JP7062574B2 - Error learning device and method - Google Patents

Description

Application of Article 30, Paragraph 2 of the Patent Law The 82nd Annual Meeting of the Japanese Psychological Society, Proceedings of the 82nd Annual Meeting of the Japanese Psychological Society, page 472, The 82nd Annual Meeting of the Japanese Psychological Society, Preparatory Committee, August 2018

The present disclosure relates to an error learning device and method in which a call is entangled.

Conventionally, calling has been widely adopted in each field such as railways, factories, and plants for the purpose of preventing human error, and it is important for the safety of each field to educate the error prevention effect. Therefore, various techniques for educating the error prevention effect of calling have been proposed (see, for example, Patent Document 1).

For example, there are those that utilize the Go / NoGo task and the n-back task used in psychological experiments to experience the effect of preventing premature reaction errors and the effect of preventing short-term memory forgetting errors. Such a technique presents the error rate of the task when the task is performed without calling and when the task is called, and recognizes that the error rate decreases when the call is made. By doing so, you can experience the error prevention effect of calling.

Japanese Unexamined Patent Publication No. 2009-210785

However, no technique has yet been proposed to educate about the effect of the call on the entangled error.

Here, the entanglement error means that the person reacts unintentionally to the information that should be ignored. For example, a train driver is caught in a 90 [km / h] speed limit sign while traveling in a temporary slow-moving section with a speed limit of 15 [km / h], increasing the speed and overspeeding. That is the case. Therefore, prevention of entanglement errors is an important issue for railway safety.

The call has the effect of preventing an error from being caught in the call, but the call also has the effect of inducing an error by being caught.

Here, the problem of the conventional technique can be solved so that the learner can appropriately learn the influence of the call on the entangled error, thereby effectively preventing the entangled error. It is an object of the present invention to provide an error learning device and a method for embedding a call that enables.

Therefore, in the call-in-the-middle error learning device, the call-in-the-middle error learning device that learns the influence on the call-in-the-middle error, and displays the stimulus related to the task to be performed by the learner. A display unit to be used, a reaction controller operated by the learner to input a reaction to the task, and a stimulus related to the task are set, and a reaction corresponding to the task is acquired to obtain an error rate. The control unit is provided with a control unit for calculation, and the embedding error is an error in which the learner operates the reaction controller for a predetermined stimulus to be ignored, and the control unit operates under the condition that there is no call. A first result, which is the result of the learner performing the task, a second result, which is the result of the learner performing the task under the condition that there is a call of the first aspect, and a second. The display unit displays the third result, which is the result of the learner performing the task under the condition that the mode is called.

Further, in the other call-embedded error learning device, the call of the first aspect is a call made by the learner at the timing when a predetermined signal is displayed on the display unit. The second aspect of the call is a call made by the learner at an arbitrary timing.

In yet another call-embedded error learning device, the display unit further displays m × n (m and n are integers) squares and displays the stimulus in any of the squares. ..

In yet another summoning error learning device, the reaction controller further has a joystick that can be operated in the up, down, left, and right directions, and a button indicating a number, and the learner receives the stimulus. If it is an arrow, tilt the joystick in the direction of the arrow, and if the stimulus is a number, press the button indicating the number to input the reaction to the task.

In the summoning error learning method, the display unit provides a stimulus for the task to be performed by the learner, which is a summoning embedding error learning method for learning the influence of the summoning on the error. It is the result of the step of displaying, the step of inputting the reaction to the task to the reaction controller by the operation of the learner, and the result of the learner performing the task under the condition that the control unit does not call. The learner said that the result of 1 and the second result, which is the result of the learner performing the task under the condition of having the call of the first aspect, and the condition of having the call of the second aspect. The learner comprises a step of displaying a third result, which is the result of carrying out the task, on the display unit, and the learner sets the reaction controller to a predetermined stimulus to be ignored. It is an error to operate .

According to the present disclosure, the learner can appropriately learn the influence of the call on the entangled error, and thereby it becomes possible to effectively prevent the entangled error.

It is a figure which shows the example of the display screen of the learning apparatus and the reaction operation apparatus in this embodiment. It is a block diagram which shows the functional structure of the learning apparatus in this embodiment. It is a figure which shows the flow of the task used in the learning apparatus in this embodiment. It is a figure which shows the example of the box screen displayed on the display screen of the learning apparatus in this embodiment. It is a flowchart which shows the operation of the learning apparatus in this embodiment. It is a flowchart which shows the operation of one trial of the learning apparatus in this embodiment. It is a flowchart which shows the operation of the count part of the learning apparatus in this embodiment. It is a figure which shows the example of the result of learning performed using the learning apparatus in this embodiment.

Hereinafter, embodiments will be described in detail with reference to the drawings.

FIG. 1 is a diagram showing an example of a display screen of the learning device and a reaction controller according to the present embodiment, and FIG. 2 is a block diagram showing a functional configuration of the learning device according to the present embodiment. In FIG. 1, (a) is a diagram showing an example of a screen on which an arrow is displayed, (b) is a diagram showing an example of a screen on which numbers are displayed, and (c) is a diagram showing an example of a reaction actuator. Is.

In the figure, reference numeral 10 is a learning device as a summoning error learning device according to the present embodiment, which is a kind of learning device used by a learner to learn the influence of a summoning embedding error. It is a computer system. The learning device 10 includes a CPU, a computing device such as an MPU, a storage device such as a magnetic disk and a semiconductor memory, an input device such as a keyboard, a mouse and a touch panel, a display device such as a CRT and a liquid crystal display, and a communication interface. It is a computer system built in a computer. The computer is, for example, a personal computer, a workstation, a server, a tablet computer, or the like, but may be any kind of computer as long as it operates according to a program such as application software installed in the storage device. In addition, it may be a single computer, or it may be a group of computers in which a plurality of computers are connected so as to be able to communicate with each other via a network.

From the viewpoint of function, the learning device 10 includes a control unit 11, a display unit 15 communicably connected to the control unit 11, and a reaction controller 16 as a joystick board. The display unit 15 displays stimuli related to the task performed by the learner. Further, the reaction controller 16 is operated by the learner to input a reaction to the task. Further, the control unit 11 sets the stimulus related to the task, acquires the reaction corresponding to the task, and calculates the error rate. The control unit 11 includes a storage unit 12 for storing a program or the like, a timer unit 13 for measuring an elapsed time, and a counting unit 14 as a counter for counting numbers. The storage unit 12 includes a task as a learning task given to the learner, a task storage unit 12a for storing the implementation method of the task, and a reaction storage unit 12b for storing the reaction of the learner. ..

Further, the display unit 15 is, for example, a display device such as a CRT or a liquid crystal display, and displays a screen as shown in FIGS. 1A and 1B. Further, the reaction controller 16 is a device including a joystick operated by the learner and a plurality of numeric buttons, as shown in FIG. 1 (c). In the screens as shown in FIGS. 1 (a) and 1 (b), 21 is a square screen showing 3 × 3 squares, and further, in any of the squares, an arrow or a single digit The numbers are displayed. Note that 23 is a background of arrows or numbers displayed in a box, and the color of the background 23, that is, the background color is, for example, green. Further, 22 is a counter display, and the counting unit 14 counts and displays the number. The squares displayed on the square screen 21 are not necessarily limited to 3 × 3, and m × n (m and n are integers, and m = n or m ≠ n). The numerical values of m and n can be arbitrarily set as long as the squares of the arrangement of are 3 × 3, but for convenience of explanation, a case of 3 × 3 will be described here.

In order for the learner to experience the error prevention effect of the summons, compare the number of errors (rate) when the summons are used properly and the number of errors (rate) when the summons are not used. It is useful to show the learner that the entanglement error is reduced when the call is used properly than when it is not used. In addition, in order for the learner to experience the error-inducing effect of the call, the learner is informed that when the call is used improperly, the error is increased compared to when the call is not made. It is effective to let them experience it.

Therefore, in the learning device 10 of the present embodiment, the learner has a task under the condition that the first result is the result of the learner performing the task under the condition of no summoning and the condition of having the summoning of the first aspect. The display unit 15 displays the second result, which is the result of carrying out the above, and the third result, which is the result of the learner performing the task under the condition that there is a call in the second aspect. .. The call of the first aspect is a call made by the learner at the timing when a predetermined signal is displayed on the display unit 15, and the call of the second aspect is a call made by the learner at an arbitrary timing. It is a calling to make.

Specifically, when the learning device 10 uses a task called "a squeezed error-inducing task" stored in the task storage unit 12a and the learner performs the task without calling. A graph showing the number of misleading errors (rate) is displayed on the display unit 15 in each of the case where the call is made while making an inappropriate call and the case where the call is made while making an appropriate call. Then, the learner was displayed that the number of errors (rate) that was caught in the call decreased when the call was made appropriately, and the number of errors (rate) that was caught in the learner increased when the call was made improperly. See the results and learn about the proper use of the call and its effects.

As shown in FIG. 1, the "hang-in error-inducing task" is an arrow indicating one of the up, down, left, and right directions shown one after another in any of the 3 × 3 squares of the square screen 21, or It is a task that a learner responds to any number 2 to 4 by operating a joystick or a number button of the reaction controller 16. The learner is required to tilt the joystick in the direction of the arrow when the arrow is displayed, and to press the number button corresponding to the number when the number is displayed. Here, the arrow indicating a specific direction (for example, upward) among the arrows indicating either up, down, left, or right should be ignored, and the joystick is tilted in the specific direction in response to the arrow. Defined as a embedded error. When an arrow in a specific direction (for example, upward) is displayed, the learner must wait until the next number is displayed without tilting the joystick.

If an arrow in a specific direction (for example, upward) that you have to wait for is caught in the information of "upward" that the arrow has and the joystick is tilted upward, the above-mentioned "hanging error" In the "triggered task", it is judged that the error is caught.

Further, a counter display 22 that counts up from 1 to 10 is displayed on the upper right of the box screen 21. When the number on the counter display 22 reaches 10, the learner needs to press the corresponding button on the reaction manipulator 16. The count-up on the counter display 22 is performed every 3 seconds, and when the number on the counter display 22 becomes 10 and 3 seconds have elapsed, the number on the counter display 22 returns to 1.

The number of trials is 160 in the above-mentioned "triggered error induction task". Of the 160 trials, in 120 trials, any number from 2 to 4 is shown in any of the 3x3 squares of the square screen 21 (each number is shown 40 times), and the rest. In the 40 trials, an arrow indicating one of the up, down, left, and right directions is shown in any of the 3 × 3 squares of the square screen 21 (arrows in each direction are shown 10 times each). One arrow in each direction is displayed for every 16 trials. Therefore, the upward arrow, which should not tilt the joystick, does not concentrate in the first half or the second half of all 160 trials.

The "strapped error triggering task" includes some mechanisms for facilitating a snarled error. One is a 3 × 3 square of the square screen 21. Arrows and numbers are randomly displayed in any of these nine squares. By doing so, the attention of the learner who uses the learning device 10 is dispersed, and it is easy to be caught in and an error is easily induced. In addition, the display time in one trial is set to a relatively long time of 3 seconds, which makes the task redundant, reduces the learner's concentration, and makes it easier for the learner to be caught in an error. ing. Further, by monitoring the counter display 22 on the upper right of the square screen 21, the learner's attention is dispersed, and it is easy to induce an error.

Next, the operation of the learning device 10 will be described in detail.

FIG. 3 is a diagram showing a flow of tasks used in the learning device in the present embodiment, FIG. 4 is a diagram showing an example of a box screen displayed on the display screen of the learning device in the present embodiment, and FIG. A flowchart showing the operation of the learning device according to the embodiment, FIG. 6 is a flowchart showing the operation of one trial of the learning device according to the present embodiment, and FIG. 7 is a flowchart showing the operation of the counting unit of the learning device according to the present embodiment. FIG. 8 is a diagram showing an example of the result of learning performed using the learning device in the present embodiment. In FIG. 4, (a) is a diagram showing an example in which the background color has changed, (b) is a diagram showing an example in which the background color is normal, and in FIG. 8, (a) is an inappropriate calling. The figure which shows the error rate at the time of making, (b) is the figure which shows the error rate at the time of making an appropriate call.

The flow of learning using the "hang-in error-inducing task" in the learning device 10 is as shown in FIG.

First, the task is explained to the learner through the slide displayed on the screen of the display unit 15. Here, the learner responds to the arrows and numbers displayed on the square screen 21 of the display unit 15 by operating the joystick and the number buttons of the reaction controller 16, and the counter display on the upper right of the square screen 21. When the number 22 becomes 10, the learner is explained to press a button or the like.

After the explanation, a "pull-in error-inducing task (first time)" without calling is performed. The time is about 8 minutes.

Next, there is a two-minute break.

Next, the first aspect of the call, that is, the "pull-in error-inducing task (second time)" while making an inappropriate call is performed. In this case, in the 20th trial, the 40th trial, the 60th trial, the 80th trial, the 100th trial, the 120th trial, the 140th trial, and the 160th trial, FIG. 4 ( The color of the background 23 of the arrow or number displayed in the square of the square screen 21 as shown in b), that is, the color having a normal background color (for example, green) is shown in FIG. 4 (a). It changes to the color of the unusual background 23a (for example, pink). The learner is required to call "Ignore upwards" when the background color of the arrow or number changes to an unusual background color in this way. Other than this, it is the same as the above-mentioned "hanging error induction task (first time)". The time is about 8 minutes.

Next, there is a two-minute break.

Finally, the second aspect of the call, that is, the "pull-in error-inducing task (third time)" while making an appropriate call is performed. Here, the learner is required to call out "Ignore upwards" at any time. Other than this, it is the same as the above-mentioned "hanging error induction task (first time)".

The reason for having a two-minute break between tasks is that if the tasks are performed continuously, the learner's fatigue will accumulate, and the error will be caught in the second time rather than the first time and in the third time rather than the second time. This is because it is expected that the number will increase. A two-minute break is provided between tasks to reduce the learner's accumulation of fatigue.

After the "pull-in error triggering task" is performed three times, the number of sprinkled errors (rate) and the reaction time to the arrows and numbers are displayed on the screen of the display unit 15 as a graph.

FIG. 8 shows the result of the error prevention effect verification experiment of the summoning, which was actually carried out by using the learning device 10 in the present embodiment. In the result shown in FIG. 8 (a), the error rate is increased due to improper calling, whereas in the result shown in FIG. 8 (b), the appropriate calling is performed. It can be seen that the error rate is reduced by making the call.

That is, when the second aspect of the call, that is, an appropriate call is made, the number of entangled errors (rate) is smaller than when the call is not made, and the first aspect of the call, that is, inappropriate. When a call is made, the number of errors (rate) is larger than when the call is not made.

Conventionally, it has been thought that when a call is made, the error is always reduced, but the call is made by the error prevention effect verification experiment of the call actually carried out using the learning device 10. It was found that if is inappropriate, the number of errors (rate) is higher than without the summons, and if the summons are appropriate, the number of errors (rate) is smaller than without the summons. ..

To explain in detail, the background 23a in which the learner does not know when the timing is (for example, the color of the background 23 of the arrow or the number is unusual), such as the above-mentioned “error-inducing task (second time)”. When summoned at the timing specified by (changing to the color of When the learner himself calls at an arbitrary timing, the number of errors (rate) is the smallest (the error prevention effect is the highest), and the above-mentioned "error-inducing task (first time)" If the call is not made, it can be seen that the number of errors (rate) is medium (the error prevention effect is medium).

By seeing such a result by the learner, it is possible to confirm the effect of preventing the error by being caught in the call and the effect of inducing the error by being caught in the call.

Next, in order to explain the overall operation of the learning device 10, the flowchart shown in FIG. 5 will be described.
Step S1 The learning device 10 explains how to do the task. Specifically, the control unit 11 accesses the data stored in the task storage unit 12a and causes the display unit 15 to display the method of the corresponding task.
Step S2 The learning device 10 formulates the content of the stimulus in 160 trials as the content of the stimulus related to the task. Specifically, the control unit 11 accesses the data stored in the task storage unit 12a, and based on the method of implementing the task, serves as a stimulus for the task displayed in the 3 × 3 squares of the square screen 21. Select whether to display an arrow or a number, and randomly select a position to display the arrow or a number, that is, one of the 3 × 3 squares of the square screen 21, and the arrow or the displayed stimulus. Determine the correct reaction to the numbers and set the color of the background 23 of the squares on the square screen 21.
Step S3 The learning device 10 presents a stimulus, activates the counting unit 14 as a counter, and acquires a reaction. Specifically, the control unit 11 causes the display unit 15 to display an arrow or a number as a stimulus set in step S2, and activates the counting unit 14 to display the counted number of the counting unit 14 on the display unit 15. Display. As a result, the display unit 15 displays a screen as shown in FIGS. 1A and 1B. The control unit 11 instructs the display unit 15 based on the time measured by the timer unit 13 to change the screen every predetermined time (for example, 3 seconds). Then, when the learner operates the joystick or the number button of the reaction controller 16 in response to the display on the screen, the operation is acquired from the reaction controller 16 as a reaction to the learner's task and is stored in the reaction storage unit 12b. Store as data.
Step S4 The learning device 10 takes a break. Specifically, the control unit 11 causes the display unit 15 to display that it is a break. The break time is, for example, 2 minutes.

Then, steps S2 to S4 are looped three times.
Step S5 The learning device 10 feeds back the result. Specifically, the control unit 11 accesses the data stored in the reaction storage unit 12b, and calculates the number of errors (rate) and the like as the execution result of the task based on the reaction of the learner to the task. , The implementation result is displayed on the display unit 15.

Next, in order to explain the operation of the learning device 10 for performing one trial in the execution of the task, the flowchart shown in FIG. 6 will be described.
Step S11 The learning device 10 sets the learner's reaction as a rejection setting. Specifically, the control unit 11 sets to disallow the learner's operation of the reaction actuator 16.
Step S12 The learning device 10 displays a blank screen for 1 second. Specifically, the control unit 11 instructs the display unit 15 to continue the state in which neither the arrow nor the number is displayed in the square of the square screen 21 for 1 second.
Step S13 The learning device 10 presents the stimulus. Specifically, the control unit 11 instructs the display unit 15 according to the content of the stimulus set in step S2 shown in FIG. 5, and displays an arrow or a number as a stimulus related to the task in the square of the square screen 21 for 2 seconds. And change the color of the background 23 of the squares.
Step S14 The learning device 10 sets the learner's reaction as a permission setting. Specifically, the control unit 11 sets to allow the learner to operate the reaction actuator 16.
Step S15 The learning device 10 monitors the learner's reaction. Specifically, the control unit 11 accesses the reaction actuator 16 as a joystick board every 100 [ms], and the learner controls the joystick of the reaction actuator 16 as a reaction corresponding to the display on the screen of the display unit 15. Monitor whether or not you have operated the or number buttons.
Step S16 When there is a learner's reaction, the learning device 10 sets the learner's reaction in the trial to be rejected. Specifically, when the control unit 11 detects that the learner has operated the joystick or the number button of the reaction controller 16, the control unit 11 immediately disallows the learner to operate the reaction controller 16 in the trial. Make settings.
Step S17 When there is a learner's reaction, the learning device 10 acquires the content and reaction time of the reaction. Specifically, when the control unit 11 detects that the learner has operated the joystick or the numerical button of the reaction controller 16, the control unit 11 regards the operation as a reaction to the learner's task and the time of the operation as the learner. It is acquired from the reaction controller 16 as the reaction time of the above, it is determined whether or not the reaction is correct, and it is stored as data in the reaction storage unit 12b.
Step S18 The learning device 10 waits for 2 seconds. Specifically, the control unit 11 waits until 2 seconds have elapsed from the presentation of the stimulus in step S13 based on the time measurement by the timer unit 13.
Step S19 The learning device 10 shifts to the next trial. Specifically, the control unit 11 shifts to the next trial after 2 seconds have elapsed in step S18, sets the learner to disallow the operation of the reaction actuator 16, and instructs the display unit 15. Then, the blank screen is displayed for 1 second, and the state in which no arrow or number is displayed in the square of the square screen 21 is continued for 1 second.

Next, in order to explain the operation of the learning device 10 for performing the counter display 22, the flowchart shown in FIG. 7 will be described.
Step S21 The learning device 10 determines whether the count is 10 or less than 10. Specifically, the control unit 11 determines whether the number counted by the counting unit 14 and displayed on the counter display 22 of the display unit 15 has reached 10 or is still less than 10. If it is less than 10, the process proceeds to step S22, and if it is 10, the process proceeds to step S23.
Step S22 The learning device 10 adds 1 to the currently displayed count. Specifically, the control unit 11 instructs the counting unit 14 to count up by 1, and instructs the display unit 15 to display the counted up number on the counter display 22.
Step S23 The learning device 10 sets the count to 1. Specifically, the control unit 11 instructs the counting unit 14 to return the count to 1, and instructs the display unit 15 to display 1 on the counter display 22.
Step S24 The learning device 10 waits for 3 seconds. Specifically, the control unit 11 instructs the counting unit 14 to hold the count for 3 seconds, and instructs the display unit 15 to hold the display of the counter display 22 for 3 seconds.

Then, steps S21 to S24 are looped until the 160th trial is completed.

As described above, in the present embodiment, the learning device 10 is a calling error learning device that learns the influence on the calling error. Then, the display unit 15 that displays the stimulus related to the task performed by the learner, the reaction controller 16 that the learner operates to input the reaction to the task, and the stimulus related to the task are set, and the reaction corresponding to the task is set. The control unit 11 is provided with a control unit 11 that acquires and calculates the error rate, and the control unit 11 has a first result, which is the result of the learner performing the task under the condition without calling, and a first aspect. The second result, which is the result of the learner performing the task under the condition that there is a call, and the third result, which is the result of the learner performing the task under the condition that there is a call of the second aspect. It is displayed on the display unit 15.

This allows the learner to compare the first result, the second result, and the third result to appropriately learn the effect of the call on the entanglement error. Therefore, the learner can effectively prevent the entanglement error.

Further, the call of the first aspect is a call made by the learner at the timing when a predetermined signal is displayed on the display unit 15, and the call of the second aspect is made by the learner at an arbitrary timing. It is a call. Therefore, the learner can learn that the result of performing the task differs depending on the mode of calling.

Further, the entanglement error is an error in which the learner operates the reaction manipulator 16 with respect to a predetermined stimulus to be ignored. Further, the display unit 15 displays the squares of m × n (m and n are integers) and displays the stimulus in any of the squares. Further, the reaction controller 16 has a joystick that can be operated in the up, down, left, and right directions, and a number button that indicates a number. If the stimulus is an arrow, the learner tilts the joystick in the direction of the arrow to generate the stimulus. If it is a number, enter the reaction to the task by pressing the number button indicating the number.

Further, in the present embodiment, the learning method is a summoning error learning method for learning the influence of the summoning on the error. Then, the process in which the display unit 15 displays the stimulus related to the task to be performed by the learner, the process in which the reaction to the task is input to the reaction controller 16 by the learner's operation, and the control unit 11 do not call. The first result, which is the result of the learner performing the task under the condition of, the second result, which is the result of the learner performing the task under the condition of the call of the first aspect, and the second aspect. It is provided with a step of displaying the third result, which is the result of the learner performing the task on the condition that there is a call of the above, on the display unit 15.

It should be noted that the disclosure herein describes features relating to suitable and exemplary embodiments. Various other embodiments, modifications and modifications within the scope and purpose of the claims attached herein can be naturally conceived by those skilled in the art by reviewing the disclosure of the present specification. be.

The present disclosure can be applied to the error learning device and method of calling.

10 Learning device 11 Control unit 15 Display unit 16 Reaction controller

Claims (5)

It is a calling error learning device that learns the effect of the calling on the error.
A display unit that displays stimuli related to the tasks performed by the learner,
A reaction controller operated by the learner to input a reaction to the task,
It is equipped with a control unit that sets a stimulus related to the task, acquires a reaction corresponding to the task, and calculates an error rate.
The entanglement error is an error in which the learner operates the reaction manipulator in response to a predetermined stimulus to be ignored.
The control unit has a first result, which is the result of the learner performing the task under the condition of no call, and a result of the learner performing the task under the condition of having the call of the first aspect. The second result and the third result, which is the result of the learner performing the task under the condition that there is a call of the second aspect, are displayed on the display unit. An error learning device that is squeezed in. The call of the first aspect is a call made by the learner at the timing when a predetermined signal is displayed on the display unit, and the call of the second aspect is a call made by the learner at an arbitrary timing. The error learning device for which the call is squeezed according to claim 1, which is the call to be made. The error learning device according to claim 1 or 2 , wherein the display unit displays squares of m × n (m and n are integers) and displays the stimulus in any of the squares. .. The reaction controller has a joystick that can be operated in the up, down, left, and right directions and a button indicating a number, and the learner tilts the joystick in the direction of the arrow when the stimulus is an arrow, and the stimulus is described. The error learning device according to claim 3 , wherein when is a number, the button indicating the number is pressed to input the reaction to the task. It is a method of learning the effect of the slamming error on the snarling error.
The process in which the display unit displays the stimulus related to the task performed by the learner, and
The process in which the reaction to the task is input to the reaction controller by the learner's operation, the first result which is the result of the learner performing the task under the condition that the control unit does not call, and the first result. The second result, which is the result of the learner performing the task under the condition of having the call of the first aspect, and the result of the learner performing the task under the condition of having the call of the second aspect. The third result is displayed on the display unit.
The snarling error learning method of calling, characterized in that the snarling error is an error in which the learner operates the reaction manipulator with respect to a predetermined stimulus to be ignored .

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