JP2006099090A - Teaching material, device and method for brain development, program making computer implement brain developing method, and recording medium where program is recorded - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To provide a teaching material that improves, specially, IQg (general intelligence) of the frontal association area intelligence. <P>SOLUTION: Stimulation (object) which is different with time is displayed on a screen 1 as an indicating means of indicating to a user a single or a plurality of action problems for which a short-period memorizing function and an information operating function of the frontal association area operate simultaneously or individually and one or a designated combination of an input selecting function, a planning function, an action selecting function, an obstacle removing function, and a monitoring function of the frontal association area operate and newly indicating an action problem different from the action problems, and the user is requested to respond when the stimulation matches the stimulation (object) right before the last one. <P>COPYRIGHT: (C)2006,JPO&NCIPI

Description

  The present invention relates to a teaching material, a brain-rearing device, a brain-rearing method, a program capable of causing a computer to execute the brain-rearing method, and a recording medium recording the program, and more particularly to a teaching material that cultivates the ability of the frontal association area. .

  First, the present inventor has sought to elucidate the functions of the frontal lobe, particularly the frontal association area, through many years of research. In the following, we will briefly explain the frontal association area, including the concept of working memory.

  FIG. 41 is a left lateral view of the human cerebrum showing the frontal lobe and its divisions. In FIG. 41, the hatched area is the motor area, the hatched area is the motor association area, and the shaded area is the frontal association area.

  The motor association area is a general term for the motor cortex of the frontal lobe, excluding the motor area, and it contains at least seven regions in humans. Specifically, premotor area dorsal side (PMd), premotor area ventral side (PMv), supplementary motor area (SMA), presupplemental motor area (pre-SMA), three zonal gyrus motor areas (caudal dorsal side) (CMAcd), caudal ventral side (CMAcv), rostral zonal gyrus motor area (CMAr)). The functions of these area groups differ from one area to another, but they are common in that they carry a “cognitive motor function”. Here, the “cognitive motor function” refers to a function of assembling, switching, preparing, or exercising motion based on sensory information and memory information.

  On the other hand, the frontal association area is an association area that extends to the front (rostral side) of the motor association area. The frontal cortex is the most well-developed primate in humans and accounts for approximately 30 percent of the cerebral neocortex. This area receives inputs from various areas related to perception or memory (such as the parietal association area and the temporal association area), and at the same time, the motor association area, especially the anterior supplementary motor area, the rostral gyrus motor area, the premotor area Abundant output on the side. It is possible to say that the frontal association area is the “highest central of the brain” that controls the action by acting on the motor association area based on perceptual and memory information.

  In recent years, “working memory” has begun to attract attention as a central function of the frontal association area, particularly the dorsolateral area (9, 10, 12, 46, etc.). Working memory is a cognitive function proposed by cognitive psychologist A. Baddeley, based on the results of many psychological experiments on memory. The feature of the memory here is that it is used for a first purpose (behavior, decision, etc.), and secondly, information is combined and operated. In cognitive psychology, this function is called “central executive” and is a buffer for temporarily storing information, specifically “phonological loop” and “visual space memo”. Explain that they are hierarchically connected. Here, the phoneme loop is a process module that temporarily holds audio information, and the visual space memo is a process module that temporarily holds visual information. The central executive system operates and integrates while extracting information from the information buffer, and works to generate information for decision and action control, that is, "answer".

  While the above-mentioned cognitive psychological theory and experimental data tend to focus exclusively on the information buffer, studies on the elucidation of the brain mechanism have been carried out by the inventors of the present application (Non-Patent Documents 1 to 3). Non-patent document 4).

Toshiyuki Sawaguchi, “Functional construction of working memory in frontal association area”, Brain Science, Seiwa Shoten Co., Ltd., 1998, 20: p. 1061-1070 Toshiyuki Sawaguchi, “Working Memory of Frontal Association Area: Dynamic Operating System Hypothesis”, Advances in Neurological Research, Medical School, December 10, 2000, Vol. 44, No. 6, p. 929-p. 936 Toshiyuki Sawaguchi, “Frontal lobe and cognition”, Brain and Psychiatric Medicine, Shinsei Medical Publishing Co., Ltd., 2001, Vol. 12, No. 1, p. 23-p30 Satoshi Enomoto, Toshiyuki Sawaguchi, “Neural mechanism of working memory”, Annual Review Nerve 2003, Chugai Medical, January 25, 2003, p. 316-p. 325, 2003

  By the way, humans have multiplexed intelligence. Specifically, there are eight functions: linguistic intelligence, spatial intelligence, musical intelligence, social intelligence, pictorial intelligence, logical and mathematical intelligence, physical motor intelligence, and emotional function. There is “ego” (or personality) as super intelligence that controls these eight intelligences in an integrated manner. The intelligence that is a complex of "social intelligence" and "emotional intelligence" centered on the ego is called "PQ (Prefrontal cortex Quotient frontal association field intelligence)", and that intelligence forms "human character" Conceivable.

  PQ consists of “planning for the future, dreams, prospects”, “independence, originality”, “concentration, exploratory mind”, “theory of mind (insight into the feelings of others)”, “high thinking ability” Comprised of basic structures such as “happiness, sense of accomplishment”, “emotional restraint, reason, sociality”, and human-specific abilities such as “planning for the future, dreams, prospects” and “theory of mind” It is included. The intelligence that plays a central role in such PQ is IQg (general intelligence), and this IQg is human as a higher-order intelligence that integrates individual intelligence (IQ (language, space, reasoning, etc.)). Is deeply related to social success in conducting social life.

  However, there has been no research on improving this frontal association field intelligence (PQ), particularly IQg.

  Therefore, an object of the present invention is to provide a teaching material or the like that improves IQg (general intelligence) among frontal association field intelligence.

  The teaching material of the present invention allows a user to simultaneously or individually operate a short-term memory function and an information operation function in the frontal association area, and further, an input selection function, a planning function, an action selection function, a disturbance exclusion function, and monitoring in the frontal association area This teaching material can instruct a single or a plurality of action tasks in which any one of the functions or a predetermined combination works, and can newly indicate an action task different from the action task.

  Examples of the teaching material include a textbook, a supplementary reader, a board, a video tape, and a teaching material device shown below. However, the teaching material may be operated manually, mechanically, or electrically. Further, not only numbers or easy characters (for example, hiragana and katakana) are used for action tasks, but also kanji characters, calculation formulas, sounds (different musical scales, or timbres of different musical instruments) may be used. In particular, when used as a teaching material, it is preferable to select an appropriate action task as appropriate.

  Moreover, you may use this teaching material according to the educational field. For example, as a simultaneous training mode that can be performed in a general classroom of a school, it may be output from a single personal computer to a projector or a monitor, or may be recorded on a video tape and output to a screen. By using such a group, it is possible to confirm the effects obtained by the teaching materials and the environment for experiments (time delays such as morning and evening, temperature, etc.) for each person. In particular, if the experimental environment is the same, it is possible to analyze the factors of variation in the verification, and to promote the development of a teaching material that is more effective based on the verification result.

  Furthermore, content distribution of teaching materials using an information communication network such as the Internet may be performed. In this case, it is possible to easily add or change contents.

  The invention may be an electrical brain-rearing device in place of the teaching material as described above. In this case, the short-term memory function and the information operation function in the frontal association area are operated simultaneously or individually for the user. Instructing a single or multiple action tasks in which any one or a combination of input selection function, planning function, action selection function, disturbance elimination function, and monitoring function in the field works, and a new action problem different from the above-mentioned action problem It is only necessary to provide instruction means for instructing.

  The invention may be a brain-rearing system instead of the teaching material as described above. In this case, the apparatus includes the above-described device and a storage unit that stores information necessary for the instruction unit to instruct a user to perform an action task. As long as the device and the storage unit are connected by an information communication network.

  The invention may be a brain-rearing method instead of the teaching material as described above, in which case the instruction means acts on the user simultaneously or individually with the short-term memory function and the information operation function in the frontal association area. And a first step for indicating a single or a plurality of action tasks in which any one or a predetermined combination of an input selection function, a planning function, an action selection function, an interference elimination function, and a monitoring function in the frontal association area operates The means is a new behavioral task that suppresses the learning effect for the user, the short-term memory function and the information operation function in the frontal association area work simultaneously or individually, and the input selection function and planning function in the frontal association area Single or multiple action tasks in which any one or a combination of action selection function, disturbance rejection function, and monitoring function works A second step of instructing, may include.

  The invention may be a program capable of executing the above method by a computer instead of the above teaching material.

  The invention may be a recording medium in which the program is recorded instead of the teaching material as described above.

  As described above, it is possible to improve the ability of the user's frontal association area, especially general intelligence (IQg), by instructing the user with a behavioral task that suppresses the learning effect. Unlike improving one-dimensional intelligence (IQ), users acquire the multi-dimensional ability needed to gain social success in living as a human being in the future be able to.

  In daily life, it is not necessary to select information necessary for cognitive activities to be performed now or in the future (input selection) from among a wide variety of information in the outside world, while temporarily storing necessary information (short-term memory). Ignore information (exclude interference), combine it with other information (information manipulation), plan actions by it (planning), and control actions according to the plan (action selection (reaction execution / suppression)) ), Evaluate the controlled results (monitoring), and change the behavior appropriately and dynamically based on it.

  For example, given the daily behavior of “going to a certain destination”, the frontal association field has an “input selection function” that searches for a target place / building on the map, and a “planning function” that determines the route to the destination. “Short-term memory function” that remembers directions and landmarks, etc., “Action selection (reaction execution / suppression) function” that progresses if the signal is blue, and stops if it is red. “Interference Eliminating Function” that prevents you from being confused when you encounter a place name / building, and “Information Operation Function” or “Monitoring Function” that compares the route with the stored route.

  Hereinafter, first, six types of action tasks will be shown to clarify which function is required in each action task, and then each action task will be described in detail.

  The first action task is an n-back task, which is mainly an action task that activates the short-term memory function, the disturbance exclusion function, and the information operation function. The second is a digit span task, which is mainly an action task that activates the short-term memory function and the information operation function. The third is a target selection task, which mainly activates the input selection function. The fourth is Go / No go task, which is a task that mainly activates the reaction suppression function and the action selection function. The fifth is a self ordered task, which mainly activates the short-term memory function, the monitoring function, and the action selection function. The sixth is maze learning, which is a task that mainly activates the planning function, the action selection function, and the short-term memory function.

  FIG. 1 is a diagram for explaining an example of an n-back task that is a first action task.

  In FIG. 1, a 2-back task is assumed, and a stimulus (object) 3 is displayed on the screen 1 at various positions as time elapses. In FIG. 1 (A) and FIG. 1 (C), the stimulus 3 on the screen 1 is displayed at the same position, and FIG. 1 (A) is the previous two to FIG. 1 (C). 5 is required. Similarly, in the case of FIG. 1 (E) and FIG. 1 (F), reaction 5 is required. In order for the user to take such an action, the user memorizes the position of the stimulus 3 on the screen 1 presented in order, and if it is determined that the presented stimulus 3 is the same as the previous one, the reaction It is necessary to take action 5. In other words, the user needs to hold the information temporarily (short-term memory), combine and manipulate the information and new information (disturbance elimination / information manipulation), and derive an answer. This process is updated one after another. There is a need to continue to.

  FIG. 2 is an example of a 2-back task, and is a diagram in the case where numbers are shown as stimuli (objects) unlike FIG. Thus, the stimulus (object) may be a number.

  In addition, the stimuli (objects) that appear are “numbers, formulas, characters (such as hiragana, katakana, kanji, alphabets, etc.)”, “pictures (things that can be verbalized, those that cannot be verbalized)”, “space position”, There are types such as “voice, sound (different scales, timbres of different musical instruments)” and the like, and by combining these, it is possible to make them suitable as teaching materials or educational materials. The following are examples of various 1-back tasks.

  FIG. 3 is a diagram when the spatial position is shown as a stimulus (object), and FIG. 4 is a diagram when the number is shown as a stimulus (object).

  FIG. 5 is a diagram when a picture that can be verbalized is shown as a stimulus (object), and FIG. 6 is a diagram when a picture that cannot be verbalized is shown as a stimulus (object).

  FIG. 7 is a diagram in the case where the sound is shown as a stimulus (object), and FIG. 8 is a diagram in the case where the scale is shown as a stimulus (object).

  FIG. 9 is a diagram in the case where numbers and calculation formulas are shown fused as an object. FIG. 10 is a diagram in a case where characters (Hiragana, Katakana, Kanji) are shown fused as an object. FIG. 11 shows a case where characters (katakana, kanji, alphabets) are shown fused as objects. FIG. 12 is a diagram in the case where a picture and a character are shown fused as an object. FIG. 13 is a diagram in the case where a picture (map) and characters are shown fused as an object. FIG. 14 is a diagram in the case where a picture and sound are shown fused as an object.

  In the above n-back task, stimuli (objects) are presented randomly, but the following points are preferably considered.

  The first is controlled so that a certain number of matches occur according to the total number of presentations. That is, the arrangement of stimuli is randomly prepared according to the total number of presentations, but the arrangement is corrected so that a certain number of matches occur.

  Second, a candidate for an object to be presented can be selected. For example, only learned kanji characters can be selected as stimulation candidates to be presented.

  Third, the number of presentations and the presentation speed are controlled in accordance with the accuracy rate of the user. When the user during training continues incorrect answers for a certain amount or more, the presentation of the scheduled stimulus is interrupted and the presentation speed is changed. Conversely, the number of presentations increases and the speed changes as the number of correct answers increases.

  Fourth, it is possible to execute a simultaneous training mode in which it is possible to proceed to the next problem even if there is no response. Training can be performed by presenting to a plurality of users at the same time, in which case the user may react with applause, utterance, and the like.

  Next, the second action task, digit span task, will be described. Here, the user memorizes a plurality of stimuli presented sequentially or simultaneously, and answers according to the question. The format of the question is, for example, as shown below, and is performed by text display or voice.

  The first asks for the nth object. The second asks what number a certain object is. The third asks to answer all objects in the order presented (or reverse order). Fourth, when the stimulus is a number or a calculation formula, it asks to answer all stimuli (objects) in ascending order (or descending order).

  FIG. 15 is a diagram illustrating a case in which numbers that are stimuli are sequentially presented in a digit span task that is the second action task, and FIG. 16 is a diagram illustrating a case in which numbers that are stimuli are presented simultaneously. FIG. 17 is a diagram showing an answer screen displayed after FIG. 15H or after FIG. 16B. Here, the user answers 2 to the question asked in FIG. 15 (H) or FIG. 16 (B).

  FIG. 18 is a diagram showing a case where the position to be presented is also taken into consideration when numbers are presented simultaneously as in FIG. Then, in contrast to the state shown in FIG. 18 (A), as a problem in FIG. 18 (B), “Where was the smallest? "Where was" 6 "? ”,“ Please answer in ascending order (numbered first) ”, etc. In the case of asking “Please answer in ascending order (numbered in descending order)”, when clicking on the answers in the order shown in FIG. 18 (C), the click mark or answer should not be displayed. Also good. Moreover, after incorporating the concept of sequentially presenting stimulus numbers as shown in FIG. 15A into FIG. 18A, the above problems may be asked or the display order may be asked. .

  FIG. 19 is a diagram showing a case where characters are used as stimuli instead of numbers unlike FIG. 19A corresponds to FIG. 18A, FIG. 19B corresponds to FIG. 18B, and FIG. 19C corresponds to FIG. In FIG. 19B, as a problem, “Where was the“ mountain ”by text display or voice? "Where was" Yama "? ] Etc. are illustrated.

digit
Even in the span task, the stimuli that appear are “numbers, formulas, letters (Hiragana, Katakana, Kanji, alphabets, etc.)”, “pictures (things that can be verbalized, those that cannot be verbalized)”, “spaces” There are types such as “position”, “speech, sound (different musical scales, timbres of different musical instruments)”, etc., and by combining these, it is possible to make them suitable as teaching materials or educational materials.

  FIG. 20 is a diagram in the case where a numeral and a calculation formula are fused and shown as an object in a digit span task. In addition, although it is preferable to provide a blank between FIG. 20 (A)-FIG.20 (E), illustration is abbreviate | omitted here. 20A to 20E, in FIG. 20F, the problem is that “What was the first? "What number was" 6 "? "Please answer all in order (or reverse order)", "Please answer all in small order (or large order)", etc.

  In the above digit span task, stimuli (objects) are presented at random, but the following points are preferably considered.

  First, a candidate for an object to be presented can be selected. For example, only learned kanji characters can be selected as stimulation candidates to be presented.

  Second, the number of presentations and the presentation speed are controlled according to the accuracy rate of the user. If the user during training continues incorrect answers for a certain amount or more, the number of presentations decreases in the next training, and the presentation speed changes. Conversely, the number of presentations increases and the speed changes as the number of correct answers increases.

  Third, it is possible to execute a simultaneous training mode in which it is possible to proceed to the next problem even if there is no response. Training can be performed by presenting to a plurality of users at the same time, in which case the user may react with applause, utterance, and the like.

  In addition to the above considerations, the type of problem (see, for example, FIG. 20) may be random, but delay (blank) and interference (until the problem is presented after the last stimulus (object) is presented) Display objects and sounds).

  FIG. 21 is a diagram for explaining an action task called a delayed reaction task that activates the “short-term memory function” included in the working memory, like the digit span task.

  In FIG. 21B shifted from the screen 1 in the initial state of FIG. 21A, the stimulus 3 is displayed as a sample at a plurality of positions on the screen 1. There is a delay time between the state of FIG. 21B and the transition to FIG. 21D, and during that time, the state of FIG. Whether the position of the stimulus 3 as the test displayed on the screen 1 in FIG. 21D matches any of the positions of the plurality of stimuli 3 displayed on the screen 1 in FIG. Judging. That is, the user must temporarily hold the information displayed as a sample (short-term memory), determine whether the information displayed as the sample matches the information displayed as the test, and derive an answer. .

  As another delayed response task, when five image states are sequentially shown within a presentation period and a response period is started thereafter, the user follows the order of the five image states. It may be required to react. In that case, since the stimuli to be remembered are presented in order, the user must memorize them and perform a reaction selection based on the short-term memory function and the information to respond in the order. .

  FIG. 22 is a diagram for explaining an example of a target selection task that is the third action task.

  In FIG. 22, a plurality of figures are displayed on the screen 1. The user is required to select a figure 7 having a different shape from the figures presented on the screen 1 by visual search. That is, the user needs to select necessary information from the miscellaneous information. In addition, not only the difference in shape but also a difference in color may be used.

  FIG. 23 is a diagram for explaining another example of the target selection task. Here, the user selects only one type of different objects among a plurality of numbers (objects), and when it is inappropriate to select, a separate reaction is required. That is, since only “8” is different in FIG. 23A, the user is required to click in FIG. 23B, and only “3” is different in FIG. ) Requires the user to click, and in FIG. 23E, it is inappropriate to select a different item, so in FIG. 23F the user is required to click a predetermined location.

  FIG. 24 is a diagram for explaining still another example of the target selection task. Again, the user selects only one different type of stimulus (picture) that can be translated into multiple languages, and a separate reaction is required if it is inappropriate to select it. The That is, since only “panda” is different in FIG. 24A, the user is required to click in FIG. 24B, and only “giraffe” is different in FIG. 24C, so FIG. ) Requires the user to click, and in FIG. 24E, it is inappropriate to select a different one, so in FIG. 24F, the user is required to click a predetermined location.

target
Also in the selection task, the stimuli that appear are “numbers, formulas, characters (Hiragana, Katakana, Kanji, alphabets, etc.)”, “pictures (things that can be verbalized, those that cannot be verbalized)”, “spaces” There are types such as “position”, “speech, sound (different musical scales, timbres of different musical instruments)”, etc., and by combining these, it is possible to make them suitable as teaching materials or educational materials.

  In the above target selection task, stimuli (objects) are presented at random, but the following points are preferably considered.

  First, a candidate for an object to be presented can be selected. For example, only learned kanji characters can be selected as stimulation candidates to be presented.

  Second, the number of presentations and the presentation speed are controlled according to the accuracy rate of the user. If the user during training continues incorrect answers for a certain amount or more, the number of presentations decreases in the next training, and the presentation speed changes. Conversely, the number of presentations increases and the speed changes as the number of correct answers increases.

  Third, it is possible to execute a simultaneous training mode in which it is possible to proceed to the next problem even if there is no response. Training can be performed by presenting to a plurality of users at the same time, in which case the user may react with applause, utterance, and the like.

  FIG. 25 is a diagram for explaining an example of Go / No go task which is the fourth action task.

  In FIGS. 25A, 25C, and 25D, the color of the stimulus 3 on the screen 1 is red, and in FIGS. 25B and 25E, the stimulus 3 on the screen 1 is displayed. Assume that the color is blue. The user is required to press the button if the color of the stimulus 3 on the screen 1 is red, and is not required to press the button if the color of the stimulus 3 is blue. In such a case, the user is required to select an action (press or not) based on the color information.

  FIG. 26 is a diagram for explaining another example of Go / No go task, and FIG. 27 is a diagram for explaining still another example of Go / No go task. Here, numbers are used as stimuli (objects), FIG. 26 shows a case where the user can react with a personal computer or the like, and FIG. 27 shows a case where the personal computer or the like cannot be used. Yes. In any case, the object “2” that is one target is displayed first (see FIGS. 26A and 27A), and FIGS. 26C, 26D, and 26E. 26 (G), FIG. 27 (C), FIG. 27 (D), FIG. 27 (E), and FIG. 27 (G), a Go reaction is required, and FIG. 26 (F), FIG. In FIG. 27 (F) and FIG. 27 (H), a No go reaction is required. In FIG. 27, a Go / No go reaction is required by applause.

Go / No
In the go task, the stimuli that appear are “numbers, formulas, characters (Hiragana, Katakana, Kanji, alphabets, etc.)”, “pictures (things that can be verbalized, those that cannot be verbalized)”, “spaces” There are types such as “position”, “speech, sound (different musical scales, timbres of different musical instruments)”, etc., and by combining these, it is possible to make them suitable as teaching materials or educational materials.

  FIG. 28 is a diagram for explaining still another example of Go / No go task. Here, after a plurality of objects are displayed at the same time, the position of the object is changed each time the screen is switched. At that time, when the number and types of objects in the first screen (see FIG. 28A) are the same, Go's reaction (see FIGS. 28B, 28C, and 29E) differs. In this case, a No go reaction (see FIGS. 28D and 28F) is required.

  FIG. 29 is a diagram for explaining still another example of Go / No go task. Here, a fusion action task with target selection is presented. If there is only one object that is different from other objects among the displayed objects, the response is Go; Is required, and the object is a number.

  FIG. 30 is a diagram for explaining still another example of Go / No go task. Here too, a fusion action task with target selection is presented, and if there is only one object that differs from other objects among the displayed objects, the response is Go, otherwise it is No go Is required, and the object uses a picture that can be verbalized.

There are two ways for users to answer in Go / No go task: Go and No.
There are a method of answering both go and a method of responding to only Go or No go.

  In the above Go / No go task, stimuli (objects) are presented at random, but the following points are preferably considered.

  First, the appearance ratio of the object that becomes the target is controlled. Depending on the total number of presentations, the array of objects to be targets is prepared at random, but the array is modified so that it appears at a certain rate.

  Second, a candidate for an object to be presented can be selected. For example, only learned kanji characters can be selected as stimulation candidates to be presented.

  Third, the object presentation speed is controlled in accordance with the user's reaction speed.

  Fourth, it is possible to execute a simultaneous training mode in which it is possible to proceed to the next problem even if there is no response. Training can be performed by presenting to a plurality of users at the same time, in which case the user may react with applause, utterance, and the like.

  FIG. 31 is a diagram for explaining an example of a self ordered task which is a fifth action task.

  First, in FIG. 31A to FIG. 31D, six types of shapes are shown. In FIG. 31 (A), the user selects a semicircular shape as a stimulus 3 among a plurality of shapes on the screen 1 and stores the shape, and the arrangement of the subsequent shape is changed (FIG. 31 (B)). In this state, it is required to select one figure having a shape different from the figure selected in FIG. Therefore, in the case of FIG. 31 (A), the user monitors which figure is selected as the stimulus 3, stores the information for a short time, and based on the information, the next action (which figure is the stimulus 3). Choose as) is required to choose. The same applies to the case of shifting from FIG. 31 (B) to FIG. 31 (C) and further to FIG. 31 (D).

  In this self-ordered task, the stimuli that appear are “numbers, formulas, characters (Hiragana, Katakana, Kanji, alphabets, etc.)”, “pictures (things that can be verbalized, those that cannot be verbalized) ”, Etc., and by combining these, it can be made appropriate as a textbook or educational material.

  In addition, in the above self ordered task, stimuli (objects) are presented randomly, but the following points are preferably considered.

  First, a candidate for an object to be presented can be selected. For example, only learned kanji characters can be selected as stimulation candidates to be presented.

  Second, the number of presentations is controlled according to the correct answer rate of the user or the processing speed (for example, the time required for one trial). In the correct answer rate, when the user who is training continues an incorrect answer for a certain amount or more, the number of presentations decreases in the next training, and conversely, the number of presentations increases as the number of correct answers increases.

  It goes without saying that points to be considered in other behavioral tasks may be applied in this self ordered task.

  FIG. 32 is a diagram for explaining an example of maze learning as the sixth action task.

  In maze learning, an overhead view is first displayed on the screen 1 as shown in FIG. At that time, the start point is displayed and the goal point is displayed. In addition, obstacles that cannot be passed are displayed. Then, the user is required to perform the shortest distance planning in consideration of the above-described obstacles. In accordance with this planning, the user moves, for example, the cursor at the start point to the goal point.

  The maze play as described above can be an action task that suppresses the learning effect by raising the level of the maze from simple to complex. In this case, as a function of the frontal association area, in addition to the above-mentioned “planning function”, “spatial working memory (short-term memory function, information operation function)”, “monitoring function”, etc. can be simultaneously operated. Here, “spatiality” is a concept in contrast to “language” and “object itself (shape and color)”, and refers to two-dimensional or three-dimensional spatial information such as position and location.

  In maze learning, the start and goal in the maze are created randomly, but it is preferable to consider the following points when actually proceeding to the goal.

  Obstacles may disappear when you actually reach the goal. In that case, the user is required to proceed while considering the erased obstacle.

  When you actually go to the goal, you are not limited to the format given first. For example, even if it is a two-dimensional maze initially viewed from above as shown in FIG. 32 (A), when actually proceeding to the goal, another three-dimensional type as shown in FIG. 32 (B) is used. It becomes a maze seen from an angle, and the user is required to adapt to this maze.

  FIG. 33 is a diagram for explaining still another example of the behavior task, and the behavior task here is a Stroop task (Cross modal) in which the “disturbance exclusion function” is activated.

  As shown in FIGS. 33 (A) to 33 (D), the position information is presented to the user by the sound and the visual stimulus 3 on the screen 1. In FIG. 33 (A), FIG. 33 (C) and FIG. 33 (D), the position information indicated by the sound and the visual stimulus 3 does not match, but in FIG. 33 (B), the position information matches. The user has an instruction as to which of the sound or the visual stimulus 3 to pay attention to, and the user is required to answer the same position as the sound or the visual stimulus 3 to which the attention is directed by a key operation. In this action task, the user is required to ignore information that is not necessary for action or not be confused by misleading information. For such a Stroop task, the first action task, the n-back task, the second action task, the digit span task, the third action task, the target selection task, and the fourth action task. Needless to say, ingenuity points in Go / No go task, self ordered task which is the fifth action task, and maze learning which is the sixth action task may be applied.

  FIG. 34 is an overall operation flowchart of the brain-growing device according to the embodiment of the present invention.

  In step ST1, the time when the user has already trained on that day (today) is calculated by the calculating means. In step ST2, the display unit displays a training time that can be selected based on the calculated time. For example, “10 minutes”, “15 minutes”, “20 minutes”, “30 minutes”, and “40 minutes” are displayed as the training time, and this week's training time is displayed together with the training time of the day. It is done in such a form. In step ST <b> 3, the training time is set by the user making an arbitrary selection from the displayed selectable training times.

  In step ST4, the training history is referred to by the analysis unit to analyze the content of training performed by the user and the training result, and in step ST5, the content of actual training is determined by the determination unit. In step ST6, since the training content determined in step ST5 is listed for each training item such as an action task such as an n-back task, the training item to be listed is displayed by the display means. The The loop process is started from step ST7, and the loop process is performed until the training execution process in step ST8, the training result display process in step ST9, and the training list training in step ST10 are all completed. It should be noted that the training result may be added by, for example, a point system and added when a result such as a high response speed of the user is obtained, and subtracted in the opposite case.

  FIG. 35 is a partial detailed flowchart of the entire process flow shown in FIG. 34, and is a process flow diagram in the case of a digit span task. FIG. 36 is a diagram for explaining a digit span task of another example other than the digit span task described above.

  In step ST100, the training history is referred to as in step ST4 of FIG. In step ST101, the determining means determines the level and type of the object. Here, examples of the object include those shown in FIG. Further, a configuration as shown in FIG. 36 may be required in which the ability for short-term memory, action selection, and interference rejection is required. In FIG. 36, numbers are hidden at nine positions. In FIG. 36 (B), “3” in the upper left → “12” in the center in FIG. 36 (C) → “7” in the middle in the lower part in FIG. 36 (D). ⇒ In FIG. 36 (E), “9” is displayed in order in the upper right. In FIG. 36F, the question “Where was the second? ”And what number was the question“ 7 ”in FIG. ”And in FIG. 36H,“ Which was the largest number? ”And the expected status of each answer is shown. The question for asking the above nine positions (locations) is “Where was the nth? "Where was the nth from the end?" ], "What was X (object)? As for the question to ask the order, “What was X (object)? ], "What was X (object) from the end? There is something called. Here, X (object) is not limited to a number but may be a figure or the like. In addition, “Where was the largest number? (Where was the nth largest number?), "Where was the smallest number (Where was the nth smallest number?)".

  Returning to FIG. 35, the loop processing is started from step ST102, and the loop processing is performed until the end of the loop processing of step ST115. In step ST103, the number of objects displayed by the display means is determined. In FIG. 36, the number of objects is four. In step ST104, a question is selected and an answer is also prepared (see FIG. 36 (F) to FIG. 36 (H)). In step ST106, an object display list is created by the creating means. Specifically, an object to be displayed, a display order, and a position are determined. In step ST106, display is performed in accordance with the created object display list (see FIGS. 36A to 36E), and in step ST107, a problem is displayed (see FIG. 36F, etc.). . Then, an answer (answer) is made by the user (see FIG. 36 (F) and the like).

  In step ST108, the determination means determines whether the answer (answer) is correct. If the answer (answer) is correct, the correct answer is displayed by the display means in step ST109 and the correct answer sound is emitted by the sound generating means such as a buzzer. That is, the notification means notifies the user that the answer is correct. In step ST110, the answer time is also measured, and in step ST111, a score is also added. On the other hand, if the answer (answer) is not correct, an incorrect answer is displayed by the display means in step ST112, and an incorrect answer sound that is distinguished from the correct answer sound is emitted by a sound generating means such as a buzzer. That is, the notification means informs the user that the answer is incorrect. In step ST113, the number of incorrect answers is counted, and in step ST114, points are also deducted. After steps ST111 and ST114, in step ST115, the loop process ends when the number of question questions ends or the number of incorrect answers as an end condition is reached.

  FIG. 37 is a partial detailed flowchart of the entire process flow shown in FIG. 34, and is a process flow diagram in the case of Go / No go task. FIG. 38 is a diagram for explaining another example of Go / No go task other than the Go / No go task described above.

  In step ST200, the training history is referred to as in step ST4 of FIG. In step ST201, the determination means determines the level and type of the object. Here, examples of the object include those shown in FIGS. In addition, the ability of input selection and action selection (reaction execution / suppression) is required. “For example, show objects that can be regarded as the same on the left and right (for example, two apple pictures), and in that case, react to the user. It may be requested to show objects that cannot be regarded as the same on the left and right, and in that case, the user is requested to suppress the reaction. Here, as for determining whether or not they can be regarded as the same, for example, “9”, “representing the number 9 on the abacus”, “IX”, and “nine apple pictures arranged” Can be regarded as the same, and the same readings, such as the relationship between `` Katakana '' and `` Hiragana '', can be regarded as the same, and also `` dog '', `` dog '' and `` dog picture '' Can be considered. It is preferable that the same display is not continuously performed. Furthermore, as shown in FIG. 38, for example, an object having the same meaning with respect to the number and the calculation is requested to react (see FIG. 38A), and for example, an object having the same meaning with respect to the character is requested to react. (See FIG. 38B) For example, an object having the same meaning with respect to English may be requested to react (see FIG. 38C).

  Returning to FIG. 37, in step ST202, the No go object is selected by the selection means, and in the step ST203, it is determined whether or not a plurality of objects to be No go can be set. If it can be set, the process proceeds to step ST204, where other objects that can be No Go are determined by the determining means, and the process proceeds to step ST205. If setting is impossible, the process proceeds to step ST205. In step ST205, the appearance frequency of the object to be No go is selected by the selection means. In step ST206, the Go object is selected by the selection means. In step ST207, an object display list is created by the creating means, and the order of objects to be displayed is determined.

  The loop process is started from step ST208, and the loop process is performed until the loop process of step ST218 ends. In step ST209, the task is displayed according to the object display list by the display means. In step ST210, when it is determined that the user should react, the user inputs a reaction. Input is performed by, for example, keyboard and mouse operations. In step ST211, it is determined by the determination means whether or not the reaction is correct. If it is correct, the processes of steps ST212 to ST214 are performed. If it is not correct, the processes of steps ST215 to ST217 are performed. The processes in steps ST212 to ST214 correspond to steps ST109 to ST111 in FIG. 35, and the processes in steps ST215 to ST217 correspond to steps ST112 to ST114 in FIG. Then, the process of step ST218 is performed, and the loop process ends when the display by the object display list is completed or when the number of incorrect answers as an end condition is reached.

FIG. 39 is a partial detailed flowchart of the entire process flow shown in FIG. 34, and is a process flow diagram in the case of digit span task self ordered task. Figure 40 shows digit span task self
It is a figure for demonstrating an example of ordered task.

  In step ST300, the training history is referred to as in step ST4 of FIG. In step ST301, the level and type of the object are determined by the determining means. Here, examples of the object include those shown in FIG. FIG. 40 shows a task that requires the ability for input selection, planning, short-term memory, action selection (reaction execution), interference rejection, and monitoring (information operation). The outline of the contents is requested to allow the user to think about the pair of objects to be presented (see FIG. 40A) and click in an arbitrary order to turn it over (see FIG. 40B). . Thereafter, the positions of a plurality of cards are exchanged (see FIG. 40C). After everything is back, the user is again required to return to the table in pairs (see FIG. 40D). If it can be returned to the front again in the reverse order of the reverse order, bonus points will be added. From the sixth question onward, the difficulty level is devised so that even if the pair is returned to the table or succeeded, the returned item will be back again (FIG. 40 (E), (See (F)). The pair is not limited to the case of FIG. 40, and a pair that can be regarded as the same as shown in FIG. 38 may be used.

  Returning to FIG. 39, steps ST302 to ST326 constitute one loop process. In step ST303, the number of objects to be displayed is determined by the determining means. In step ST304, an object display list is created by the creation means, and a pair and position of objects to be displayed are determined. In step ST305, the assignment is displayed by the display unit according to the object display list. Steps ST306 to ST312 are one loop process. In step ST307, the user selects two objects, and in step ST308, it is determined by the determining means whether the selected two objects are a pair. In the case of a pair, the process proceeds to step ST309, a correct sound is emitted by a buzzer or the like, and the process proceeds to step ST311. If it is not a pair, the process proceeds to step ST310 where an incorrect answer sound different from the correct answer sound is emitted by a buzzer or the like, and the process returns to step ST307. In step ST311, these two objects are turned over (see FIG. 40A). In step ST312, the loop process from step ST306 is completed on condition that all pairs have been established (see FIG. 40C). In step ST313, the positions of a plurality of objects are exchanged (see FIG. 40C).

  Steps ST314 to ST324 constitute one loop process. In step ST315, the user selects two objects from the inside out from the inside out. In step ST316, it is determined by the determination means whether or not the two selected objects are a pair. In the case of a pair, the processes of steps ST317 to ST319 are performed, and in the case of not being a pair, the processes of steps ST321 to ST323 are performed. The processes of steps ST317 to ST319 correspond to the processes of steps ST212 to ST214 in FIG. 37, and steps ST321 to ST323 correspond to the processes of steps ST215 to ST217. Following the process of step ST318, the process of step ST319 is performed, and it is determined by the determination means whether the set number of times for increasing the difficulty level has been reached. In FIG. 40, the sixth question is the reference. When the set number of times is reached, the process proceeds to step ST320, and even if the paired objects are correct as shown in FIGS. 40 (E) to 40 (F), they are reversed. The process after step ST320 and the process after step ST323 are the process of step ST324. When all pairs are established or when the number of incorrect answers as an end condition is reached, the process starts from step ST314. This loop processing ends. In step ST325, the answer time is measured and the score is added. In step ST326, when the question is finished or when the number of incorrect answers that is the end condition is reached, the loop processing from step ST302 is finished.

  By the instruction means of the brain-rearing device equipped with a program capable of executing the above-described processing, a new behavioral task with reduced learning effect is presented to the user, and the ability of the user's frontal association area, particularly general intelligence ( IQg) can be improved

  In addition, although the above-mentioned teaching materials, etc. are considered to be effective in the critical period up to about 8 years of age, they may be used for later age groups.

It is a figure for demonstrating an example of the n-back task which is a 1st action task. It is an example of a 2-back task, and is a figure when numbers are shown as stimuli (objects) unlike FIG. It is a figure in case a spatial position is shown as a stimulus (object). It is a figure in case a number is shown as a stimulus (object). It is a figure in case the picture which can be verbalized is shown as a stimulus (object). It is a figure in case the picture which cannot be verbalized is shown as a stimulus (object). It is a figure in case an audio | voice is shown as a stimulus (object). It is a figure in case a musical scale is shown as a stimulus (object). It is a figure in case a number and a calculation formula are shown fused as an object (object). It is a figure in case a character (Hiragana, Katakana, Kanji) is shown fused as an object (object). It is a figure in case a character (Katakana, a kanji, an alphabet) is unitedly shown as a stimulus (object). It is a figure in case a picture and a character are shown fused as an object (object). It is a figure in case a picture (map) and a character are shown fused as an object (object). It is a figure in case a picture and an audio | voice are united and shown as a stimulus (object). It is a figure which shows the case where the number which is a stimulus is shown sequentially in digit span task which is the 2nd action task. It is a figure which shows the case where the number which is a stimulus is shown simultaneously. It is a figure which shows the reply screen displayed after FIG.15 (H) or after FIG.16 (B). It is a figure which shows the case where the position shown further is also considered when a number is shown simultaneously like FIG. Unlike FIG. 18, it is a figure which shows the case where a character is used as a stimulus instead of a number. It is a figure in case a digit and a calculation formula are fused and shown as a stimulus (object) in a digit span task. It is a figure explaining the action task called the delay reaction task which makes the "short-term memory function" contained in the working memory work like the digit span task. It is a figure for demonstrating an example of target selection task which is a 3rd action task. It is a figure for demonstrating the other example of target selection task. It is a figure for demonstrating the further another example of target selection task. It is a figure for demonstrating an example of Go / No go task which is a 4th action subject. It is a figure for demonstrating the other example of Go / No go task. It is a figure for demonstrating the further another example of Go / No go task. It is a figure for demonstrating the further another example of Go / No go task. It is a figure for demonstrating the further another example of Go / No go task. It is a figure for demonstrating the further another example of Go / No go task. It is a figure for demonstrating an example of the self ordered task which is a 5th action task. It is a figure for demonstrating an example of maze learning which is a 6th action subject. It is a figure for demonstrating the further another example of an action task, Comprising: The action task here is a Stroop task (Cross modal) which makes a "jamming exclusion function" work. It is a whole operation | movement flowchart of the brain-growing apparatus concerning embodiment of this invention. FIG. 35 is a partial detailed flowchart of the overall processing flow shown in FIG. 34, and is a processing flowchart in the case of a digit span task. It is a figure for demonstrating the further another example of digit span task. FIG. 35 is a partial detailed flowchart of the overall processing flow shown in FIG. 34, and is a processing flowchart in the case of Go / No go task. It is a figure for demonstrating the further another example of Go / No go task. FIG. 35 is a partial detailed flowchart of the entire process flow shown in FIG. 34, and is a process flowchart in the case of digit span task self ordered task. It is a figure for demonstrating an example of a digit span task self ordered task. It is a left lateral view of the human cerebrum showing the frontal lobe and its division.

Explanation of symbols

3 Stimulus (object)

Claims (5)

  For the user, the short-term memory function and the information operation function in the frontal association area are simultaneously or individually operated, and further, any of the input selection function, the planning function, the action selection function, the disturbance exclusion function, and the monitoring function in the frontal association area or a predetermined function Instructional teaching material that designates a single or a plurality of behavioral tasks for which a combination of the two works, and newly designates a behavioral task different from the behavioral task.   A brain-rearing device for a user to simultaneously or individually operate a short-term memory function and an information manipulation function in the frontal association area, and further, an input selection function, a planning function, an action selection function, an interference elimination function in the frontal association area, and A brain-rearing apparatus comprising: instruction means for instructing a single or a plurality of behavioral tasks for which any one of monitoring functions or a predetermined combination works, and for newly indicating a behavioral task different from the behavioral task. It is a brain-rearing method for the user by the instruction means.
The short-term memory function and the information manipulation function in the frontal association area work simultaneously or individually, and any one or a predetermined combination of the input selection function, the planning function, the action selection function, the disturbance exclusion function, and the monitoring function works in the frontal association area A first step of instructing a single or multiple action tasks;
It is a new action task that suppresses the learning effect, and the short-term memory function and information manipulation function in the frontal association area work simultaneously or individually, and further, the input selection function, planning function, action selection function, and interference elimination in the frontal association area And a second step of instructing a single or a plurality of behavioral tasks in which any one of the function and the monitoring function or a predetermined combination works.   A program capable of causing a computer to execute the brain-rearing method according to claim 3. A recording medium recorded with the computer according to claim 4 being executable.

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