The country’s unequal economic growth originated in the colonial era and reflects how the Spanish metropolis influenced the establishment of extractive institutions [7].
Achieving political order would require the government to limit its actions and guarantee the rights of citizens—neither of which has yet occurred in Argentina.
Enjambment takes place when a syntactic unit is broken up across two lines of poetry (Domínguez Caparrós, 2000: 103), giving rise to different stylistic effects (e.g. increased emphasis on elements of the broken-up phrase, or contrast between those elements), or creating double interpretations for the enjambed lines (García-Paje, 1991).
In Spanish poetry, the syntactic configurations under which enjambment takes place have been described extensively, and detailed studies on the use of enjambment by individual authors exist (see Martínez Cantón, 2011 for an overview) including, among others Quilis (1964), Domínguez Caparrós, (2000), Paraíso, (2000), Spang (1983) for a description of enjambment, and Alarcos (1966), Senabre (1982), Luján (2006), Martínez Fernández (2010) for case-studies on a single author.
However, a larger-scale study to identify enjambment across hundreds of authors spanning several centuries, enabling distant reading (Moretti, 2013), was not previously available.
Given that need, we have developed software, based on Natural Language Processing, that automatically identifies enjambment in Spanish, and applied it to a corpus of approx. 3750 sonnets by ca. 1000 authors, from the 15th to the 19th century.
First, the literature shows a debate about which specific syntactic units can be considered to trigger enjambment, if split across two lines, and whether lexical and syntactic criteria are sufficient to identify enjambment.
Systematically collecting large amounts of enjambment examples provides helpful evidence to assess scholars’ current claims, and may stimulate novel analyses.
Finally, our study complements Navarro’s (2016) automatic metrical analyses of Spanish Golden Age sonnets, by covering a wider period and focusing on enjambment.
In Spanish tradition, enjambment (in Spanish, 'encabalgamiento') is considered to take place when a pause suggested by poetic form (e.g. at the end of a line or across hemistichs) occurs between strongly connected lexical or syntactic units, triggering an unnatural cut between those units.
Quilis (1964) performed poetry reading experiments, proposing that the following strongly connected elements give rise to enjambment, should a poetic-form pause break them up:
Phrase-bounded enjambment: Within a phrase, breaking up sequences like 'noun + adjective', 'verb + adverb', 'auxiliary verb + main verb', among others.
Besides the enjambment types above, Spang (1983) noted that if a subject or direct object and their related verbs occur in two different lines of poetry, this can also feel unusual for a reader, even if the effect is less pronounced than in the environments identified by Quilis.
His typology is still considered current, and was adopted by later authors, although complementary enjambment typologies have been proposed, as Martínez Cantón (2011) reviews.
if agents are to satisfy the epistemic conditions on responsibility, they must know what kinds of knowledge they must utilize to guide their selection of sources (on pain of infinite regress).
We live in an epistemic environment that is heavily and deliberately polluted by agents who use mimicry and other methods as a means of inflating their pretense to expertise.
This fact, together with the fact that such deception is widely known to occur, reduces ordinary people’s trust in expert authority and diminishes their capacity to distinguish reliable from unreliable sources.
For instance, those with an interest in deceiving the general public may set up parallel institutions that ostensibly guarantee expertise, taking advantage of the ways in which these parallel institutions mimic legitimate institutions to ensure that people are taken in.
For example, a small number of doctors set up the American College of Pediatricians (ACPeds) to advocate socially conservative viewpoints related to child health care.
Such an organization is surely permissible, but it has had the unfortunate (and likely intended) effect of muddying debates in the public forum by misleading people into thinking that the college speaks for the pediatric profession at large.
Thus, when ACPeds issued a statement condemning gender reassignment surgery in 2016 [21], many people mistook the organization’s political beliefs for the consensus view among United States pediatricians — although the peak body for pediatric workers, the American Academy of Pediatrics, has a much more positive view of gender dysphoria [22].
Insofar as the larger organization, with a broader membership base, can be expected to reflect a wider range of expert opinions and a higher degree of expertise, it is reasonable to give its views greater weight than those of the smaller organization.
A yet more egregious example of such pollution involved collaborative efforts by pharmaceutical companies and the publishing giant Elsevier to produce publications mimicking peer-reviewed journals in the interest of promoting the companies’ commercial products [23].
the legitimacy of the published findings was not enhanced through their publication by Elsevier, but rather the legitimacy of Elsevier’s publications — and, by extension, all academic journals — was diminished through their dissemination of deceptive and commercially interested research.
More recently, institutions of academic expertise have been subject to a large and growing outbreak of so-called predatory journals — journals that will publish almost anything for a fee.
For example, the Frontiers contingent of journals appears legitimate — at least to me — despite the fact that authors are expected to pay a publication fee. 8
Whether due to this behavior or not, Jeffrey Beall decided to add the publisher to his influential (but now sadly unavailable) list of questionable journals [26].
If academics with expertise in relevant fields have difficulty assessing whether particular journals or particular publishers are legitimate, one cannot reasonably expect ordinary people to make such judgments.
Since conflicts of interest are a reason to discount expertise, it is incumbent on me to note that I have published in Frontiers journals on several occasions.
For example, universities have a financial incentive to inflate the expertise of their academic staff, thereby increasing their rankings, bringing in grant money, and attracting students.
Systems that assess expertise can be manipulated, and many cases of such manipulation exist — take the recent example by the University of Malaysia, which attempted to boost metrics by urging its faculty to cite one another [28].
For this reason, institutions may also be slow to investigate accusations of fraud, and they may try to keep their discoveries in-house to protect their reputations.
Cognitive games involve a number of different games working aspects of human cognition, while proposing the intersection between the sets of concepts, fun and cognition, for the improvement of cognitive functions.
The attention is the main point made in this study, since it is fundamental to the learning process and be recurring complaint among parents and teachers in schools.
With respect to the contributions of digital games to improvement of cognitive processes, researchers suggest that regular practice has a significant influence on improving the performance related to basic visual skills (Li, Polat, Scalzo, & Bavelier, 2010); on the ability to perceive objects simultaneously (Dye & Bavelier, 2010; Feng, Spence, & Pratt, 2007); and on the ability to do more than one task at the same time (Boot, Kramer, Simons, Fabiani, & Gratton, 2008).
Other studies specifically investigate the use of digital games in the school context and suggest potential for digital game use to improve of student's attention span at preschool age (Rueda, Checa, & Cómbita, 2012), to improve overall intelligence capacity of elementary school children (Miller & Robertson, 2010), and to better performance of working memory ability (Klingberg et al., 2005; Thorell, Lindqvist, Nutley, Bohlin, & Klingberg, 2009).
Considering the importance of the proper functioning of attention, because of its involvement in the regulation of thoughts and emotions, maintaining the performance of this process is very important, especially in school, where the child must acquire content in an environment full of countless distractors.
The games have features like increasing challenges, rules that establish what can and cannot be done, and involvement of the player in the quest to gain skills and win the game (Kirriemuir & McFarlane, 2004; Prensky, 2005).
We aim to investigate the contributions of the use of a system that integrates cognitive digital games to a database, of the Escola do Cérebro, for monitoring and improvement of cognitive skills, highlighting the attention.
The games involve challenges and rules involving the exercise of cognitive functions, especially the working memory, attention and capacity of solving problems.
It collects the data based on the observation of the proposed interventions as well as interviews conducted with participating teachers and students to identify their perceptions of digital games’ contributions to the learning process.
Furthermore, before and after the implementation of the intervention, we performed a D2 Test of attention that measures selective and sustained attention, as well as visual scanning accuracy and speed.