🚀 Neuropsychological Innovation and the Transformation of Education in Panama (Participation in INS Philadelphia 2026)

The participation of the Comprehensive Center for Educational Neuropsychology (Neuropsyedu) in the 54th Annual Meeting of the International Neuropsychological Society (INS), held in Philadelphia from February 4 to 7, 2026, represents a technical and professional milestone for our Center, representing benefits not only in Panama, but in the region.

Under the motto "Neuropsychology in the age of innovation", scientists from various parts of the world presented research that is redrawing clinical protocols, moving towards a Precision Neuropsychology based on objective data and ecological validity.

This event has given us several reflections on how Neuropsychology can contribute to the improvement of learning and education in our Panamanian educational system and, why not, in the region.

🔬 Science and Education in Panama: Findings from INS Philadelphia 2026 that are Changing School Success

In modern education, the difference between stagnation and academic progress often lies in the accuracy of the diagnosis and in specialized therapeutic and educational follow-up . Recently, Mario Pimentel and Susan Navarro participated in the 54th Annual Meeting of the International Neuropsychological Society (INS) in Philadelphia, where leading scientists and researchers presented the latest advances that are revolutionizing our field.  

🧠 Ecological Validity: Understanding the child in their "Real World"

One of the most important scientific consensuses was the need for Ecological Validity . Traditional office-based assessments, while valuable, often fail to capture the real-world challenges in the classroom or during homeschooling .

Current research underscores that "office" tests have inherent limitations in predicting actual functioning. As highlighted in recent studies, cognition is not a static trait but a dynamic process that fluctuates depending on the context and time of day. The INS 2026 emphasized the use of:

  • Ecological Momentary Assessment (EMA): This approach allows for the monitoring of symptoms in the natural environment using electronic devices to capture the student's reality without memory bias. EMA is fundamental for capturing intraindividual cognitive variability, offering a much more representative picture of the child's daily performance than a single assessment in an artificial environment (Ehlers et al., 2023).

  • Digital Cognitive Assessment: The shift towards digital tools allows for frequent and contextualized assessments, facilitating a granular understanding of how environmental factors affect attention and executive functions in real time (Röhr et al., 2023).

✍️ Reading and Writing as "Executive Challenges"

Many students in Panama struggle with essay writing or understanding complex texts. Research presented in Philadelphia clarifies that these processes are not just "language skills," but rather depend on Executive Functions .  

  • Working Memory: The ability to retain the objective of a text while developing an idea.  

  • Cognitive Flexibility: Vital for processing figurative meanings (such as metaphors) and alternating perspectives in comparative tasks.  

  • Inhibitory Control: Essential for filtering distractions and reviewing mistakes effectively.  

🌍 Neuropsychological Assessment and Acculturation in Bilingual Populations

🇵🇦 Panama has historically been a transit country, and this is closely related to cultural factors. Scientists at the INS emphasized that the process of acculturation and bilingualism changes the way the brain processes information.  

As a neuropsychologist, and following our participation in INS Philadelphia 2026 , it is crucial to delve deeper into how Panama's multicultural identity demands an evolution in our assessments. The scientists at the event, led by figures such as Dr. Mónica Rivera Mindt, emphasized that innovation is not only technological but also methodological: we must move toward Precision Brain Health that understands the individual within their systemic and cultural context.

Here I detail the key findings of the presentations and a deeper look at the impact of acculturation:

The Concept of Acculturation in Neuropsychology

Acculturation is not a static state, but rather the dynamic process of social, psychological, and cultural change that occurs when an individual finds equilibrium between two or more cultures. In a transit country like Panama, this factor is often a stronger predictor of performance on neuropsychological tests than ethnicity or educational level.

  1. Beyond demographics: INS 2026 called for "rethinking demographic-based norms." It is not enough to adjust for age or education; we must consider the social determinants of health (SDOH) and how life experience in different cultural environments shapes the functional architecture of the brain.

  2. Impact on processing: Acculturation influences familiarity with test stimuli, problem-solving strategies, and attitudes toward assessment itself. A child who has recently undergone acculturation may process information differently than one who has grown up in a stable environment.

Overcoming the "Best Language Doctrine"

One of the most disruptive points presented in Philadelphia is that many multilingual people don't have a single "best language." Linguistic competence is domain- or function-dependent.

  • Academic Language: A student in Panama can be much more proficient in English for scientific, mathematical, and quantitative thinking concepts because it is the language of their school instruction.

  • Home Language: That same student usually prefers their native language for daily communication, the expression of emotions, art, and moral reasoning.

  • Translinguistics: It is vital to recognize "translinguistics" as a natural cognitive process where the brain mixes languages in thought and communication, rather than viewing them as isolated compartments.

Clinical Responsibility and Cultural Humility

The neuropsychologist, within his interview process, has the duty to investigate cultural determinants.

  • Rigorous Research: The neuropsychologist has the primary responsibility to investigate the patient's culture and language before, during, and after the evaluation. This includes taking a thorough cultural and linguistic history with the family.

  • Cultural Humility: We must be aware of our own biases, assumptions, and stereotypes. "Cultural humility" implies a genuine curiosity to learn about the client's reality, consulting with cultural experts when necessary.

🏠 Homeschooling: Science applied to autonomy

For families who have chosen homeschooling in Panama , precise neuropsychological research is their best ally. By identifying the specific profile of executive functions (logical and emotional), parents can structure learning in a way that fosters self-regulation, reduces frustration, and maximizes the student's cognitive capital.

🧠 A bridge between Neurocognitive Health and the Educational System

One opportunity for the Panamanian Education System is that clinical reports can be used to generate real strategies and tools in the classroom, for the benefit of neurodiversity.

🧠 Executive Functions and Education: The Bridge

At the International Neuropsychological Society (INS 2026) congress, the importance of addressing executive dysfunction as a central axis for academic success and personal autonomy was highlighted.

What is Executive Dysfunction?

This refers to the difficulty in managing the cognitive processes that allow us to plan, focus our attention, remember instructions, and successfully multitask. According to the presentation "Planning & Organization," it is divided into key components:

  • Planning: The ability to set and prioritize goals, anticipate future developments, and determine the steps necessary to complete objectives.

  • Organization: Involves classifying information, identifying key concepts or ideas, and synthesizing topics.

  • Organization of Materials: Keep belongings and personal items in an organized manner.

Populations at Higher Risk

The research presented at the INS identifies specific groups with high vulnerability to failure in these areas:

  1. Neurodevelopmental Conditions: ADHD and Autism Spectrum Disorders (ASD).

  2. Psychiatric Conditions: Depression and concerns about substance use.

  3. Medical History: Premature births or exposure to substances in utero .

  4. Neurological Injuries: Traumatic brain injuries (TBI) and brain tumors.

  5. Neurological Conditions: Epilepsy and Multiple Sclerosis.

Relationship with Academic Performance

Executive dysfunction is not a lack of intelligence, but rather an "execution problem." In the school or homeschooling setting, this translates to:

  • High frustration: When unable to start or finish complex tasks.

  • Difficulty in self-regulation: Problems managing emotions when faced with academic challenges.

  • Lack of autonomy: Excessive dependence on parents or guardians to organize daily life.

🏆 International Support and Scientific Rigor

Our professional membership in the INS guarantees that the protocols applied in Panama City are aligned with global scientific research .  

For neuropsychology consultations, please feel free to write to us or call us at +507 6535 6362 and we will be happy to assist you.

📚 Bibliographic References

✅ Ehlers, J., Röhr, S., Zöllinger, I., Riedel-Heller, SG, & Pabst, A. (2023). Ecological momentary assessment of cognition: a scoping review. BMJ Open, 13 (9), e077222. https://doi.org/10.1136/bmjopen-2023-077222

✅ Röhr, S., Ehlers, J., Zöllinger, I., Riedel-Heller, SG, & Pabst, A. (2023). Digital cognitive assessment: a scoping review. Journal of Medical Internet Research, 25 , e45028. https://doi.org/10.2196/45028