Em um estudo recente, Guadagnoli e Lee (2004) propuseram que o efeito de interferência contextual (IC) depende da dificuldade funcional de uma tarefa motora, com reversão do efeito de aprendizagem esperado quando a dificuldade imposta pela tarefa é elevada. No presente estudo esta hipótese foi testada em crianças na aprendizagem de uma tarefa de desenhos de padrões gráficos em uma base digitalizadora, recebendo feedback visual imediato invertido em um monitor de microcomputador. Foram avaliadas 30 crianças de 8-9 anos de idade, as quais foram designadas a três grupos: baixa IC, com prática variada entre blocos de tentativas possuindo o mesmo padrão gráfico; alta IC, com variação aleatorizada dos padrões gráficos entre as tentativas dentro de cada bloco; e controle, sem prática na tarefa. Após a etapa de prática, o tempo de movimento foi comparado entre os grupos em testes de retenção, transferência ipsilateral e transferência contralateral de aprendizagem. Os resultados mostraram que os dois grupos experimentais obtiveram resultados semelhantes de aprendizagem em todas as avaliações realizadas, com ambos os grupos apresentando resultados superiores ao grupo controle. A ausência de diferença entre os grupos experimentais indica que ambos os modos de variar a prática, sob baixa e alta IC, induziram efeitos semelhantes de aprendizagem, oferecendo apenas suporte parcial à hipótese de Guadagnoli e Lee. A vantagem dos grupos experimentais no teste de transferência contralateral indica que a adaptação devida à aprendizagem da tarefa não foi específica ao sistema neuromuscular empregado durante a prática / In a recent study, Guadagnoli and Lee (2004) proposed that the contextual interference (CI) effect depends on the functional difficulty of a motor task, with reversion of the expected learning effect when the difficulty imposed by a task is high. In the present study that hypothesis was tested in children in the learning of a task of drawing graphic patterns on a digitizing tablet while receiving immediate inversed visual feedback on a microcomputer monitor. Thirty 8-9 year-old children were assessed, who were assigned to three groups: low CI, with variability between blocks of trials composed of the same graphic pattern; high CI, with random variability within blocks of trials; and control, without practice on the task. Following the practice phase movement time was compared between the groups in retention, ipsilateral transfer, and contralateral transfer tests. Results showed that both experimental groups achieved similar results of learning in all tests, with the two groups presenting better results in comparison with the controls. Absence of difference between the experimental groups indicates that both modes of practice variability, under low and high CI, induced similar effects of learning, offering only partial support for the Guadagnoli and Lees hypothesis. The advantage of the experimental groups over the controls in the contralateral transfer of learning indicates that adaptation was not specific to the neuromuscular system employed during practice

O objetivo do presente estudo foi investigar o efeito da interferência contextual na aprendizagem de habilidades motoras em função de diferentes testes de retenção. Quatro diferentes intervalos de retenção foram empregados: (10m) 10 minutos (24h) 24 horas, (07d) sete dias, e (30d) 30 dias após a fase de aquisição. Cento e quarenta e quatro estudantes universitários, homens (n=88) e mulheres (n=56), com idade média de 21,9 anos (±3,2), todos voluntários e sem experiência com a tarefa, foram divididos em dois grupos de prática variada: aleatória e blocos. A tarefa consistiu em arremessar dardos de salão em um alvo circular com a mão dominante, a fim de acertar o seu centro. Participantes realizaram a tarefa em três distâncias diferentes do alvo (2,00m, 2,60m e 3,20m). O experimento consistiu de duas fases: aquisição (90 tentativas) e retenção (18 tentativas). O desempenho foi analisado em termos de magnitude (somatória de pontos) e variabilidade (coeficiente de variação dos pontos). Os resultados mostraram que todos os grupos melhoraram o desempenho na fase de aquisição e o mantiveram na fase de retenção. Além disso, concernente ao objetivo deste estudo, nenhuma diferença entre os grupos foi verificada no teste de retenção / The objective of the present study was to investigate the contextual interference effect in the motor skills learning in function of different retention tests. Four different retention intervals were employed: (10m) ten minutes, (24h) twenty-four hours, (07d) seven days, and (30d) thirty days after the acquisition phase. One hundred and forty-four college students, men (n=88) and women (n=56), mean age 21.9 years (±3.2), all volunteers and without experience with the task, were divided into two groups of varied practice: random and blocks. The ask consisted of throwing darts at a circular target (dartboard), with the dominant hand, in order to hit its center. Participants performed the task at three different target distances (2,00m, 2,60m, and 3,20m). The experiment consisted of two phases: acquisition (90 trials) and retention (18 trials). Performance was analyzed by magnitude (sum of points) and variability (coefficient of variation of points). Results showed that all groups improved the performance in the acquisition phase, and that it was kept in the retention test. Moreover, concerned to the aim of this study, no difference between the groups was found in the retention test

O objetivo do presente trabalho foi investigar os efeitos da interferência contextual em função das dificuldades funcional e nominal da tarefa. Participaram do estudo 160 adultos de ambos os sexos. Os participantes divididos em grupos de experientes e inexperientes praticaram uma tarefa simples ou complexa de timing coincidente, sob regime aleatório ou por blocos, totalizando oito grupos experimentais. As medidas de desempenho foram os erros absoluto, variável e constante. Os resultados não mostraram diferenças entre os grupos de prática aleatória e por blocos em nenhuma das condições de dificuldade (nominal e funcional). Sendo assim, concluiu-se que o efeito da interferência contextual não é dependente das dificuldades funcional e nominal da tarefa / The objective of this study was to investigate the effect of contextual interference due to the lack of functional and nominal task. The study included 160 adults of both sexes. Participants were divided in groups of experience and inexperience, which performed a simple or complex task of coincident timing, under random or blocked schedule. It resulted in eight experimental groups. Performance measures were the absolute, variable, and constant errors. Results did not show differences between random and blocked groups in all conditions of difficult (nominal and functional). Therefore, it was conclude that the effect of contextual interference is not dependent of the nominal and functional difficulties of the task

É sabido que a população idosa vem aumentando em números relativamente altos, gerando preocupações em relação aos cuidados que necessitam. Uma forma de idosos se manterem ativos é através da aprendizagem de novas habilidades motoras. Neste sentido, foram encontrados poucos estudos envolvendo a população idosa e o efeito da interferência contextual, particularmente estudos que utilizassem habilidades esportivas como tarefa. O objetivo do estudo foi investigar se há o efeito da interferência contextual na aprendizagem de uma habilidade esportiva em idosos. Foram selecionados para participar do estudo quarenta idosos (65-80 anos), fisicamente ativos, que foram divididos aleatoriamente em dois grupos: prática variada aleatória; e prática variada em blocos. A tarefa praticada foi o arremesso a ponto do jogo de bocha e bola deveria atingir três alvos nas distâncias de 2, 4 e 6 metros. A prática constou de 120 tentativas divididas em duas sessões de prática. Foram realizados dois testes de Retenção (10min e 24h) e também dois testes de Transferência (24 horas), sendo um realizado com a mão preferencial e outro com a mão não preferencial do participante, com o alvo à 5 metros. As medidas de desempenho utilizadas foram o erro radial, o desvio padrão do erro radial e a frequência de erros grosseiros. Também foram realizadas medidas cinemáticas, como amplitude, velocidade média e pico de aceleração de deslocamento da bola no forwardswing; e velocidade de soltura da bola. Na comparação entre os grupos de prática, não foi encontrada diferença no erro radial ou no desvio padrão do erro (p > 0,05), mas na frequência de erros grosseiros houve diferença entre os grupos apenas na fase de aquisição (p < 0,05). Além disso, as análises inferenciais referentes às medidas cinemáticas nos testes de retenção e transferência, tanto da velocidade média como da velocidade de soltura, mostraram que os idosos de ambos os grupos mudaram a velocidade nos testes (p < 0,05), provavelmente procurando ajustar o movimento. Correlações de Pearson foram realizadas entre medidas de desempenho e medidas cinemáticas e observou-se apenas uma correlação fraca entre o erro radial e a amplitude de deslocamento da bola no teste de transferência com a mão não preferencial (p < 0,05). Em conjunto, os resultados mostraram que os grupos apresentaram desempenho semelhante em ambas as estruturas de prática (aleatória e blocos) e, portanto, não houve efeito da interferência contextual na aprendizagem de idosos nesta habilidade esportiva. No entanto, pode ser argumentado que o controle adequado de força necessário no arremesso a ponto possa exigir maior tempo de prática para ser adquirido / It is known that the elderly population is increasing in relatively high numbers, generating concerns about the care they need. A form of seniors remain active is through the learning of new motor skills. In this sense, few studies involving the elderly population and the contextual interference effect have been found, particularly, studies that used sports skills as task. The objective of this study was to investigate if there is the contextual interference effect on sports skill learning in elderly. We selected 40 old persons (65-80 years old), physically active, which were divided randomly into two groups: random varied practice; and practice varied in blocks. The task was the throwing practiced at the bocce game, in which the ball should reach three targets at distances of 2, 4 and 6 meters. The practice consisted of 120 attempts divided into two practice sessions. Two Retention tests were conducted (10 min and 24 hours) and also two Transfer tests (24 hours), being performed with the preferential hand and also with the non-preferential hand of the participant, with the target at 5 meters. The performance measures used were the radial error, the standard deviation of radial error and frequency of gross errors. Kinematic measures were also used, such as amplitude, average speed and peak of acceleration in the displacement of the ball on the forwardswing; and also, speed of release of the ball. Comparisons between the practice groups, found no difference in the radial error or the standard deviation of the error (p > 0.05), but in the frequency of gross errors, there was a difference between the groups only at the acquisition phase (p < 0.05). In addition, the inferential analysis on retention and transfer tests, both the average speed as the speed of release, showed that the elderly of both groups have changed the speed (p < 0.05), probably trying to adjust the movement. Pearson correlations were performed between performance and kinematic measures and there was only a weak correlation between the radial error and amplitude on the transfer test with the non-preferential hand (p < 0.05). Overall, the results showed that the groups have similar performance on both practice structures (random and blocks) and, therefore, there was no effect of contextual interference in learning this sport skill by the elderly. However, it can be argued that the proper control of force needed in this task may require more practice time to be acquired

Online handwritten mathematical expressions consist of sequences of strokes, usually collected through a touch screen device. Automatic recognition of online handwritten mathematical expressions requires solving three subproblems: symbol segmentation, symbol classification, and structural analysis (that is, the identification of spatial relations, as subscript or superscript, between symbols). A main issue in the recognition process is ambiguity at symbol or relation levels that often leads to several likely interpretations of an expression. Some methods treat the recognition problem as a pipeline process, in which symbol segmentation and classification is followed by structural analysis. A main drawback of such methods is that they compute symbol level interpretations without considering structural information, which is essential to solve ambiguities. To cope with this drawback, more recent methods adapt string parsing techniques to drive the recognition process. As string grammars were originally designed to model linear arrangements of objects (like in text, where symbols are arranged only through left-to-right relations), non-linear arrangements of mathematical symbols (given by the multiple relation types of mathematics) are modeled as compositions of production rules for linear structures. Then, parsing an expression involves searching for linear structures in the expression that are consistent with the structure of the production rules. This last step requires the introduction of constraints or assumptions, such as stroke input order or vertical and horizontal alignments, to linearize the expression components. These requirements not only limit the effectiveness of the methods, but also make difficult their extension to include new expression structures. In this thesis, we model the recognition problem as a graph parsing problem. The graph-based description of relations in the production rules allows direct modeling of non-linear mathematical structures. Our parsing algorithm determines recursive partitions of the input strokes that induce graphs matching the production rule graphs. To mitigate the computational cost, we constrain the possible partitions to graphs derived from sets of symbol and relation hypotheses, calculated using previously trained classifiers. A set of labels that indicate likely interpretations is associated to each symbol and relation hypothesis, and treatment of ambiguity at symbol and relation levels is left to the parsing process. The parsing algorithm builds a forest in which each tree corresponds to an interpretation coherent with the grammar. We define a score function, optimized through training data, that associates a cost to each tree. We then select a tree with minimum cost as result. Experimental evaluation shows that the proposed method is more accurate than several state of the art methods. Even though graph parsing is a computationally expensive process, the use of symbol and relation hypotheses to constrain the search space is able to effectively reduce complexity, allowing practical application of the process. Furthermore, since the proposed parsing algorithm does not make direct use of structural particularities of mathematical expressions, it has potential to be adapted for other two-dimensional object recognition problems. As a secondary contribution of this thesis, we have proposed a framework to automatize the process of building handwritten mathematical expression datasets. The framework has been implemented in a computer system and used to generate part of the samples used in the experimental part of this thesis. / Expressões matemáticas manuscritas online estão constituídas por sequências de traços. O reconhecimento automático de tais expressões requer a solução de três subproblemas: segmentação de símbolos, classificação de símbolos e análise estrutural (isto é, a identificação de relações espaciais, tais como sobrescrito e subscrito, entre símbolos). Uma das dificuldades principais do problema é a ambiguidade no nível de símbolos ou relações, que frequentemente sugere várias possíveis interpretações de uma mesma expressão. Alguns métodos de reconhecimento tratam o problema de maneira sequencial, onde um processo de segmentação e classificação de símbolos é seguido de análise estrutural. Um problema principal de tais métodos é que eles determinam interpretações no nível de símbolos sem considerar informação estrutural, a qual é importante para solucionar ambiguidades. Para solucionar esse problema, métodos mais recentes adaptaram técnicas de parsing de strings. Dado que gramáticas de strings foram originalmente projetadas para modelar arranjos lineares de tokens (como texto, onde símbolos são arranjados de esquerda a direita), a estrutura não linear dos símbolos matemáticos (dada pelos multiples tipos de relações espaciais) é modelada como uma composição de regras de produção de estruturas lineares. Dessa maneira, o parsing de uma expressão consiste em determinar estruturas lineares na expressão que são consistentes com as estruturas das regras de produção. Esse último passo requer a introdução de restrições, baseadas na definição de uma ordem em relação ao tempo ou espaço, para linearizar os componentes da expresão. Os requerimentos das gramáticas de strings não apenas limitam a efectividade dos métodos, mas também dificultam a extensão dos métodos na inclusão de novas estruturas. Neste trabalho, o problema de reconhecimento de expressões matemáticas é modelado como um problema de parsing de grafos. A representação por meio de grafos nas regras de produção permite uma representação direta das estruturas não lineares das expressões matemáticas. O algoritmo de parsing determina partições dos traços de entrada que induzem grafos isomorfos aos grafos das regras de produção. Para mitigar o custo computacional, restringimos as possíveis partições a aquelas derivadas de um conjunto de possíveis símbolos e relações identificados por classificadores previamente treinados. Um conjunto de rótulos que indica interpretações alternativas é associado a cada símbolo e relação; a decisão da melhor interpretação é realizada pelo parser. O parser construi uma floresta na qual uma árvore representa uma possível interpretação da entrada, e atribui um custo de interpretação para cada árvore, baseado nas relações e símbolos definidas na árvore. O resultado do reconhecimento é dado pela extração de uma árvore com custo mínimo. Resultados experimentais do método proposto mostram um melhor desempenho em comparação com vários métodos descritos na literatura. A pesar do parsing de grafos ser um processo computacionalmente caro, a restrição do espaço de busca proposto reduz a complexidade o suficiente para permitir uma aplicação prática da abordagem. Adicionalmente, dado que a abordagem não pressupõe estruturas particulares das expressões matemática, o método tem potencial para ser adaptado para o reconhecimento de outras estruturas bidimensionais. Uma contribuição secundaria deste trabalho é o desenvolvimento de uma framework para construção automática de bancos de dados de expressões matemáticas manuscritas. A framework tem sido implementada num sistema usado para criar parte das amostras de expressões usadas para avaliação do método de reconhecimento.

En la presente investigación se buscó determinar cuál es el impacto de la Inteligencia Emocional en el desempeño de los colaboradores de una empresa de tecnología en Lima Metropolitana. El método de la investigación es descriptiva – explicativa. Se aplicó una encuesta en una muestra de 300 colaboradores de diversas áreas y de los cuatro Business United de la organización, identificándose tres subvariables específicas para medir la inteligencia emocional: Atención Emocional, Claridad Emocional y Regulación Emocional y para el desempeño contextual y desempeño de tareas. En cuanto a los resultados encontramos que el coeficiente de Correlación de Spearman es 0.780, en consecuencia, se puede afirmar que, el manejo de la Inteligencia Emocional de los colaboradores impacta significativamente en su desempeño en una empresa de tecnología en Lima Metropolitana. Asimismo, considerando la tendencia creciente de los puntajes de dispersión y el signo positivo r=0.780, se puede afirmar que la relación es directa, es decir, si el puntaje de inteligencia emocional se incrementa, se estima que el puntaje de desempeño laboral también se incrementa. En conclusión, la inteligencia emocional fue categorizada en 3 niveles: bajo, medio y alto. Se observa que la mayoría de los colaboradores tienen alto nivel de inteligencia emocional, esta representa el 63.3% del total de colaboradores; le sigue el nivel medio con el 34.3% y solo el 2.3% tienen nivel bajo. En el caso del desempeño laboral fueron categorizados en 3 niveles: malo, regular y bueno; obteniendo como resultados de que la mayoría de los colaboradores tienen buen desempeño laboral, esta representa el 58.3% del total de colaboradores. El 41% de colaboradores tienen desempeño medio, y solo el 0.7% tienen un mal desempeño. / In this research, we sought to determine what is the impact of Emotional Intelligence on the performance of the collaborators of a technology company in Metropolitan Lima. The research method is descriptive - explanatory. A survey was applied in a sample of 300 collaborators from different areas and from the four Business Units of the organization, identifying three specific variables to measure emotional intelligence: Emotional Attention, Emotional Clarity and Emotional Regulation and for contextual performance and task performance. Regarding the results, we found that the Spearman correlation coefficient is 0.780, consequently, it can be affirmed that the management of the Emotional Intelligence of the employees has a significant impact on their performance in a technology company in Metropolitan Lima. Also, considering the increasing tendency of the dispersion scores and the positive sign r = 0.780, it can be affirmed that the relationship is direct, that is, if the emotional intelligence score is increased, it is estimated that the work performance score is also Increase In conclusion, emotional intelligence was categorized into 3 levels: low, medium and high. It is observed that most of the collaborators have a high level of emotional intelligence, this represents 63.3% of the total number of collaborators; the average level follows with 34.3% and only 2.3% have a low level. In the case of work performance, they were categorized into 3 levels: bad, regular and good; Obtaining as a result that most of the collaborators have good work performance, this represents 58.3% of the total of collaborators. 41% of employees have average performance, and only 0.7% have poor performance. / Trabajo de Investigación

Digitalization in work environment has been a trend in recent years and has profound impact on the way people work. We see the application of digital technologies in workplace greatly benefits people’s daily work, but we also notice health problems such as stress and pressure caused by poorly designed software systems. Two methods, to be used in software development, were proposed to improve the user experience of the software systems. The methods, Contextual Persona method and Contextual Think-Aloud method are supposed to extend IT professionals’ understanding of contextual factors when developing software systems. In this paper, we study students’ perception on the usage of the contextual methods through questionnaire-based survey. We identified the positive and negative aspects of using the contextual methods, and suggestions for improvement. Moreover, we conclude that using the contextual methods is helpful to deliver software systems that are well suited in users’ work environment, and therefore provide a better user experience for the users.

Philosophy, Practical and Systematic Theology

No description available.

<p>Technological advancements in computing have led to a reality where computational devices are more mobile, connected and context aware than ever before. Several of these devices are primarily designed for or support the creation of digital content via built-in or attachable sensors, e.g. mobile phones. The portability and connectivity of mobile devices make them suitable tools to support learning experiences; their features can be used to generate digital content and metadata related to the particular learning situation. These types of objects, referred to as Emerging Learning Objects (ELOs), introduce challenges in terms of metadata enrichment as their metadata should reflect aspects related to the particular learning situation in which they were created to be properly indexed. A claim made in this thesis is that semantic interoperability of ELO metadata is an integral concern that needs to be explored in order to benefit from these metadata outside custom tailored applications and systems. Therefore, the main research question explored in this thesis focuses on the ability to enrich ELOs with semantically interoperable contextual metadata.</p><p>This thesis is comprised of a collection of five peer-reviewed articles that describe interrelated stages of research in pursuit of an answer to the main research question. The overall research process consisted of three main stages: a literature review; the development a system artefact; and the exploration of the technological solution (Linked Data) applied in the system artefact. An instantiation of the Unified Process guided the development of the system artefact.</p><p>The outcomes of these activities provide insights on how to perceive the relationship between context and contextual metadata, as well as properties related to a particular technological solution, namely data distribution, flexibility and expressivity. In order to decouple the findings from a particular instance of technology, a generalization effort in the analysis identified two generic factors that affect the semantic interoperability of metadata: the level of ontological consensus and the level of metadata expressivity. The main conclusion of this thesis is that until the constituent parts of context are agreed upon, metadata expressivity is an important feature for promoting semantic interoperability of ELO contextual metadata.Technological advancements in computing have led to a reality where computational devices are more mobile, connected and context aware than ever before. Several of these devices are primarily designed for or support the creation of digital content via built-in or attachable sensors, e.g. mobile phones. The portability and connectivity of mobile devices make them suitable tools to support learning experiences; their features can be used to generate digital content and metadata related to the particular learning situation. These types of objects, referred to as Emerging Learning Objects (ELOs), introduce challenges in terms of metadata enrichment as their metadata should reflect aspects related to the particular learning situation in which they were created to be properly indexed. A claim made in this thesis is that semantic interoperability of ELO metadata is an integral concern that needs to be explored in order to benefit from these metadata outside custom tailored applications and systems. Therefore, the main research question explored in this thesis focuses on the ability to enrich ELOs with semantically interoperable contextual metadata. This thesis is comprised of a collection of five peer-reviewed articles that describe interrelated stages of research in pursuit of an answer to the main research question. The overall research process consisted of three main stages: a literature review; the development a system artefact; and the exploration of the technological solution (Linked Data) applied in the system artefact. An instantiation of the Unified Process guided the development of the system artefact.The outcomes of these activities provide insights on how to perceive the relationship between context and contextual metadata, as well as properties related to a particular technological solution, namely data distribution, flexibility and expressivity. In order to decouple the findings from a particular instance of technology, a generalization effort in the analysis identified two generic factors that affect the semantic interoperability of metadata: the level of ontological consensus and the level of metadata expressivity. The main conclusion of this thesis is that until the constituent parts of context are agreed upon, metadata expressivity is an important feature for promoting semantic interoperability of ELO contextual metadata.</p>