Background: Dementia is a disease that is constantly evolving in older people. Its diverse symptoms appear with varying degrees of severity affecting the daily life of those who suffer from it. The rate in which dementia progresses depends on different aspects of the treatment, chosen to try to control and slow down the development of the illness. Objective: The aim of this study is to assess the effectiveness of cognitive training through a Brain Computer Interface (BCI) and the NeuronUp platform in two age groups whose MMSE is between 18–23 MCI (mild dementia). Method: 32 subjects took part in the study. There were 22 subjects in Group 1 (61–69 years of age) and 10 subjects in Group 2 (70–81 years of age). The criterium for the selection of the groups was to identify the age range with greater improvements due to the training. In order to estimate neuropsychological performance, the subjects were evaluated with the Luria-DNA neuropsychological battery before and after training. This design enables us to evaluate five cognitive areas: visuospatial, spoken language, memory, intellectual processes and attention. Results: After training, Group 1 showed significant improvements in almost all the variables measured when compared with Group 2. This reveals a significant increase in cognitive ability, the degree of which depends on the age. Conclusion: People with mild dementia may delay cognitive impairment with a suitable cognitive training program.

Se presenta un estudio cuyo objetivo es evaluar el nivel de aprendizaje profundo metacognitivo y autodeterminado en relación con el rendimiento académico, de los alumnos de 1º de Grado de Ciencias de la Actividad Física y del Deporte, en la asignatura de Procesos de Enseñanza Aprendizaje, en el curso 2019-2020. Tres han sido los cuestionarios utilizados: el Cuestionario de procesos de estudio de dos factores revisado (R-SPQ-2F) de Biggs et al., (2001) traducido al español por Recio y Cabrero (2005); la versión en español (Matos, 2009), el Cuestionario de Clima de Aprendizaje Autodeterminado de Williams y Deci (1996), en su versión traducida y adaptada al castellano por Matos (2009), y el Cuestionario de Estrategias Metacognitivas de O´Neil y Abedi (1996), en la versión traducida y adaptada por Vallejos et al., (2012). Los resultados hallados muestran relaciones estadísticamente significativas tanto entre las variables del enfoque de aprendizaje profundo, clima de aprendizaje autodeterminado y metacognición, estrechamente ligadas con el rendimiento académico, independientemente de la procedencia de los estudiantes, Bachillerato o de Ciclo de Grado Superior (CGS). Se hallan diferencias estadísticamente significativas entre el modo de aprender de los estudiantes según su procedencia. Se hace un análisis de las implicaciones que debería tener en cuenta la docencia universitaria. Palabras clave: aprendizaje profundo, metaconocimiento, autodeterminación, universidad. Abstract. The present study is focused on assessment the students´ level of metacognitive and self-determined deep learning in relation to academic performance.  All participants studied 1st Grade of Physical Activity and Sports Sciences, in the subject of Teaching-Learning Processes, in the 2019-2020 academic year. There have been three questionnaires used: the revised Two-Factor Study Process Questionnaire (R-SPQ-2F) by Biggs et al. (2001) translated into Spanish by Recio and Cabrero (2005); the Spanish version (Matos, 2009), the Self-Determined Learning Climate Questionnaire by Williams and Deci (1996), in its version translated and adapted into Spanish by Matos (2009), and the Metacognitive Strategies Questionnaire by O'Neil & Abedi (1996), translated and adapted version by Vallejos et al., (2012). The results found show statistically significant relationships between the variables of the deep learning approach, self-determined learning climate and metacognition, closely linked with academic performance, regardless of the origin of the students, Baccalaureate or Higher Degree Cycle. Statistically significant differences are found between the way of learning of the students according to their origin. An analysis is made of the implications of university teaching. Keywords: Deep learning, metacognition, self-determining learning climate, university.

Over time, ageing can cause a state of disability and dependency. This study aims to evaluate the efficacy of cognitive training and domotic control with a computer program (Brain Computer Interface, BCI). In order to do so, estimated neuropsychological performance of the subjects has been evaluated with the Luria-DNA neuropsychological battery before and after training. A quasi-experimental design of repeated measures is defined where five areas are evaluated: visuospatial, spoken language, memory, intellectual processes and an attention test. Said study was carried out at The State Reference Centre for Disability and Dependency (CRE Spanish initials), San Andrés del Rabanedo, León (Spain). 63 people took part, 31 subjects in the experimental group and 32 in the control group. The results showed an improvement in almost all of the measured variables, revealing a significant increase in the cognitive capacity of the experimental group when compared with the control group. It can be concluded that with appropriate cognitive training, elderly people can delay cognitive impairment and enjoy an active ageing process which can have an effect on their life in terms of improving their independence.