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Cognitive Support Tools for a Pre-Performance Routine in a Darts Game

This paper describes two types of a cognitive support tool for a pre-performance routine (PPR) in darts game. PPRs entail the performance of determined motions before an action and are often executed in sports for the purpose of removing stress or raising concentration. The concentration-stabilizing phenomenon was discovered by the previous research and it determined that the phenomenon appears more conspicuous in the case of experts and PPRs. A tool using a simple brainwaves sensor has been designed and shows us the current status of concentration and notifies us of the concentration-stabilizing phenomenon on a tablet computer. Another tool has been developed on a smart watch with a heart rate sensor. The smart watch indicated heartbeat as a “beep” sound to a user. It was designed based on a result that indicated that darts game scores tend to improve by throwing immediately after a heartbeat. The effectiveness of the tools was verified in several experiments.

Cognitive Support Tools for Pre-Performance Routine in Darts Game

This paper describes two types of a cognitive support tool for a pre-performance routine (PPR) in darts game. PPRs entail the performance of determined motions before an action and are often executed in sports for the purpose of removing stress or raising concentration. The concentration-stabilizing phenomenon was discovered by the previous research and it determined that the phenomenon appears more conspicuous in the case of experts and PPRs. A tool using a simple brainwaves sensor has been designed and shows us the current status of concentration and notifies us of the concentration-stabilizing phenomenon on a tablet computer. Another tool has been developed on a smart watch with a heart rate sensor. The smart watch indicated heartbeat as a “beep” sound to a user. It was designed based on a result that indicated that darts game scores tend to improve by throwing immediately after a heartbeat. The effectiveness of the tools was verified in several experiments.

Cognitive Accessibility and Support in Special Education

This work describes an assistive technology development for cognitive support and training to be used by children of special education schools in Spain. Design is based on and guided by cognitive support findings coming from a long-term collaboration of a team of engineers (University of Zaragoza) and special education teachers (Alborada Special Education School, Zaragoza). The description starts by providing a structure of such findings in five cognitive-social areas (interface usability, virtual representations understanding, time orientation, self-awareness, and social interaction). Design requirements are extracted by applying those findings to four support services (home control, time orientation, behavior contention, and context anticipation). Technological system description follows, together with the degree of implementation and testing for each service. A major result is the benefit of using a services interface with the same structure and appearance as the alternative and augmentative communication system that children are already acquainted with. Based on regulatory conditions, the needed flexibility, and reduced available budgets, this support platform is built on mainstream technology and low-cost single-board computers with standard databases and free software packages. Results show evidence of benefit in children’s cognitive and social performance, in addition to offering a technological tool for deeper educational research.

Managing Latin: support and intratextual translation as mediation strategies in the history of English

Our study maps the practices of managing Latin in English texts from over a thousand years. Mediation is a communicative activity which involves explaining the content of a conversation or text to another person. In contexts of multilingual writing, this is typically self-mediation, which a writer may perform by complementing code-switches with intratextual translations in the text. The data for the study are drawn from corpora of English historical texts, dictionaries and manuscripts, and mediation is analyzed in terms of support, intratextual translation and flagging. The findings show that while cognitive support helps a reader understand all of the content of the text, intratextual translation may also have relational functions, where the reader is expected to understand both languages used, as when code-switching and translation are a vehicle for humor. Intratextual translation can also be used to add credibility to the writer’s argument or to link it to a broader discussion on the topic. Mediation is also facilitated by flagging code-switching and intratextual translation metalinguistically or visually. Support is needed for Latin as a language which has always been part of relatively few English-speakers’ repertoire, but these strategies are expected to apply to other language pairs as well.

Las tutorías y las emociones del estudiante universitario

The objective of this article was to analyze the interaction that have mentoring and emotions in the college student. This topic has brought great interest in the educational field as a way to improve the educational and socioemotional development of the students of the bachelor in Science of education in the Faculty of Science, Education and Humanities of the UAdeC; which are assisted through the Institutional Program of mentoring that today is overriding for the integral accompaniment of the college student where the orientation and cognitive support is attended for the student’s academic development; Likewise the emotional element, serving the same emotional education in learning, application and strategy practices, cognitive, skill values, socialization and self-control for an integral education. Consequently, emotions alert the danger of a situation within the educational praxis and mentoring in the possibilities of success or failure when faced. The ample is conformed by a total of 155 students of bachelor’s in science of Education.