JPH0523438B2 - - Google Patents

Description

[Detailed Description of the Invention] This invention aims to increase the neural synapse circuit between the cerebral language center by activating the language learning circuit of the short-term memory system of the tactile system. The present invention relates to a psychological and cerebral physiological learning machine that can efficiently and developmentally learn and memorize learning content using the .

Until now, in terms of learning content learned through foreign language learning and other language learning processes, there have been many learning systems and learning machines that make full use of audiovisual materials, ranging from classical texts to the latest ones such as audio tapes and television video recordings. These systems have been developed with little progress, other than their common focus on audio-visual learning. Moreover, these are all forms of hearing learning of formal phrases that are difficult to correspond to the actual language development process that unfolds in actual conversation situations, so the relationship between language and factual background is easy to separate, and it depends on the situation. When it comes to real-life situations in which phrases are paraphrased in various ways, due to preconceptions about grammar and mishearing of partial words due to pronunciation intonation (over-attention), hearing the overall content is neglected, and when the phrase ends, immediately afterward. What did the other person just say?
The problem was that it was extremely difficult to carry on a conversation due to the decisive differences between the language and the mother tongue, such as the loss of sensory memory of de, replay, play, de, k, na, i. However, if we consider these issues carefully, we can see that in the conventional training process of language learning, the somatic memory system, which is the storage of the sensory memory system or short-term memory system, which is essential for the substantive process control (automation) of conversation, and the linguistic A sustained recital by active performers (it is not a rehearsal; a rehearsal is just a rehearsal of what you will say and does not constitute a hearing)
I cannot help but notice that the lack of training in the tactile system, which can be called the ability to reproduce repeated pronunciations, was overlooked. In order to solve such problems, it is important to have knowledge of the grammar (structure) and word (component) meaning of the language, but the first important issue to keep in mind is to understand the meaning of the language once you have heard it. We come to the conclusion that in order to be able to freely and accurately reproduce pronunciations on the spot, we must master the ability to voluntarily operate the language active muscles, which serve as short-term memory storage.
However, in the conventional audiovisual learning method, the mechanistic importance of the sensory memory system and short-term memory system, which is a crucial issue, has not been discussed much. Therefore, the psychological problem is how to activate the development of the sensory memory system or short-term memory system and make language learning more efficient.
A cerebral physiological hearing learning method or learning theory has not yet been established (explained). It is simply defined as ``short-term memory is a temporary activation of long-term memory.'' However, if explained using the learning theory of the present invention, differences in conversational ability are not necessarily determined by the long-term memory capacity of words, but by the number of phrases that are repeated one after another during a conversation. The moment, moment, and moment of how accurately the direct memory range (memory span) can be repeatedly reproduced.
It can be said that it depends on the proficiency of the maintenance recital. In fact, if you are proficient at this, you will be able to maintain the memory span necessary for conversation in your sensory memory or short-term memory without actually moving your mouth, and you will be able to listen to it over and over again, or listen to it unwillingly. You won't have to take such risks, and your conversational skills will improve even more.

On the other hand, infants, whether foreign or Japanese, can freely use their native language even if they cannot read very well. ), and in the process of gradually developing into a ``ternary relationship'' in the form of ``self-things-mother,'' they deepen their grasp of the concept of things, and through the development of mutual joint action procedures, This is because the basics of grammatical or syntactic processing have been substantially completed through repeated semantic and parallel hearing with language instructions (self, mother, things, phenomena, past, present, future). As is clear from this fact, by the time we master a language, we have learned from infancy the factual experience and the production of babbling (pronunciation training) and the imitation of adult mouths seen in early childhood (speech training). During the imitation learning period of less than 2 years, as the sensory memory system and the short-term memory system, voluntary training of language active muscles, are gradually mastered, the circuit connection with the cerebral language center, which is the long-term memory system, is improved. This shows that long-term memory vocabulary capacity does not determine language mastery from the beginning. In other words, the practical completion of hearing (listening ability) in language learning is not just about getting your ears used to hearing sounds, but also about being able to hear verbal phrases and phrases once you have heard them, regardless of their meaning. It refers to the ``maintained recital proficiency'' of being able to freely and accurately reproduce pronunciation repeatedly on the spot, and it reaches the somatic and language active muscles such as the sensory memory system or short-term memory system, and the cerebral language center. It must be said that the elaboration and voluntaryization of the muscle/neural circuit synapses up to this point have been completed. According to an experimental study published by Nakaaki Tsukahara, professor of neurophysiology at Osaka University, using electrode stimulation of the diencephalon and forepaws of cats, depending on how the stimulation is applied, new neurons can be formed between the cerebrum and peripheral organs within about a week. It has been reported that synapses (circuits) germinate (develop) and connect, but in consideration of the above theoretical verification and (experimental facts), the present invention develops a maintenance type of short-term memory system that is essential for learners to master language learning. As a means of making it possible to perform a recital as soon as possible, the native speaker's vocal pronunciation and the corresponding muscle/nerve stimulation signals are transmitted to the learner's cerebral language center, short-term memory system (language active muscles) or sensory memory system (physical muscles such as the hands). In addition to the tactile sense as a stimulus, short-term memory maintenance recitals are activated in a simulated experiential manner for experiential learning, thereby increasing the muscles and neurons connected to cerebral language centers such as Wernicke's center (auditory) and Broca's center (pronunciation). The purpose is to promote synaptic expansion (reorganizational regeneration in the case of people with language impairments due to brain damage) and to achieve learning efficiently and early. Embodiments of the invention will be described with reference to the drawings.

FIG. 1 shows a conventional learning pattern. Figure 1-1 shows a case where television or video is used, where visual and auditory senses are central, and tactile sense (mouth movements) is complementary. Figure 1-2 shows the case of text reading, where visual and tactile senses are central, and auditory senses are supplementary. Figures 1-3 show the case of using audio tape, where hearing is the main focus, and antennae and vision are complementary. As described above, the drawback of the conventional system is that there is no rapid response connection between auditory and tactile sensations.

FIG. 2 shows the case of this embodiment, in which the auditory sense and the visual sense are central, and the visual sense is supplementary. This establishes a triadic relationship in terms of cerebral physiology, making it possible to create a simulated experience through tactile stimulation.

FIG. 3 is a diagram showing a hearing learning model based on the ternary relationship of the present invention. Brain (self) shown in Figure 3
1 represents external stimuli such as visual objects and internal stimuli such as memory images, auditory sense 2 represents external audio stimulation and recital stimulation, and tactile sense 3 represents stimulation received from the outside world and active stimulation such as pronunciation. As mentioned above, the conventional learning pattern involves only the brain 1 and the auditory sense 2, but the present invention activates the interaction between the brain and the auditory sense by providing stimulation with the tactile sense 3, and also creates a pseudo-experiential triadic relationship.
In other words, they are trying to form relationships (self-object-other) to enhance learning effects.

FIG. 4 shows a model diagram of the processing process inside the cerebrum according to the present invention. The output of the audio reproduction device 1 is heard through the speaker 2 with the ear 3. The auditory stimulus is transmitted to the Wernicke center 4. On the other hand, a signal created corresponding to the audio signal is applied as a tactile stimulation to the body such as the face or hands through a silent vibrator or the muscle nerve stimulation electrode 5. This tactile stimulus is sent to Broca's center via afferent nerves. on the other hand,
The tactile stimulation that reaches Broca's center 6 feeds back to the original sounding muscle via efferent nerves, repeating the stimulating action and automatically forming a sustaining recital, and the response is centripetal to Wernicke's center. Mutual cross-connections will be strengthened by allowing such propagation to take place.

FIG. 5 shows a system diagram of an embodiment of the present invention. A signal reproduced by the audio reproduction device 11 is sent to a switching circuit 12 and a delay circuit 13 via an input terminal. The output of amplifier 14 is sent to a hearing headphone or speaker to output audio. On the other hand, the signal passing through the waveform shaping circuit 15 and amplifier 16 is sent to a silent vibrator or muscle stimulation electrode 17. Delay circuit switching selects whether to apply a tactile stimulus after a delay time after the sound arrives first, or to listen to the sound after a delay time after giving a tactile stimulus. It becomes possible to further strengthen the learning effect.

[Brief explanation of the drawing]

Figure 1 shows the conventional learning pattern.
FIG. 2 shows the learning pattern of this embodiment. FIG. 3 shows a hearing learning model based on the ternary relationship, which is the theory of the present invention, and FIG. 4 shows a model diagram of the processing process inside the cerebrum based on the ternary relationship. FIG. 5 is a system diagram of the embodiment.

Claims (1)

[Claims] 1. A delay circuit that inputs a signal produced by playing a language learning tape into an audio playback device, separates the signal into two routes, and delays the signal in time; A switching circuit that switches the signal to pass through the route, an amplifier that amplifies the signal of one route and sends it to an external speaker, and a waveform shaping circuit that passes the signal of the other route through the amplifier. A tactile language learning machine that drives a silent vibrator or muscle stimulation electrode attached to the body, and provides tactile stimulation in addition to audio auditory learning. 2. Signals from myoelectric potential detection electrodes attached to the teacher's face are recorded on magnetic tape simultaneously with the teacher's voice, and during playback, muscle stimulation signals are played back in addition to the voice for learning. A tactile language learning machine according to claim 1, which provides tactile stimulation to a person.