the OBM Neurobiology Editorial Board encourages authors to be succinct, there is no restriction on the length of the papers. Authors should present their results in as much detail as possible, as reviewers are encouraged to emphasize scientific rigor and reproducibility.
Archiving: full-text archived in CLOCKSS.
Rapid publication: manuscripts are undertaken in 11.8 days from acceptance to publication (median values for papers published in this journal in the second half of 2021, 1-2 days of FREE language polishing time is also included in this period).
Implications of Technologies on the Brain Development in Younger Students
Submission Deadline: May 31, 2023 (Open) Submit Now
María Jose Hernández Serrano, PhD
Department of Theory and History of Education, University of Salamanca, Spain
Research interests: Innovating Digital competences, informal learning through technologies, promotion of creative and critical uses of the digital technologies, impacts of technologies on the cognitive and emotional brain.
Paula Renés Arellano, PhD
Department of Theory and History of Education, University of Cantabria, Spain
Research interests: ICT, media literacy, values and Learning and Teaching Styles
About This Topic
This Special Issue is open to broad studies bringing about discussion on how diverse digital tools and platforms interfere or enhance brain development of children and adolescents. Much of the debate focused on harmful effects (attention or memory deficits, screen overuse and addiction, sleep disruption, or emotional among others) while other studies are presenting experiences, programs or digital games concluding noticeable improvements on executive functions, together with the use of emerging neurotechnologies related to the study in real time of brain functions or t the analysis of teacher-student interactions. Contributions may include but are not limited to analyses of brain effects, interferences, enhancements or aids mediated by the use of different technologies, by measuring neural or functional activity, combined with other tools or instruments, in and out of the classroom environment or labs, and related to children, and adolescents including or not interactions with other agents, parents or educators
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