No description available.

Avec l'avènement de la téléphonie et des réseaux mobiles, l'impact des radiofréquences (RF) sur la santé humaine est plus que jamais un sujet d'actualité. Les résultats des recherches Homme et animal restent controversés et ne permettent pas de conclusion définitive sur l’existence ou non d’effets des RF, notamment sur le cerveau. Ainsi, nos résultats montrent que chez le rat, jeune, adulte et âgé, une exposition de 3 mois à un signal LTE 4G (900 MHz, 61V/m, DAS = 0,33 W/kg) n’a aucun effet sur l’apprentissage et la mémoire spatiale récente et ancienne, ni sur l’anxiété ou la locomotion. L’expression des gènes a été étudiée par séquençage haut débit des ARNm, en conditions "Basal" et "Apprentissage" dans l’hippocampe dorsal et le cortex préfrontal médian. Nos résultats montrent que des gènes appartenant à des regroupements fonctionnels spécifiques sont modulés en réponse à l’exposition aux RF dans l'hippocampe dorsal en condition "Basal" et dans le cortex préfrontal médian, pendant et suite à un apprentissage spatial. Cependant, il est important de noter que ces modulations génétiques n'impactent pas le rappel d'un souvenir récent ou ancien. En perspective, il sera important de connaître les possibles répercussions que ces régulations peuvent avoir à plus long terme sur le fonctionnement cérébral. / The increasing development of mobile phone technology and networks raises the question of the impact of electromagnetic fields in the radiofrequency range (RF) on human health and well-being. However, data from humans and animal scientific research remain controversial and do not allow to conclude about potential harmful effects of RF, particularly on the brain. Thus, our results showed that, in young, adult and aged rats, a chronic exposure (3 months) to a 4G LTE signal (900 MHz, SAR = 0.33 W/kg, 61V/m) had no impact on spatial learning and long-term memory, nor on anxiety and locomotion. Gene expression was studied using high throughput RNA sequencing in the dorsal hippocampus and medial prefrontal cortex, both in "Basal" and "Learning" conditions. Our results show that some genes belonging to specific functional groups were modulated by RF in the dorsal hippocampus in "Basal" condition and, in the median prefrontal cortex during and after spatial learning. However, it is to note that these gene expression modulations have no impact on recent or remote memory. In perspective, it will be important to explore the potential effects of such changes in brain functioning.

La théorie standard de la consolidation postule que l’information est initialement encodée dans le réseau hippocampo-cortical, créant une trace mnésique au sein de l’hippocampe (HIP). Au cours du temps, la trace est transférée au cortex préfrontal médian (CPFm), et notamment au cortex cingulaire antérieur (CCA). À la suite de lésion des noyaux reuniens et rhomboide (ReRh), réciproquement connectés à l’HIP et au CPFm, le souvenir spatial se forme normalement mais ne persiste pas dans le temps. Ainsi, nous avons évalué l’impact de la lésion ReRh sur la plasticité structurale sous-tendant la persistance du souvenir spatial. Des rats lésés ReRh ont été entraînés en piscine de Morris et testés pour un rappel récent (5j) ou ancien (25j). La plasticité structurale a été évaluée par coloration de Golgi dans l’HIP et le CPFm. La lésion ReRh n'avait aucun effet sur l’apprentissage et le souvenir récent, mais a altéré celui du souvenir ancien. Dans le CA1 des rats Sham, le nombre d'épines dendritiques a été augmenté aux deux délais (5 et 25j) post-acquisition comparé au niveau basal. Après la lésion, cette augmentation n’a pas persisté entre 5 et 25j. Dans le CCA des rats Sham, le nombre d'épines dendritiques a été augmenté uniquement à 25j comparé au niveau de base, une modification non observée chez les rats lésés. Ainsi, à la lésion des noyaux ReRh perturbe la plasticité structurale sous-tendant le souvenir spatial ancien indiquant un rôle crucial de ces noyaux dans l’établissement d’un souvenir persistant. / The standard model of systemic consolidation posits that information is initially encoded in the hippocampo-neocortical network, the memory trace being first created in the sole hippocampus (HIP). Over time, the trace is progressively transferred to modules of the medial prefrontal cortex (mPFC), particularly to the anterior cingulate cortex (ACC). Following lesions of the thalamic reuniens and rhomboid nuclei (ReRh), which are reciprocally connected with both the Hipp and mPFC, a spatial memory forms normally but does not persist (Loureiro et al 2012). Therefore, we assessed the impact of ReRh lesions on structural plasticity underlying spatial memory persistence. Male Long-Evans rats subjected to NMDA lesions of the ReRh nuclei were trained in the Morris Water Maze and tested for retrieval of recent (5 days) or remote (25 days) memory. Structural plasticity was assessed on Golgi-stained material in the HIP and CPFm. ReRh lesions had no effect on learning and recent memory, but altered remote memory. In the HIP (CA1) of sham-operated rats, the spine number was increased at both 5 and 25 days post-acquisition vs baseline. After ReRh lesion, the increase did not persist from 5 to 25 days. In the mPFC (ACC) of sham-operated rats, the spine number was increased only at 25 days vs baseline, a modification not observed in ReRh lesioned rats. Thus, following lesion of ReRh nuclei, structural plasticity underlying remote spatial memory formation does not operate correctly in the mPFC and Hip, pointing to a crucial role of ReRh in memory persistence.

Στην παρούσα διπλωματική εργασία, εκτιμώνται τα πλεονεκτήματα που παρέχουν οι βοηθητικές τεχνολογίες, όπως είναι τα εικονικά περιβάλλοντα, για προγράμματα σπουδών σε μαθητές με ελαφρά νοητική καθυστέρηση. Επίσης, μελετώνται οι αντιληπτικές και χωρικές ικανότητες παιδιών με νοητική καθυστέρηση συγκριτικά με αυτές των παιδιών τυπικής ανάπτυξης, χρησιμοποιώντας μία εφαρμογή εικονικής πραγματικότητας. Για την διερεύνηση των παραπάνω, πραγματοποιήθηκε μία ερευνητική διαδικασία αποτελούμενη από δύο φάσεις. Η πρώτη φάση συνίσταται σε μία πιλοτική εφαρμογή του προγράμματος εικονικής πραγματικότητας, όπου ζητήθηκε από μία ομάδα 10 ατόμων, ηλικίας 16-23 ετών, να το αξιολογήσουν ώστε να επιτραπεί η χρήση του στην επόμενη φάση. Η δεύτερη φάση περιέχει την κυρίως έρευνα, όπου συμμετέχουν δύο ομάδες παιδιών, η μία εκ των οποίων αποτελείται από παιδιά με νοητική καθυστέρηση, ενώ η άλλη από παιδιά τυπικής ανάπτυξης. Τα υποκείμενα των δύο ομάδων εξερεύνησαν το εικονικό περιβάλλον και εν συνεχεία αξιολογήθηκαν σε κάποια έργα χωρικής μνήμης και χωρικής αντίληψης. Τέλος, αξιολογήθηκε ο προσανατολισμός, η λεπτή κινητικότητα και κάποια άλλα χαρακτηριστικά της συμπεριφοράς των υποκειμένων. Βάσει των δεδομένων που προέκυψαν από την ερευνητική διαδικασία, εξήχθησαν συμπεράσματα για τα παραπάνω, τα οποία παρουσιάζουν τα παιδιά με νοητική καθυστέρηση να μειονεκτούν έναντι των παιδιών τυπικής ανάπτυξης. / The following research paper, which serves as a part of the Departments requirements leading to a Bachelor’s Degree, unfolds its goal and objectives into phases. The goal of this endeavor is to present the advantages that assistive technologies, such as Virtual Environments, offer to students with mental retardation. In addition, the conceptual and spatial abilities of mentally retarded children are examined, comparatively with the abilities of nonretarded children using an application of virtual reality. In order to investigate the above, a two-phase research had taken place. In the first phase, that is a pilot test, a group of ten subjects, 16-23 years old, evaluated this application in order to be possible to use the application in the next phase. The second phase involves the basic research, where two groups of children, one of mentally retarded children and one of nonretarded children, took part. The subjects of these two groups explored the virtual environment and afterwards they completed tests of spatial memory and spatial cognition. In the end, the orientation, the “delicate mobility” (the ability to handle small objects) and some other characteristics of the children’s behavior were assessed. On the basis of the data that emerged from the research procedure, there were extracted conclusions that indicate that mentally retarded children are deficient against nonretarded children.

Made available in DSpace on 2015-07-22T20:50:32Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-03-30. Added 1 bitstream(s) on 2015-08-11T03:26:08Z : No. of bitstreams: 1 Publico-12662a.pdf: 1757646 bytes, checksum: 6d16ce4a1b202b49620fcd389bf661cb (MD5). Added 1 bitstream(s) on 2015-08-11T03:26:08Z : No. of bitstreams: 2 Publico-12662a.pdf: 1757646 bytes, checksum: 6d16ce4a1b202b49620fcd389bf661cb (MD5) Publico-12662b.pdf: 1556068 bytes, checksum: 9e7692a17342eb563d00b00cb4170335 (MD5) / As evidências científicas que se acumulam ao longo do tempo mostram o impacto positivo do exercício físico para a saúde humana, em especial para a saúde cerebral. Os efeitos como o aumento da atividade neurotrófica do BDNF e do IGF-1, devido ao exercício físico aeróbio, parecem influenciar os neurônios do hipocampo, e estão associados com a melhora do aprendizado e da memória espacial. No entanto, nada se sabe sobre a influência do exercício físico resistido na memória hipocampo-dependente, nem se as vias celulares associadas a essa melhora, pelo exercício físico aeróbio, seriam também ativadas pelo treinamento resistido. Objetivo: Verificar os efeitos dos exercícios físicos aeróbio e resistido na aprendizagem, na memória espacial e nas vias de sinalizações celulares BDNF/ TrKB e do IGF-1/ IGF-1R no hipocampo de ratos. Material e Métodos: ratos Wistar machos adultos foram distribuídos em quatro grupos (controle, CTRL; sham, SHAM; aeróbio, AERO; e resistido, RES), submetidos a oito semanas de treinamento aeróbio (esteira motorizada) ou treinamento resistido (escalada em escada com sobrecarga). Após a intervenção, observou-se que houve, em ambos os grupos AERO e RES, uma melhora da aprendizagem e da memória espacial (hipocampo-dependente), avaliada por meio do labirinto aquático de Morris. Além disto, o grupo AERO ativou mais a via BDNF/ TrKB/ CaMKII do que o RES. No entanto, este grupo ativou mais a via IGF-1/ IGF-1R/ AKT do que o grupo AERO. Apesar de os dois grupos terem aumentado a expressão da sinapsina e da sinaptofisina de forma semelhante. Conclusões: o treinamento aeróbio ou o resistido por oito semanas aumentou, de maneira similar, a aprendizagem e a memória espacial dos ratos. Embora os mecanismos moleculares pelo qual isso ocorreu, até certo ponto tenham sido divergentes. Isso porque, o exercício físico aeróbio ativou a via BDNF/TrKB/CaMKII e, o resistido a via IGF-1/IGF-1R/AKT, embora ambos, de maneira similar, tenham aumentado, no hipocampo, a expressão da sinapsina e da sinaptofisina. / A growing body of scientific evidence indicates that exercise has a positive impact on human health and on neurological health in particular. Effects such as increased BDNF and IGF-1 neurotrophic activity are induced by aerobic exercise and appear to influence hippocampal neurons, leading to improved spatial learning and memory. However, nothing is known about the effect of resistance exercise on hippocampus-dependent memory or whether the cellular pathways associated with aerobic exercise are also activated by resistance training. Objective: we therefore tested whether spatial learning and memory in rats is similarly enhanced by aerobic or resistance exercise and whether the cellular signals involved are similar, focusing on the BDNF/ TrKB and IGF-1/ IGF-1R pathways. Material and Methods: Adult male Wistar rats underwent eight weeks of aerobic training on a treadmill (AERO group) or resistance training on a vertical ladder (RES group); control and sham groups were also included. After the training period, both the AERO and RES groups showed improved learning and spatial memory. In addition, the BDNF/TrkB/CaMKII pathway had a higher activity in the AERO group than in the RES group. In contrast, the RES group showed greater activation of the IGF-1/IGF-1R/AKT pathway. Moreover, the two exercise groups had similar increases in synapsin and synaptophysin expression. Conclusions: We therefore conclude that, in rats, both aerobic and resistance training for eight weeks increases learning and spatial memory in a similar manner. However, the two forms of exercise seem to employ at least partially divergent mechanisms. Specifically, aerobic exercise modulates neuroplasticity selectively via the BDNF/TrkB pathway by activating CaMKII and stimulating the synthesis of synapsin and synaptophysin. In contrast, resistance training appears to increase synapsin and synaptophysin expression via the IGF-1/IGF-1R pathway. / TEDE / BV UNIFESP: Teses e dissertações

La maladie d’Alzheimer (MA) est caractérisée par une perte progressive des capacités mnésiques et des fonctions cognitives accompagnée du développement de dégénérescences neurofibrillaires (DNFs) et de plaque séniles dans le parenchyme cérébral. La découverte de perturbations épigénétiques dans des cerveaux de patients Alzheimer ont mené la communauté scientifique à se tourner vers de nouvelles voies thérapeutiques. De telles altérations, notamment au niveau de l’acétylation des histones de la chromatine, pourraient rendre compte de dysfonctionnements dans l’expression des programmes génétiques. En utilisant les souris THY-Tau22 (développement progressif de DNFs), nous avons évalué l’efficacité de deux stratégies visant à augmenter l’acétylation des histones : activer les HATs et inhiber les HDACs. Ces deux stratégies permettent une récupération des performances en mémoire spatiale chez les souris THY-Tau22, ouvrant ainsi de nouveaux axes thérapeutiques et de recherches dans la MA. / Alzheimer’s disease (AD) is characterized by a progressive loss of memory and cognitive functions associated with the development of neurofibrillary tangles (NFTs) and amyloid plaques in the brain. Nowadays, there is no satisfactory cure for AD. The discovery of epigenetic alterations in AD brain led the scientist community to think about new therapeutic options. Such modifications, and notably those on histone acetylation of the chromatin, could be associated with the genetic dysfunctions observed in AD. The reestablishment of proper epigenetic regulations, and thus gene expression, appears as an original therapeutic option. Using THY-Tau22 mice, we assessed the effect of two strategies aimed at increasing histone acetylation with a HAT activator (CSP-TTK21) or an HDAC inhibitor (phenylbutyrate). We show that both therapeutic strategies allow the rescue of spatial memory performances in the THY-Tau22 mouse model. These results open new leads for AD therapeutics and research.

Cette thèse avait pour objectif d’étudier le rôle du circuit composé de l’hippocampe (Hip), du cortex préfrontal médian (mPFC) et des noyaux reuniens et rhomboïde (ReRh) du thalamus dans les processus cognitifs qui sous-tendent la mémoire spatiale chez le Rat. Nous avons montré que les noyaux ReRh pourraient être impliqués dans la consolidation systémique, mécanisme nécessaire à la persistance des souvenirs et nécessitant un dialogue hippocampo-cortical. Nous avons mis en évidence que l’activité neuronale du mPFC durant le rappel d’une mémoire ancienne dépend des noyaux ReRh, ainsi que l’implication de ces noyaux dans une tâche de mémoire spatiale (dépendante de l’Hip) nécessitant une flexibilité comportementale (impliquant le mPFC). Enfin, nous avons montré un rôle du mPFC dans le rappel d’une mémoire spatiale récente. Ces résultats mettent en évidence l’importance de ce circuit hippocampo-cortico-thalamique dans le traitement et la persistance des informations spatiales chez le Rat. / This thesis aimed to investigate the role of a circuit encompassing the hippocampus (Hip), the medial prefrontal cortex (mPFC) and the reuniens and rhomboid nuclei (ReRh) of the thalamus in cognitive processes underlying spatial memory in rats. We first showed that ReRh nuclei may be involved in systemic consolidation, a mechanism necessary for memory persistence and requiring hippocampal-cortical interactions. We confirmed these findings in a second study showing that mPFC neuronal activity during recall of a remote spatial memory depends on ReRh thalamic nuclei. We also showed the involvement of the ReRh nuclei in a mnemonic task requiring the use of both spatial information (dependent on the Hip) and behavioral flexibility (involving the mPFC). Finally, we found a role of the mPFC in the recall of recent spatial memory. Taken together, these results highlight the importance of a hippocampo-cortico-thalamic circuit in the processing and persistence of spatial information in the Rat.

No description available.

Det finns olika variationer av vägledningshjälpmedel som hjälper spelaren att navigera sig i en 3D-omgivning. I denna kvalitativa studie kommer det undersökas hur spår, ljud och markeringar som vägledningshjälpmedel kan stödja en spelare i en 3D-labyrint. Genom att undersöka de tre vägledningshjälpmedlen skapades en prototyp där de tre vägledningshjälpmedlen separerades i tre olika labyrinter. Respondenterna som deltog i studien spelade igenom de tre labyrinterna med och utan vägledningshjälpmedel för att kunna undersöka hur de stödjer respondenterna under spelsessionen. Data samlades in med hjälp av stimulated recall metoden och semi-strukturerade intervjuer. Insamlad data analyserades med hjälp av Empirisk fenomenologisk psykologi (EPP) metoden. Resultatet som uppstod från analysen presenterade respondenternas individuella upplevelse samt de fyra övergripande teman som sammanställdes från data. Sammanfattningsvis indikerade resultaten att spåret var den optimalaste vägledningshjälpmedlet, däremot delade både ljud och markeringar samma egenskaper som vägledningsshjälpmedel. Dessutom bildade respondenterna spatialt minne med hjälp av unika landmärken, samt utgick respondenterna från egna vägledningsstrategier när de tre hjälpmedlen inte var tillgängliga. / There are different types of wayfinding aids that help the player navigate through a 3D environment. This qualitative study investigates how breadcrumb trails, sounds, and markers as wayfinding aids can support a player in a 3D maze. First, the researchers created a prototype to examine the three wayfinding aids and placed them into three different mazes. Then, the respondents who participated in the study played through those three mazes with and without wayfinding aids to investigate how they supported the respondents during the game session. Next, data were collected using the stimulated recall method and semi-structured interviews. Finally, the collected data were analyzed using the Empirical phenomenological psychology (EPP) method. The results that occurred from the analysis showed the respondent's individual experiences and the four overall themes that emerged from the data. In summary, the results indicated that breadcrumb trails were the most optimal wayfinding aid. However, both sound and markers shared the same characteristics as wayfinding aids. In addition, the respondents developed spatial memory with the help of unique landmarks and used other wayfinding strategies when the wayfinding aids were unavailable.

Tesis por compendio / En esta tesis, el objetivo principal fue diseñar y desarrollar una nueva tarea que combinara interfaces de usuario naturales (NUI) y dispositivos inteligentes para evaluar la memoria espacial utilizando estímulos auditivos, y su validación tanto en niños como en adultos. La nueva tarea evalúa la capacidad de los participantes para detectar y localizar estímulos auditivos que se emiten en diferentes posiciones del área de trabajo. La tarea reconoce los movimientos de los brazos del usuario, utilizando para ello Kinect. Los dispositivos inteligentes (conejos Karotz) se utilizan para emitir estímulos auditivos y también como señales visuales. Por lo tanto, la tarea combina estímulos auditivos con claves visuales reales para la evaluación de la memoria espacial. La tarea incluye un total de 45 estímulos acústicos, repartidos en 5 niveles y cada nivel consta de 3 ensayos. Nuestra tarea es el primer trabajo que combina NUI y dispositivos inteligentes para la evaluación de la memoria espacial. Del mismo modo, nuestra tarea es el primer trabajo que utiliza estímulos auditivos para evaluar la memoria espacial. Para la validación, se llevaron a cabo 3 estudios. El rendimiento de nuestra tarea se comparó con métodos tradicionales. El primer estudio involucró niños con y sin síntomas de falta de atención. Un total de 34 niños participaron (17 niños con falta de atención). Los resultados demostraron que los niños con falta de atención mostraron un rendimiento estadísticamente peor en la tarea. Estos niños con falta de atención también mostraron un rendimiento estadísticamente peor con el método tradicional para evaluar el aprendizaje de sonidos verbales. No se encontraron diferencias estadísticamente significativas en el tiempo dedicado por cada grupo para completar la tarea. Los resultados sugieren que la tarea es una buena herramienta para distinguir las dificultades de memoria espacial en niños con falta de atención. El segundo estudio comparó el rendimiento en la tarea entre niños mayores y adultos (32 niños y 38 adultos sanos). Los resultados de rendimiento con la tarea fueron significativamente más bajos para los niños mayores. Se encontraron correlaciones entre nuestra tarea y los métodos tradicionales, lo que indica que nuestra tarea ha demostrado ser una herramienta válida para evaluar la memoria espacial mediante el uso de estímulos auditivos tanto para niños mayores como para adultos. A partir del análisis, podemos concluir que la satisfacción con la tarea de los niños mayores fue significativamente mayor que la de los adultos. El tercer estudio incluyó un total de 148 participantes (niños más pequeños, niños mayores y adultos). Los resultados están en línea con el segundo estudio. El rendimiento de la tarea se relacionó significativamente, de forma incremental y directa con el grupo de edad (niños más pequeños <niños mayores <adultos). Los resultados fueron mejores para adultos y niños mayores; resultado que es consistente con la idea de que los adultos pueden almacenar más elementos en la memoria a corto plazo que los niños. Las siguientes conclusiones generales se han extraído del desarrollo y los tres estudios: * Las interfaces de usuario naturales y los dispositivos inteligentes son apropiados para desarrollar tareas para la evaluación de la memoria espacial. * Como juego de ordenador, nuestra tarea facilita el control de la presentación de estímulos y el almacenamiento de las respuestas. * Nuestra tarea y tareas similares podrían usarse para la evaluación y el entrenamiento de la memoria espacial en niños y adultos. * La tarea podría ser una herramienta alternativa para evaluar la memoria espacial en niños con síntomas de falta de atención. * La tarea promueve interés y permite la evaluación de una manera ecológica. * La tarea podría ayudar a identificar alteraciones en la memoria espacial tanto en niños como en adultos. / In this thesis, the main objective was to design and develop a new task that combine Natural User Interfaces (NUI) and smart devices for assessing spatial memory using auditory stimuli, and its validation in both children and adults. The new task tests the ability of participants to detect and localize auditory stimuli that are emitted in different positions of the task area. The task recognizes the movements of the arms of the user using Kinect. Smart devices (Karotz rabbits) are used for emitting auditory stimuli and also as visual cues. Therefore, the task combines auditory stimuli with real visual cues for the assessment of spatial memory. The task includes a total of 45 acoustic stimuli, which should be randomly emitted in different locations. The task is composed of five different levels. Each level consists of 3 trials. The difference between levels lies in the number of sounds to be used in each trial. To our knowledge, our task is the first work that combines NUI and smart devices for the assessment of spatial memory. Similarly, our task is the first work that uses auditory stimuli to assess the spatial memory. For the validation, three studies were carried out to determine the efficacy and utility of our task with regard to the performance outcomes, usability, fun, perception and overall satisfaction. The performance of our task was compared with traditional methods. The first study involved children with and without symptoms of inattention. A total of 34 children participated (17 children with inattention). The results showed that the children with inattention showed statistically worse performance in the task. These children with inattention also showed statistically worse performance in the traditional method for testing the learning of verbal sounds. There were no statistically significant differences in the time spent by each group to complete the task. The results suggest that the task is a good tool for distinguishing spatial memory difficulties in children with inattention. The second study compared the performance in the task between older children and adults. A total of 70 participants were involved in this study. There were 32 healthy children from 9 to 10 years old, and 38 healthy adults from 18 to 28 years old. The performance outcomes with the task were significantly lower for the older children. Correlations were found between our task and traditional methods, indicating that our task has proven to be a valid tool for assessing spatial memory by using auditory stimuli for both older children and adults. From the analysis, we can conclude that the older children were significantly more satisfied with the task than the adults. In the third study, a total of 148 participants were involved. They were distributed in three groups (younger children, older children and adults). A total of 100 children and 48 adults participated in this study. The results are in line with the second study. The task performance was significantly incrementally and directly related to the age group (younger children <older children <adults). The results were better for adults and older children; this is consistent with the idea that adults can store more elements in short-term memory than children. The following general conclusions were extracted from the development and the studies: * Natural user interfaces and smart devices are appropriated for developing tasks for the assessment of spatial memory. * As a computer-based game, our task facilitates the control of the presentation of stimuli and the recording of responses. * Our task and similar tasks could be used for assessment and training of spatial memory in children and adults. * The task could be an alternative tool to assess spatial memory in children with symptoms of inattention. * The task promotes engagement and allows the assessment in an ecological way. * The task could help in the identification of alterations in spatial memory in both children and adults. / En aquesta tesi, l'objectiu principal va ser dissenyar i desenvolupar una nova tasca que combinés NUI i dispositius intel·ligents per a avaluar la memòria espacial utilitzant estímuls auditius, i la seua validació tant en xiquets, com en adults. La nova tasca avalua la capacitat dels participants per a detectar i localitzar estímuls auditius que s'emeten en diferents posicions de l'àrea de treball. La tasca reconeix els moviments dels braços de l'usuari, utilitzant per a açò Kinect. Els dispositius intel·ligents (conills Karotz) s'utilitzen per a emetre estímuls auditius i, també, com a senyals visuals. Per tant, la tasca combina estímuls auditius amb claus visuals reals per a l'avaluació de la memòria espacial. La tasca inclou un total de 45 estímuls acústics, repartits en 5 nivells diferents i cada nivell consta de 3 assajos. La nostra tasca és el primer treball que combina NUI i dispositius intel·ligents per a l'avaluació de la memòria espacial. De la mateixa manera, la nostra tasca és el primer treball que utilitza estímuls auditius per a avaluar la memòria espacial. Per a la validació, es van dur a terme tres estudis. El rendiment de la nostra tasca es va comparar amb mètodes tradicionals. El primer estudi va involucrar 34 xiquets (17 xiquets amb inatenció). Els resultats van demostrar que els xiquets amb inatenció van mostrar un rendiment estadísticament pitjor en la tasca. Aquests xiquets amb inatenció també van mostrar un rendiment estadísticament pitjor amb el mètode tradicional per a avaluar l'aprenentatge de sons verbals. No es van trobar diferències estadísticament significatives en el temps dedicat per cada grup per a completar la tasca. Els resultats suggereixen que la tasca és una bona ferramenta per a distingir les dificultats de memòria espacial en xiquets amb dificultats d'atenció. El segon estudi va comparar el rendiment en la tasca entre xiquets majors i adults. Un total de 70 participants van estar involucrats en aquest estudi. Van participar 32 xiquets i 38 adults sans. Els resultats de rendiment amb la tasca van ser significativament més baixos per als xiquets majors. Es van trobar correlacions entre la nostra tasca i els mètodes tradicionals, la qual cosa indica que la nostra tasca ha demostrat ser una ferramenta vàlida per a avaluar la memòria espacial mitjançant l'ús d'estímuls auditius tant per a xiquets majors, com per a adults. A partir de l'anàlisi, podem concloure que la satisfacció amb la tasca dels xiquets majors va ser significativament major que la dels adults. El tercer estudi va incloure un total de 148 participants (100 xiquets i 48 adults). Es van distribuir en tres grups (xiquets més xicotets, xiquets majors i adults). Els resultats estan en línia amb el segon estudi. El rendiment de la tasca es va relacionar significativament, de forma incremental i directa amb el grup d'edat (xiquets més xicotets <xiquets majors <adults). Els resultats van ser millors per a adults i xiquets majors; resultat que és consistent amb la idea que els adults poden emmagatzemar més elements en la memòria a curt termini que els xiquets. Las següents conclusions generals s'han extret del desenvolupament i els tres estudis: * Les NUI i els dispositius intel·ligents són apropiats per a desenvolupar tasques per a l'avaluació de la memòria espacial. * Com a joc d'ordinador, la nostra tasca facilita el control de la presentació d'estímuls i l'emmagatzematge de les respostes. * La nostra tasca, i tasques similars, podrien usar-se per a l'avaluació i l'entrenament de la memòria espacial en xiquets i adults. * La tasca podria ser una ferramenta alternativa per a avaluar la memòria espacial en xiquets amb problemes de inatenció. * La tasca promou interès i permet l'avaluació d'una manera ecològica. * La tasca podria ajudar a identificar alteracions en la memòria espacial tant en xiquets, com en adults. / Loachamín Valencia, MR. (2018). Natural user interfaces and smart devices for the assessment of spatial memory using auditory stimuli [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/107955 / Compendio