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Uncertainties and discrepant results in identifying crucial areas for emotional facial expression recognition may stem from the eye tracking data analysis methods used. Many studies employ parameters of analysis that predominantly prioritize the examination of the foveal vision angle, ignoring the potential influences of simultaneous parafoveal and peripheral information. To explore the possible underlying causes of these discrepancies, we investigated the role of the visual field aperture in emotional facial expression recognition with 163 volunteers randomly assigned to three groups: no visual restriction (NVR), parafoveal and foveal vision (PFFV), and foveal vision (FV). Employing eye tracking and gaze contingency, we collected visual inspection and judgment data over 30 frontal face images, equally distributed among five emotions. Raw eye tracking data underwent Eye Movements Metrics and Visualizations (EyeMMV) processing. Accordingly, the visual inspection time, number of fixations, and fixation duration increased with the visual field restriction. Nevertheless, the accuracy showed significant differences among the NVR/FV and PFFV/FV groups, despite there being no difference in NVR/PFFV. The findings underscore the impact of specific visual field areas on facial expression recognition, highlighting the importance of parafoveal vision. The results suggest that eye tracking data analysis methods should incorporate projection angles extending to at least the parafoveal level.

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Eye tracking has become increasingly applied in medical education research for studying the cognitive processes that occur during the performance of a task, such as image interpretation and surgical skills development. However, analysis and interpretation of the large amount of data obtained by eye tracking can be confusing. In this article, our intention is to clarify the analysis and interpretation of the data obtained from eye tracking. Understanding the relationship between eye tracking metrics (such as gaze, pupil and blink rate) and cognitive processes (such as visual attention, perception, memory and cognitive workload) is essential. The importance of calibration and how the limitations of eye tracking can be overcome is also highlighted.

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The study provides a comprehensive picture of the effect of subtitles on the gaze behavior of the participants while watching continuity editing and discontinuity editing style cinema. Three video clips (with English subtitles and without subtitles) of continuity editing and discontinuity editing styles were presented to participants. The video clips came from English movies and the participants were not native English speakers. Entry time, dwell time, first fixation time, scan path, and average fixation duration were taken as dependent variables in this within-group study. The eye-tracking data gathered were subjected to repeated measures of two-way ANOVA and paired t-test. Results revealed that the appearance of subtitles at the bottom of the screen changed the eye movement pattern of the participants during the shot changes. Timing of the subtitle starting point (before the cut or after the cut) also affected the gaze behavior. The editing style, however, did not make any difference in the gaze behavior of participants while watching subtitled video clips. Further, participants preferred reading subtitles to seeing visual images even if the subtitles were presented during the shot changes.

Este estudio provee una imagen completa del efecto de subtítulos en el comportamiento de la mirada en múltiples participantes viendo películas elaboradas con edición continua y discontinua. Tres videoclips (con y sin subtítulos en inglés) con estilos de edición continua y discontinua fueron presentados a los participantes. Los videoclips fueron extraídos de películas de habla inglesa, y los participantes no eran hablantes nativos de inglés. Tiempo de entrada, tiempo de permanencia, tiempo de primera fijación, trayectoria de escaneo, y duración promedio de fijación, fueron tomados como variables dependientes en este estudio entre grupos. La data de rastreo ocular recolectada fue sometida a un ANOVA de dos vías de medidas repetidas y a pruebas-t pareadas. Los resultados revelaron que la presencia de subtítulos en la parte baja de la pantalla cambió el patrón de movimiento ocular de los participantes durante los cambios de toma. El momento de aparición de los subtítulos (antes o después de los cortes) también afectó el comportamiento de la mirada. Sin embargo, el estilo de edición no generó ninguna diferencia en el comportamiento de la mirada de los participantes mientras veían los videoclips subtitulados. Adicionalmente, los participantes prefirieron leer los subtítulos que ver las imágenes visuales, incluso si estos subtítulos se presentaban durante cambios de toma.

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Eye tracking is one of the techniques used to investigate cognitive mechanisms involved in the school context, such as joint attention and visual perception. Eye tracker has portability, straightforward application, cost-effectiveness, and infant-friendly neuroimaging measures of cognitive processes such as attention, engagement, and learning. Furthermore, the ongoing software enhancements coupled with the implementation of artificial intelligence algorithms have improved the precision of collecting eye movement data and simplified the calibration process. These characteristics make it plausible to consider eye-tracking technology a promising tool to assist the teaching-learning process in school routines. However, eye tracking needs to be explored more as an educational instrument for real-time classroom activities and teachers' feedback. This perspective article briefly presents the fundamentals of the eye-tracking technique and four illustrative examples of employing this method in everyday school life. The first application shows how eye tracker information may contribute to teacher assessment of students' computational thinking in coding classes. In the second and third illustrations, we discuss the additional information provided by the eye-tracker to the teacher assessing the student's strategies to solve fraction problems and chart interpretation. The last illustration demonstrates the potential of eye tracking to provide Real-time feedback on learning difficulties/disabilities. Thus, we highlight the potential of the eye tracker as a complementary tool to promote personalized education and discuss future perspectives. In conclusion, we suggest that an eye-tracking system could be helpful by providing real-time student gaze leading to immediate teacher interventions and metacognition strategies.

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Understanding users' visual attention on websites is paramount to enhance the browsing experience, such as providing emergent information or dynamically adapting Web interfaces. Existing approaches to accomplish these challenges are generally based on the computation of salience maps of static Web interfaces, while websites increasingly become more dynamic and interactive. This paper proposes a method and provides a proof-of-concept to predict user's visual attention on specific regions of a website with dynamic components. This method predicts the regions of a user's visual attention without requiring a constant recording of the current layout of the website, but rather by knowing the structure it presented in a past period. To address this challenge, the concept of visit intention is introduced in this paper, defined as the probability that a user, while browsing, will fixate their gaze on a specific region of the website in the next period. Our approach uses the gaze patterns of a population that browsed a specific website, captured via an eye-tracker device, to aid personalized prediction models built with individual visual kinetics features. We show experimentally that it is possible to conduct such a prediction through multilabel classification models using a small number of users, obtaining an average area under curve of 84.3%, and an average accuracy of 79%. Furthermore, the user's visual kinetics features are consistently selected in every set of a cross-validation evaluation.

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The Still-face Paradigm has been widely used for the assessment of emotion regulation in infants, as well as for the study of the mother-child relationship. Given the close bond that dogs have with humans, the purpose of this research was to evaluate, through an exploratory descriptive study, the presence of the Still-face effect in dogs. To this end, a group of Beagle dogs were exposed to three one-minute phases in which first, an unknown experimenter interacted actively and positively with each dog (Interaction). Then, suddenly, she interrupted the interaction and remained passive, with a non-expressive face and without speaking or petting the dog (Still-face). Finally, the experimenter reestablished the interaction (Reunion). Our results showed a decrease in affiliative behaviors in dogs during the Still-face phase according to changes in the human's behavior, a pattern similar to the one previously found in infants. Contrary to expectations, no stress-related behaviors were shown during that phase. A carry-over effect was also observed in the Reunion phase. This study provides information about the human-dog interaction and the effects of its disruption on dogs' behaviors.

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Este artigo coloca em perspectiva a questão do olhar e o processo de subjetivação da adolescência. O que significa ver e ser visto durante este momento tão particular da existência que é a adolescência? Durante as metamorfoses da puberdade, a questão do olhar sobre um corpo que se transforma e escapa ao sujeito pode ser uma fonte de angústia e, às vezes, leva o adolescente a escondê-lo ou exibi-lo. Com base em monografias escritas no decorrer de sua prática profissional enquanto professora de Educação Física do Ensino Médio francês (lycée), a autora revisita os três tempos da pulsão escópica para entender as dificuldades que os adolescentes têm para tecer novamente um imaginário diante do real da puberdade

Este artículo pone en perspectiva la cuestión de la mirada y el proceso de subjetivación adolescente. ¿Qué significa ver y ser visto en este momento tan particular de la existencia que es la adolescencia? Durante las metamorfosis de la pubertad, la cuestión de cómo mirar un cuerpo que se transforma y se escapa del sujeto puede ser fuente de ansiedad y a veces lleva al adolescente a ocultarlo o bien a exhibirlo. Basándose en monografías escritas en el curso de su práctica profesional como profesora de educación física profesora en la enseñanza secundaria francesa (lycée),la autora revisa las tres etapas del impulso escópico para comprender las dificultades que tienen los adolescentes para volver a tejer un mundo imaginario destrozado por la realidad del inicio de la pubertad

This article puts into perspective the question of the gaze and the process of adolescent subjectivation. What does it mean to see and be seen during this very particular moment of existence that is adolescence? During the metamorphosis that occurs at puberty, the gaze directed on a transforming body that slips away from the subject can be a cause of anxiety and sometimes leads the adolescent to hide or exhibit their body. Based on monographs written in the course of her professional practice in French secondary education (lycée), the author revisits the three stages of the scopic drive to understand the difficulties adolescents have in reweaving an imaginary world shattered by the reality of the onset of puberty

Cet article met en perspective la question du regard et le processus de subjectivation adolescent. Que veut dire voir et être vu lors de ce moment si particulier de l'existencequ'est l'adolescence? Suite aux métamorphoses de la puberté, la question du regard sur un corps qui se transforme et échappe au sujet peut être source d'angoisse et amène parfois l'adolescent à le cacher ou à l'exhiber. À partir de monographies rédigées au cours de sa pratique professionnelle d'enseignante d'EPS au lycée, l'auteure revisite les trois temps de la pulsion scopique pour comprendre les difficultés qu'ont les adolescents à retisser un imaginaire percuté par le réel de l'irruption pubertaire

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Resumo: Este artigo buscou investigar o mimetismo em Thayer, articulado a um recorte do conceito de olhar no seminário 11. Visto que, no campo do mimetismo, Lacan só entrou em contato com Thayer indiretamente, exploramos um ponto de encontro teórico entre os autores ainda não discutido na literatura. O ponto de encontro é a lei formulada por Thayer que impele os animais a buscarem mais do que a camuflagem, mas o desaparecimento da cena. Concluímos que o olhar, como a luz em Lacan, é o que produz esse efeito de desaparecimento radical na natureza.

Abstract: This article aims to investigate Thayer's concept of mimicry and to discuss it together with the concept of the gaze in seminar 11. Since Lacan only knew Thayer indirectly, we explored a theoretical meeting point between the two that has not yet been discussed. The meeting point is a law formulated by Thayer that describes how animals seek more than mimicry, but the disappearance of the scene. We conclude that the gaze, as a point of light in Lacan, is what produces that radical disappearance effect in Nature.

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RESUMO Objetivo: Identificar e analisar estudos internacionais que façam uma investigação a respeito do foco da atenção, da atenção compartilhada e sua relação com faces emocionais. Métodos: Foi realizada uma revisão sistemática com base nas diretrizes do método PRISMA. As bases PubMed e PsycInfo (APA) foram utilizadas para a identificação dos estudos, com base nos descritores em inglês: "joint attention", "attentional network", "gaze", "emotion" e "experimental", combinados com o booleano AND. Resultados: Foram localizados 249 artigos; desses, 223 foram excluídos no processo de seleção e 26 foram lidos na íntegra e selecionados como elegíveis para compor essa amostra. A atenção compartilhada tem um importante papel no desenvolvimento infantil, repercutindo até a fase adulta. Na atenção compartilhada, não apenas o foco da atenção é compartilhado, mas também os objetivos imediatos e de curto prazo, fornecendo dados a respeito das intenções em relação a outros objetos e pessoas no ambiente. Mudanças físicas no rosto, como mudanças de olhar, desempenham um papel na classificação de confiança. Quando o contato visual acontece, ele modula os circuitos neurais relacionados à recompensa, que são expressos quando rostos agradáveis são apresentados. Conclusão: A atenção compartilhada recebe influência das expressões faciais esboçadas por outro sujeito. Os estímulos agradáveis (felizes) são respondidos mais rapidamente do que os estímulos raivosos, isso porque há uma ativação dopaminérgica ativada por esses estímulos, e a expressão de medo aumenta o efeito do olhar de outra pessoa em direção à atenção do observador, o que pode ser explicado por meio do aprendizado ou da seleção natural.

ABSTRACT Objective: To identify and analyze international studies that investigate the focus of attention, shared attention and its relationship with emotional faces. Methods: A systematic review was performed based on the PRISMA method guidelines. The bases: PubMed and PsycInfo (APA), were used to identify the studies, based on the descriptors in English: "joint attention", "attentional network", "gaze", "emotion" and "experimental" combined with the Boolean AND. Results: 249 articles were located, of which 223 were excluded in the selection process, 26 were read in full and selected as eligible to compose this sample. Shared attention plays an important role in child development that reverberates into adulthood. In shared attention, not only the focus of attention is shared, but also the immediate and short-term goals, providing data regarding intentions towards other objects and people in the environment. Physical changes to the face, such as changes in gaze, play a role in the confidence rating. When eye contact happens, it modulates reward-related neural circuits that are expressed when pleasant faces are presented. Conclusion: Shared attention is influenced by facial expressions outlined by another subject. Pleasant (happy) stimuli are responded to more quickly than angry stimuli, because there is a dopaminergic activation activated by these stimuli, and the expression of fear increases the effect of another person's gaze towards the observer's attention, which can be explained by through learning or natural selection.

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RESUMEN En el presente trabajo de revisión se expone cómo, según los últimos datos de UNICEF, alrededor de tres millones de niñas y mujeres cada año son sometidas a algún tipo de mutilación genital femenina en África, lugar en el que el arraigo social y cultural sobre el que se sustenta y retroalimenta esta práctica se debe a la experiencia de sus mayores, a la de sus propias madres y abuelas, con mensajes religiosos confusos y leyes poco rigurosas. El proceso de socialización que moldea las actitudes de las niñas y las mujeres las prepara para aceptar el dolor y el sufrimiento como parte inevitable de la vida de una mujer y como una obligación a cumplir para ser aceptadas en la sociedad. Sin embargo, las mujeres que lo practican no necesitan una justificación y cuando se les pregunta, remiten a la tradición, a la religión y a cuestiones estéticas, sanitarias o de protección. Es necesario contar con una mirada antropológica del fenómeno para obtener una comprensión de su significación que permita abordar el tema con conocimiento y respeto y así trabajar para conseguir un cambio en la sociedad que conduzca a la eliminación de las causas de vulneración del derecho a la salud y para que se luche por terminar con esta práctica. Por ello, el objetivo del presente estudio es exponer elementos inherentes a la mutilación genital femenina en la República de la Gambia, desde la perspectiva biopsicosocial, de manera que los resultados del estudio se conviertan en una herramienta útil para los profesionales en contacto con la población en riesgo. El estudio se desarrolla en el contexto de la Universidad durante el período noviembre 2020-febrero 2021.

ABSTRACT This review work shows how, according to the latest UNICEF data, around 3 million girls and women each year are subjected to some type of Female Genital Mutilation (FGM) in Africa where the social and cultural roots on which FGM is supported and fed back, it is due to the experience of their elders, their own mothers and grandmothers, with confusing religious messages and lax laws. The socialization process that shapes the attitudes of girls and women prepares them to accept pain and suffering as an inevitable part of a woman's life, and as an obligation to fulfill in order to be accepted in their respective societies. However, the women who practice it do not need a justification and when asked, they refer to tradition, religion and aesthetic, health or protection issues. It is necessary to have an anthropological view of the phenomenon to obtain an understanding of its significance that allows to approach the subject with knowledge and respect and thus work to achieve a change in society that leads to the elimination of the causes of violation of the right to health and fight to end the practice of FGM. Therefore, the objective is to expose the practice of Female Genital Mutilation from a biopsychosocial perspective in the Republic of the Gambia, so that it is a useful tool for professionals in contact with the population at risk. The study is developed in the context the University during the period November 2020-February 2021.

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O artigo percorre considerações sobre a realidade da sociedade do espetáculo e os espaços virtuais-sociais que nela favorecem o ilimitado do gozo, tornando absoluto o olhar que, fundamentalmente, é inapreensível. E desenvolve considerações sobre contribuições das plataformas de mídias sociais para a ascendência da imagem, em detrimento da palavra, em movimento que leva os sujeitos ao constante fazer-se ver, por meio de imagens-todas, na busca de tamponar a falta que lhes é constitutiva. E, nesse caminho, tentar dizer o indizível. A psicanálise é o campo teórico/prático que sustenta os argumentos.

This article covers considerations about the reality of the spectacle society and the virtual-social spaces that favor the unlimited of enjoyment, making the gaze absolute which is, fundamentally, inapprehensible. Furthermore, it develops considerations about the contributions of social media platforms to the ascendancy of the image and the detriment of the word, in a movement that leads the subjects to constantly make themselves visible, through images-full, in the search to cover the lack that is constitutive. By that, they try to say the unspeakable. Psychoanalysis is the theoretical / practical field that supports these arguments.

L'article couvre des considérations sur la réalité de la société du spectacle et les espaces virtuels-sociaux qui favorisent l'illimité de la jouissance, rendant absolut le regard, qui est, fondamentalement, incompréhensible. Il développe des réflexions sur les contributions des plateformes de médias sociaux à l'ascendant de l'image et au détriment de la parole, dans un mouvement qui amène les sujets à se rendre constamment visibles, à travers des images-tout, dans la recherche de combler le manque qui est constitutif. Et, de cette façon, essayez de dire l'indicible. La psychanalyse est le domaine théorique / pratique qui soutient les arguments.

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Central Coherence Weakness has been defined as a tendency for local rather than global processing that may underlie core deficits in Autism Spectrum Disorder (ASD). In social contexts it may be expressed in difficulties to integrate social cues arising from the recognition of emotions in faces or from the environment in order to understand people's interactions. A sample of 28 adults diagnosed with ASD Level 1 and 25 controls was submitted to a cartoon-like task with the instruction to describe social scenes and to Navon letter stimuli. Both quantitative measures and qualitative (thematic content analysis) procedures were used to assess performance. Heatmap and fixation preferences according to the stimuli quadrants were used to investigate eye-tracking patterns. A tendency to local processing, independently of the stimuli type, in the ASD participants was observed. Data from visual tracking by quadrants and from verbal reports suggest loss of social cues important for understanding context. Their reaction time and response duration were increased in relation to controls. The findings corroborate the idea that weak central coherence may be part of the cognitive phenotype in ASD.

Autistic adults often report difficulties in interpreting social situations. These difficulties are commonly associated with a tendency to visually focus on specific parts of the situation (known as local processing) to the detriment of the whole situation. This way of looking at things has been given the name "weak central coherence," and may result in difficulties in understanding a situation or other people's behaviors. A group of ASD and controls were asked to describe two different types of image, one showing a common social situation, the other Navon figure. Eye-tracking technology was used to analyze how the participants looked at the images (which part of the image and for how long) and asked about what they had seen. The results showed that in the group of autistic participants there was a tendency to focus on the details in both types of images. The analysis of the verbal reports revealed that the interpretation of the social contexts by those with ASD was not what was expected, associated with a specific focus on details. These findings may be useful for a better understanding of some difficulties experienced by ASD in social contexts and contribute to therapeutic treatments.

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O arremesso do basquetebol depende do foco de atenção visual do atleta e relaciona-se ao Olho Quieto (OQ), que pode ser afetado pela ansiedade. Esta revisão buscou estabelecer o estado da arte na literatura sobre o OQ e a sua relação com a ansiedade, observando o seu impacto no desempenho de atletas no arremesso do basquetebol. As buscas foram realizadas nas bases de dados PubMed, PsycInfo, EBSCO, Scielo, Google Acadêmico, Periódicos CAPES e LILACS com os descritores "olho quieto, basquetebol e ansiedade", em português e inglês. Vinte e três documentos foram incluídos na análise. O OQ (fixação visual final com início durante a última etapa motora) caracteriza níveis de habilidade e desempenho. A busca revelou que a ansiedade influencia vários aspectos do arremesso do basquetebol, como a redução da duração do OQ.

The basketball shot depends on the athlete's visual focus of attention so that it is related to the Quiet Eye (OQ) and can be affected by anxiety. This review sought to establish the state of the art in the literature on OQ and its relationship with anxiety, observing their impact on the performance of athletes in the basketball shot. Searches were performed in the databases PubMed, PsycInfo, EBSCO, Scielo, Google Acadêmico, Periódicos CAPES and LILACS with the descriptors "quiet eye, basketball and anxiety" in Portuguese and English. Twenty three documents were included in the analysis. The OQ (final visual fixation starting during the last motor phase) characterizes skill and performance levels. The search revealed that anxiety influences several aspects of the basketball shot, such as reducing the duration of the OQ.

El tiro de baloncesto depende del foco de atención visual del atleta y está asociado con el Ojo Tranquilo (OT), que puede verse afectado por la ansiedad. Esta revisión buscó establecer el estado del arte en la literatura sobre OT y su relación con la ansiedad, observando su impacto en el desempeño de los atletas en el tiro de baloncesto. Las búsquedas se realizaron en las bases de datos PubMed, PsycInfo, EBSCO, Scielo, Google Acadêmico, Periódicos CAPES y LILACS, con los descriptores "ojo tranquilo, baloncesto y ansiedad", en portugués y en ingles. Veintitrés documentos fueron incluidos en el análisis. El OT (fijación visual final que comienza durante el último paso motor) caracteriza los niveles de habilidad y rendimiento. La búsqueda reveló que la ansiedad influye en varios aspectos del tiro de baloncesto, como la reducción de la duración del OT.

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O arremesso do basquetebol depende do foco de atenção visual do atleta e relaciona-se ao Olho Quieto (OQ), que pode ser afetado pela ansiedade. Esta revisão buscou estabelecer o estado da arte na literatura sobre o OQ e a sua relação com a ansiedade, observando o seu impacto no desempenho de atletas no arremesso do basquetebol. As buscas foram realizadas nas bases de dados PubMed, PsycInfo, EBSCO, Scielo, Google Acadêmico, Periódicos CAPES e LILACS com os descritores "olho quieto, basquetebol e ansiedade", em português e inglês. Vinte e três documentos foram incluídos na análise. O OQ (fixação visual final com início durante a última etapa motora) caracteriza níveis de habilidade e desempenho. A busca revelou que a ansiedade influencia vários aspectos do arremesso do basquetebol, como a redução da duração do OQ

The basketball shot depends on the athlete's visual focus of attention so that it is related to the Quiet Eye (OQ) and can be affected by anxiety. This review sought to establish the state of the art in the literature on OQ and its relationship with anxiety, observing their impact on the performance of athletes in the basketball shot. Searches were performed in the databases PubMed, PsycInfo, EBSCO, Scielo, Google Acadêmico, Periódicos CAPES and LILACS with the descriptors "quiet eye, basketball and anxiety" in Portuguese and English. Twenty three documents were included in the analysis. The OQ (final visual fixation starting during the last motor phase) characterizes skill and performance levels. The search revealed that anxiety influences several aspects of the basketball shot, such as reducing the duration of the OQ

El tiro de baloncesto depende del foco de atención visual del atleta y está asociado con el Ojo Tranquilo (OT), que puede verse afectado por la ansiedad. Esta revisión buscó establecer el estado del arte en la literatura sobre OT y su relación con la ansiedad, observando su impacto en el desempeño de los atletas en el tiro de baloncesto. Las búsquedas se realizaron en las bases de datos PubMed, PsycInfo, EBSCO, Scielo, Google Acadêmico, Periódicos CAPES y LILACS, con los descriptores "ojo tranquilo, baloncesto y ansiedad", en portugués y en ingles. Veintitrés documentos fueron incluidos en el análisis. El OT (fijación visual final que comienza durante el último paso motor) caracteriza los niveles de habilidad y rendimiento. La búsqueda reveló que la ansiedad influye en varios aspectos del tiro de baloncesto, como la reducción de la duración del OT.

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This study examined changes in postural control and gaze performance of faller and non-faller older adults under conditions of visual tasks and optical flow manipulations. Fifteen older non-fallers (69.8 years, ± 3.2) and fifteen older fallers (71.1 years, ± 6.4) stood on a force platform inside a moving room wearing an eye tracker. Four tasks were performed: gaze fixation; predictable saccades; unpredictable saccades; and free-viewing. The stimuli appeared at a frequency of 1.1 Hz during conditions of predictable and unpredictable saccades. Sixteen trials were divided into two blocks. In the first block, the room remained stationary. In the second block, the room oscillated, without the participant's awareness, with a 0.6 cm amplitude and 0.2 Hz frequency. Results showed postural sway attenuation in older fallers during the saccadic tasks compared to gaze fixation and free-viewing tasks, in both stationary and moving room conditions. Both groups showed increased center of pressure (CoP) magnitude during the moving room condition and CoP displacements strongly coupled to the room's movement. The influence of the moving room on the postural sway was reduced during the saccadic tasks for both older groups. Older fallers exhibited higher variability compared to older non-fallers. Gaze behavior differences between groups were dependent on the goals of the visual tasks. Therefore, CoP displacements of older adults are reduced during saccadic tasks regardless of their falling history. However, postural and gaze performance of older fallers suggests increased deterioration of postural and oculomotor control which may be used as a predictor of fall risk.

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PURPOSE: To evaluate the amplitude of movement in anophthalmic sockets reconstructed with conical or spherical orbital implants with and without an external ocular prosthesis (EOP), and whether the fornix depth could play a role. METHODS: Prospective observational study involving unilateral anophthalmic sockets evaluated the amplitude of movement with conical (20 subjects) or spherical (16) non-porous orbital implants, with and without an EOP, having the contralateral eye as the control group. Standardized photographs were obtained in the four gaze directions and measurements were performed using the Image J software. The upper and lower fornix depths were measured using rulers. RESULTS: Compared to the contralateral eye, the median movement amplitude without EOP was smaller with conical implants in supraduction (-0.88 mm, p=0.008), abduction (-2.26 mm, p<0.001) and adduction (-0.91 mm, p=0.008). Spherical implants had reduced movement only in abduction (-2.63 mm, p<0.001). Conical and spherical implants had similar amplitudes of movement in all versions, and were always smaller compared to the control. The median movement amplitude with the EOP was -3.05 mm (p=0.001) than without the EOP in abduction and -2.07 mm (p=0.020) in adduction, regardless of implant format. The fornix depth did not affect the orbital implants or EOP movement amplitude's median. CONCLUSION: Conical and spherical implants provide similar amplitude of movement and fornix depth did not have an influence on it. The amplitude of movement was significantly limited compared to the contralateral eye and was even more reduced if the EOP was in place with conical or spherical implant formats.

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ABSTRACT Introduction: in recent decades, the extraperitoneal pelvic packing technique has been disseminated, but there are still few studies. Thus, it was decided to analyze the results of extraperitoneal pelvic tamponade, in patients with pelvic fracture and shock, in order to identify predictive factors for mortality. Methods: a retrospective review of medical records of patients submitted to extraperitoneal pelvic packing was conduced. We analyzed their characteristics, prehospital and emergency room data, pelvic fracture classification, associated and severity injuries, laboratory and imaging exams, data on packing, arteriography, and other procedures performed, complications, hemodynamic parameters, and amount of transfused blood products before and after packing. Results: data were analyzed from 51 patients, who showed signs of shock from prehospital care, presence of acidosis, with high base deficit and arterial lactate levels. Most patients underwent multiple surgical procedures due to severe associated injuries. The incidence of coagulopathy was 70.58%, and overall mortality was 56.86%. The group of non-surviving patients presented significantly higher age, prehospital endotracheal intubation, and lower Glasgow Coma Scale scores (p<0.05). The same group presented, before and after extraperitoneal pelvic packing, significantly worse hemodynamic parameters of mean arterial pressure, pH, base deficit, hemoglobin, and arterial lactate (p<0.05). The non-surviving group received significantly more units of packed red blood cells, fresh frozen plasma and platelets within 24 hours following extraperitoneal pelvic packing (p<0.05). Conclusion: age and base deficit are independent predictors of mortality in patients submitted to extraperitoneal pelvic packing.

RESUMO Introdução: nas últimas décadas, tem sido difundida a técnica de tamponamento pélvico extraperitoneal, porém ainda existem poucos estudos. Decidiu-se analisar os resultados do tamponamento extraperitoneal de pelve, em pacientes com fratura pélvica e choque, com objetivo de identificar fatores preditivos de mortalidade. Métodos: foi realizada revisão do prontuário dos pacientes submetidos ao tamponamento extraperitoneal de pelve. Foram analisadas as características dos pacientes, dados do atendimento pré-hospitalar e na sala de emergência, classificação da fratura, presença de lesões associadas, exames laboratoriais e de imagem, dados relativos ao tamponamento, e outros procedimentos realizados, complicações, parâmetros hemodinâmicos e quantidade de hemoderivados transfudidos. Resultados: foram analisados os dados de 51 pacientes, com sinais de choque desde o atendimento pré-hospitalar, presença de acidose, elevado déficit de bases e lactato arterial. Houve alta prevalência de lesões graves associadas, requerendo múltiplos procedimentos cirúrgicos. A incidência de coagulopatia foi 70,58% e mortalidade 56,86%. O grupo de pacientes não sobreviventes apresentou idade e intubação orotraqueal pré-hospitalar maiores, e escores na escala de coma de Glasgow menores (p<0,05). O mesmo grupo apresentou, antes e após o tamponamento extraperitoneal de pelve, parâmetros hemodinâmicos menores de pressão arterial média, pH, déficit de bases e hemoglobina, e maior de lactato arterial (p<0,05). O grupo de pacientes não sobreviventes recebeu mais concentrados de hemácias, plasma fresco congelado e concentrado de plaquetas nas 24h seguintes ao tamponamento extraperitoneal de pelve (p<0,05). Conclusão: idade e o excesso de bases são fatores preditivos independentes de mortalidade em pacientes submetidos ao tamponamento extraperitoneal de pelve.

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Detecting the direction of the gaze and orientation of the body of both teacher and students is essential to estimate who is paying attention to whom. It also provides vital clues for understanding their unconscious, non-verbal behavior. These are called "honest signals" since they are unconscious subtle patterns in our interaction with other people that help reveal the focus of our attention. Inside the classroom, they provide important clues about teaching practices and students' responses to different conscious and unconscious teaching strategies. Scanning this non-verbal behavior in the classroom can provide important feedback to the teacher in order for them to improve their teaching practices. This type of analysis usually requires sophisticated eye-tracking equipment, motion sensors, or multiple cameras. However, for this to be a useful tool in the teacher's daily practice, an alternative must be found using only a smartphone. A smartphone is the only instrument that a teacher always has at their disposal and is nowadays considered truly ubiquitous. Our study looks at data from a group of first-grade classrooms. We show how video recordings on a teacher's smartphone can be used in order to estimate the direction of the teacher and students' gaze, as well as their body orientation. Using the output from the OpenPose software, we run Machine Learning (ML) algorithms to train an estimator to recognize the direction of the students' gaze and body orientation. We found that the level of accuracy achieved is comparable to that of human observers watching frames from the videos. The mean square errors (RMSE) of the predicted pitch and yaw angles for head and body directions are on average 11% lower than the RMSE between human annotators. However, our solution is much faster, avoids the tedium of doing it manually, and makes it possible to design solutions that give the teacher feedback as soon as they finish the class.

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This Perspective article discusses the possible contributions of eye-tracking (ET) to the field of Educational Neuroscience based on an application of this tool at schools. We sought to explore the teachers' view of ET videos recorded while students solved mathematical problems. More than 90% of the teachers could predict with great accuracy whether the students had answered the questions correctly or not based solely on the information provided by the ET videos. Almost all participants tried to translate the students' thoughts to understand the strategy used by the children. Our results highlight the relevance of qualitative analysis to identify the gaze strategies used by students. We propose that ET allows teachers to gain critical feedback about students' behavior during problem-solving. Most previous studies tend to emphasize the benefits of ET applications to explore learners' cognition. Our findings point that this system can also be useful to investigate teachers' cognition by providing metacognitive experiences.

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This article is looking at colonial governance with regard to leprosy, comparing two settings of the Dutch colonial empire: Suriname and the Dutch East Indies. Whereas segregation became formal policy in Suriname, leprosy sufferers were hardly ever segregated in the Dutch East Indies. We argue that the perceived needs to maintain a healthy labour force and to prevent contamination of white populations were the driving forces behind the difference in response to the disease. Wherever close contact between European planters and a non-European labour force existed together with conditions of forced servitude (either slavery or indentured labour), the Dutch response was to link leprosy to racial inferiority in order to legitimise compulsory segregation. This mainly happened in Suriname. We would like to suggest that forced labour, leprosy and compulsory segregation were connected through the 'colonial gaze', legitimising compulsory segregation of leprosy sufferers who had become useless to the plantation economy.