Laura Sánchez García

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Sign Languages are tools the deaf use for their communication, education, information access needs, among others. Information Systems, whose role should be to facilitate those processes, still do not present a natural interaction for the deaf. There are many attempts by Computer Vision researches that are limited in their approach, their object of study,(More)
The health status of premature infants born 321-350 weeks' gestational age (wGA) hospitalized for RSV infection in the first year of life (cases; n = 125) was compared to that of premature infants not hospitalized for RSV (controls; n = 362) through 6 years. The primary endpoints were the percentage of children with wheezing between 2-6 years and lung(More)
In Brazil, most Deaf children (approximately 90%) are born into non-Deaf families. These children suffer prejudice in social situations and within their own families. They have few chances to get exposed to Sign Language (SL), the natural language of the Deaf, thus being deprived of adequate language acquisition and age-appropriate intellectual development.(More)
Deaf children born to non-Deaf parents have little to no exposure to Sign Language acquisition. Sign Language, the natural language of the Deaf, is a complete linguistic system, different from the oral language, and it is necessary for intellectual development. There is a lack of educational tools for/in Sign Language and few researches to inform designers(More)
This paper describes how cognitive and computational concepts can be applied to build interface and learner models for long-term tutorial interactions in medical radiology. Key human-to-human tutorial dialogue factors that typically occur in the different stages of skill acquisition are captured through an empirical study. The results of the study are(More)
In the world of Intelligent Tutoring Systems research, the connection between learner models and interaction models has been largely ignored. Similarly, previous works have not accounted for the dynamic representation of interface contents based on the underlying pedagogic directives. The paper describes an approach to the authoring of training contents(More)