WO2001012059A1 - Method and apparatus of enhancing learning capacity - Google Patents
Method and apparatus of enhancing learning capacity Download PDFInfo
- Publication number
- WO2001012059A1 WO2001012059A1 PCT/US2000/022160 US0022160W WO0112059A1 WO 2001012059 A1 WO2001012059 A1 WO 2001012059A1 US 0022160 W US0022160 W US 0022160W WO 0112059 A1 WO0112059 A1 WO 0112059A1
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- user
- signal
- reference signal
- trigger
- manipulation
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Classifications
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- A—HUMAN NECESSITIES
- A61—MEDICAL OR VETERINARY SCIENCE; HYGIENE
- A61B—DIAGNOSIS; SURGERY; IDENTIFICATION
- A61B5/00—Measuring for diagnostic purposes; Identification of persons
- A61B5/68—Arrangements of detecting, measuring or recording means, e.g. sensors, in relation to patient
- A61B5/6801—Arrangements of detecting, measuring or recording means, e.g. sensors, in relation to patient specially adapted to be attached to or worn on the body surface
- A61B5/6802—Sensor mounted on worn items
- A61B5/6804—Garments; Clothes
- A61B5/6806—Gloves
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- A—HUMAN NECESSITIES
- A61—MEDICAL OR VETERINARY SCIENCE; HYGIENE
- A61B—DIAGNOSIS; SURGERY; IDENTIFICATION
- A61B5/00—Measuring for diagnostic purposes; Identification of persons
- A61B5/16—Devices for psychotechnics; Testing reaction times ; Devices for evaluating the psychological state
- A61B5/162—Testing reaction times
-
- A—HUMAN NECESSITIES
- A61—MEDICAL OR VETERINARY SCIENCE; HYGIENE
- A61B—DIAGNOSIS; SURGERY; IDENTIFICATION
- A61B5/00—Measuring for diagnostic purposes; Identification of persons
- A61B5/68—Arrangements of detecting, measuring or recording means, e.g. sensors, in relation to patient
- A61B5/6887—Arrangements of detecting, measuring or recording means, e.g. sensors, in relation to patient mounted on external non-worn devices, e.g. non-medical devices
- A61B5/6896—Toys
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- G—PHYSICS
- G16—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR SPECIFIC APPLICATION FIELDS
- G16H—HEALTHCARE INFORMATICS, i.e. INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR THE HANDLING OR PROCESSING OF MEDICAL OR HEALTHCARE DATA
- G16H20/00—ICT specially adapted for therapies or health-improving plans, e.g. for handling prescriptions, for steering therapy or for monitoring patient compliance
- G16H20/70—ICT specially adapted for therapies or health-improving plans, e.g. for handling prescriptions, for steering therapy or for monitoring patient compliance relating to mental therapies, e.g. psychological therapy or autogenous training
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- G—PHYSICS
- G16—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR SPECIFIC APPLICATION FIELDS
- G16H—HEALTHCARE INFORMATICS, i.e. INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR THE HANDLING OR PROCESSING OF MEDICAL OR HEALTHCARE DATA
- G16H50/00—ICT specially adapted for medical diagnosis, medical simulation or medical data mining; ICT specially adapted for detecting, monitoring or modelling epidemics or pandemics
- G16H50/20—ICT specially adapted for medical diagnosis, medical simulation or medical data mining; ICT specially adapted for detecting, monitoring or modelling epidemics or pandemics for computer-aided diagnosis, e.g. based on medical expert systems
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- G—PHYSICS
- G16—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR SPECIFIC APPLICATION FIELDS
- G16H—HEALTHCARE INFORMATICS, i.e. INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR THE HANDLING OR PROCESSING OF MEDICAL OR HEALTHCARE DATA
- G16H50/00—ICT specially adapted for medical diagnosis, medical simulation or medical data mining; ICT specially adapted for detecting, monitoring or modelling epidemics or pandemics
- G16H50/70—ICT specially adapted for medical diagnosis, medical simulation or medical data mining; ICT specially adapted for detecting, monitoring or modelling epidemics or pandemics for mining of medical data, e.g. analysing previous cases of other patients
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- A—HUMAN NECESSITIES
- A61—MEDICAL OR VETERINARY SCIENCE; HYGIENE
- A61B—DIAGNOSIS; SURGERY; IDENTIFICATION
- A61B2562/00—Details of sensors; Constructional details of sensor housings or probes; Accessories for sensors
- A61B2562/02—Details of sensors specially adapted for in-vivo measurements
- A61B2562/0219—Inertial sensors, e.g. accelerometers, gyroscopes, tilt switches
-
- A—HUMAN NECESSITIES
- A61—MEDICAL OR VETERINARY SCIENCE; HYGIENE
- A61B—DIAGNOSIS; SURGERY; IDENTIFICATION
- A61B5/00—Measuring for diagnostic purposes; Identification of persons
- A61B5/0002—Remote monitoring of patients using telemetry, e.g. transmission of vital signals via a communication network
Definitions
- This invention relates generally to a method and apparatus for enhancing learning capacity. While the invention is useful with individuals of all ages, it provides a technique which does not necessarily involve overt surface behavior of the individual and, thereby, can be used by young children and infants.
- the guidance signal draws the user into time alignment with occurrence of the reference signal.
- the present invention provides a method of enhancing a user's learning capacity.
- the method includes generating a reference signal having occurrences separated by time intervals, providing a trigger and receiving a user's manipulation of the trigger.
- the method further includes determining a temporal relationship between user manipulation of the trigger and occurrences of the reference signal.
- the method further includes generating a guidance signal that is a function of the temporal relationship and at least occasionally presenting the guidance signal to the user.
- An apparatus includes a user operable trigger that receives user manipulation of the trigger and a control.
- the control generates a reference signal having occurrences separated by time intervals.
- the control determines a temporal relationship between user manipulation of the trigger and occurrences of the reference signal.
- the control further at least occasionally provides a guidance signal to the user that is a function of the temporal relationship.
- the guidance signal is substantially withheld from the user for user manipulations of the trigger signal that are within a particular range.
- the particular range encompasses an occurrence of the reference signal.
- the particular range extends on the order of 15 milliseconds before to 15 milliseconds after the reference signal.
- An apparatus includes a user operable trigger which receives a user manipulation of the trigger.
- the apparatus further includes a control generating a reference signal having occurrences separated by a predetermined time interval and determining a temporal relationship between user manipulation of the trigger and occurrences of the reference signal.
- the control further generates a direction signal directing a user manipulation of the trigger.
- the control causes the direction signal to selectively direct a user to manipulate the trigger either before the reference signal or after the reference signal.
- the direction signal is supplied with a visual output and depicts motion in a particular direction; for example, a forward movement along a road or the like.
- the direction signal selectively directs a user to manipulate the trigger either before or after the reference signal as alternate lateral movement with respect to the depicted direction of motion.
- the direction signal may further indicate a user's response to the direction signal such as by varying rate of the motion in the particular direction.
- the control has an aural output supplied to a pair of stereo headphones having left and right speakers.
- the aural signal supplied by the control to the headphone speakers varies the spatial perception of the guidance signal within the brain of the user.
- the guidance signal is generated to vary its spatial perception by the user as a function of the temporal relationship between user manipulation of the trigger and occurrences of the reference signal.
- An apparatus includes a trigger adapted to be manipulated by a young child user and an output which provides a signal to the user.
- the apparatus further includes a control that is responsive to a user manipulation of the trigger for generating a reference signal having occurrences separated by time intervals.
- the control further determines a temporal relationship between user manipulation of the trigger and occurrences of the reference signal.
- the control causes the output to at least occasionally provide a guidance signal to the user that is a function of the temporal relationship.
- the trigger includes a body having a handle adapted to be grasped by a young child, such as a pre-toddler child, or the like, and a motion sensor responds to movement of the body.
- An output which may be aural, visual, or both, provides the guidance signal to the user.
- the motion sensor may include an accelerometer and the output may produce a reward signal in response to either rhythmic movement of the body by the child, rotational movement of the body by the child, or both.
- the body may further include an orientation member, such as a spinning mass gyroscope, or the like, which is operable by the control in order to dispose the body toward a particular orientation.
- the trigger may be a member adapted to be suspended above a child's play area or sleep area and a sensor which responds to movement of the member.
- FIG. 1 is a diagram of a method of enhancing a user's learning capacity according to the invention
- Fig. 2 is a block diagram of an apparatus according to the invention
- Fig. 3a is a diagram illustrating one form of an association between a guidance signal and the temporal relationship of actuation of the trigger to an occurrence of the reference signal
- Fig. 3b is the same view as Fig. 3a illustrating another form of an association between a guidance signal and the temporal relationship of actuation of the trigger to an occurrence of the reference signal;
- Fig. 4 is a side view of a visual display generated by the apparatus in Fig. 2;
- Fig. 5 is a top view of the display generated in Fig. 4;
- Fig. 6 is a side elevation of an alternative embodiment of the apparatus in Fig. 2;
- Fig. 7 is the same view as Fig. 6 of an alternative embodiment thereof;
- Fig. 8 is the same view as Fig. 6 of another alternative embodiment thereof;
- Fig. 9 is a perspective view of another alternative embodiment of the apparatus in Fig. 2;
- Fig. 10 is a top plan view of an alternative trigger device;
- Fig. 11 is a somewhat more detailed view of the apparatus in Fig. 2;
- Fig. 12 is the same view as Fig. 11 of an alternative embodiment;
- Fig. 13 is the same view as Fig. 11 of another alternative embodiment;
- Fig. 14 is a diagram illustrating timing sequences of user manipulation of a trigger, or a response, with respect to occurrences of the reference signal;
- Fig. 15 is a flowchart of a data creation and input function
- Fig. 16 is a flowchart of a mode and task selection function
- Fig. 17 is a flowchart of a timing interrupt processing function
- Fig. 18 is a flowchart of a temporal evaluation function
- Fig. 19 is a flowchart of a user signal generation function.
- a method (1) of enhancing a user's learning capacity includes generating a reference signal (2) having occurrences separated by time intervals and providing (4) a trigger and receiving (6) a user's manipulation of the trigger.
- the method further includes determining (7) a temporal relationship between the user's manipulation of the trigger and occurrence of the reference signal and generating (8) a guidance signal that is a function of the temporal relationship.
- the guidance signal is at least occasionally presented (9) to the user.
- Method (1) of enhancing a user's learning capacity is preferably performed on a learning capacity enhancement apparatus 10, that is illustrated as including a computer CPU 12, a monitor 14, and a computer readable media 16 containing a program to be loaded on computer 12 in order to operate apparatus 12 (Fig. 2).
- Computer 12 is preferably an IBM, or compatible, computer with a 100 megahertz Pentium processor or higher having a Windows '98 or '95 operating system and 16 megabytes or more of RAM.
- An Apple-based platform may also be used.
- Computer 12 may be a personal computer (PC), a network computer, a handheld computer, such as the PalmPilot or Psion units, a Nintendo GameBoy unit, a Nintendo
- Computer 12 has a hard drive memory device having at least 30 megabytes of available space.
- One or more triggers 18 are connected with a standard 9 pin connector serial port of computer 12.
- Computer 12 preferably has a stereo sound card (not shown) along with MIDI and WAV capability.
- Computer 12 has an aural output 20 which is connected with a pair of stereo headphones 22.
- Computer 12 may additionally have a video output 24 which is connectable with a virtual reality headset 26.
- Aural output 20, in one embodiment of method 1, supplies signals to speakers 22a and 22b of stereo headphones 22 in a manner that varies the guidance signal, or guide tone, from left speaker 22a to right speaker 22b in order to vary the perceived spatial location of the guidance signal within the head of the user by using conventional stereo signal mixing techniques.
- This can be illustrated in Fig. 3a in which the guide tone 8 is seen drifting spatially toward the right side of the user's head for responses that are before the reference and drifting towards the left side of the user's head for responses that are after the reference, or vice versa.
- the variation of the guide tone from left-to-right speakers of headphone 22 may be done in combination with variation of the frequency of the guide tone or other techniques. As illustrated in Fig.
- guidance signal 8' is provided in a difficulty range that includes a portion 8'a that is generated for user activation of trigger 18 during a "right-on" range before reference signal 2 and a portion 8'b that is generated for user manipulation of trigger 18 during a "right-on” range after the occurrence of reference signal 2.
- a particular range referred to as a "super right-on” range, is established in a manner that encompasses an occurrence of reference signal 2 and indicates an exceptionally accurate manipulation of the trigger.
- difficult range DR extends from 15 milliseconds prior to the reference signal to 15 milliseconds after the reference signal, although a greater or lesser value may be selected.
- Difficulty range DR is established in order to identify a manipulation of trigger 18 by the user.
- the guidance signal 8, 8' is withheld as a reward to the user.
- the user may be provided with no sound besides the reference signal for "super right-on” responses.
- the user may be provided with a pleasing sound for "super right-on” responses.
- An example of a pleasing sound would be one that is not percussive.
- Another example of a pleasing sound is one having a relatively low volume.
- guidance signal 8'a For responses that are in the "right-on" range earlier than the reference signal, guidance signal 8'a varies in pitch according to the amount that the user response is early with respect to the reference signal 2. In the illustrated embodiment, guidance signal portion 8'a extends over one or two octaves, but a greater or lesser scale may be used. For responses that are in the "right-on" range earlier than the reference signal, guidance signal 8'a varies in pitch according to the amount that the user response is early with respect to the reference signal 2. In the illustrated embodiment, guidance signal portion 8'a extends over one or two octaves, but a greater or lesser scale may be used. For responses that are in the reference signal 2.
- guidance signal portion 8'b is at a higher pitch than guidance signal portion 8'a and, preferably, extends over one or two octaves, but may be greater or lesser than this amount.
- a linear relationship exists between guidance signal portions 8'a and 8'b on opposite sides of the reference signal. The purpose of guide sounds 8, 8'a and 8'b is to naturally and subconsciously draw the user toward the reference signal.
- a sound may be produced that is distinctive from guidance signal 8' such as a human voice sound.
- the human voice says "oops" in a low tone for very early responses.
- VL very late
- An example is a human voice saying "oops" in a high tone, or vice versa.
- Other distinctive sounds may be used outside of the difficulty range, such as a musical sound that differs from guide tone 8', an annoying sound, or the like.
- the locations of very early (VE) and very late (VL) sounds are adaptively established at a percentage of the average early and late, respective, responses by the user.
- a very early point is established at 110 percent of average early user manipulations of the trigger and a very late (VL) point is established at 110 percent of average late manipulations of the trigger by the user, although a different percentage may be selected.
- the purpose of making the difficulty range adaptive to the user is to keep the task easy enough to motivate the user and difficult enough to keep the user challenged and learning enhancement progressing. Whenever a user is capable of producing multiple such "right-ons" in a row, then a multiple burst performance is observed.
- a goal may be set, for example, to obtain a certain number of multiple bursts per 1,000 repetitions with apparatus 10.
- the software on media 16 when loaded in CPU 12, performs a test on the timecard included with computer 12 in order to verify its accuracy in time reproduction. If the timecard operates satisfactorily, then the software on media 16 may utilize the timecard to generate the signals supplied to headphone 22. Otherwise, the software on media 16 will generate tones supplied to headphone 22 utilizing MIDI and WAV files, or the like, included with the operating system for computer 12 as would be apparent to those skilled in the art.
- Trigger 18 may include a hand trigger 18a, a hand trigger 18b, and a foot trigger bar 18c in order to allow the user to respond to a series of exercises involving one or more of the triggers 18. This may include, by way of example, clapping both hands together, clapping both hands together with guide sounds, tapping preferred hand, tapping non-preferred hand, alternating toe taps, tapping the preferred toe, tapping the non-preferred toe, alternating heel taps, tapping with the preferred heel, tapping with the non-preferred heel, alternating preferred hand/non-preferred toe taps, alternating non-preferred hand/preferred toe taps, balancing on the preferred foot and tapping with the non-preferred toe, balancing on the non-preferred foot and tapping with the preferred toe, and the like. Other exercises will suggest themselves to the skilled artisan.
- the trigger may be attached to another item that the user directly manipulates, such as a golf club, or the like.
- a reference signal and a guide signal are normally supplied through headphones 22.
- the reference signal may occasionally be eliminated in order to allow the user to operate from the guidance signal alone.
- the guidance signal may be omitted entirely during certain routines, such as those used to measure a user's response to planning and sequencing training.
- Apparatus 10 may include an additional tool to further improve the timing accuracy of the user.
- Apparatus 10 produces a direction signal 27 which is displayed on a visual display, such as monitor 14, virtual reality headset 26, or the like.
- the purpose of the direction signal is to direct the user to manipulate trigger 18 in a fashion that is altered from the usual procedure of attempting to manipulate the trigger as close to the anticipated occurrence of the reference signal as possible.
- One way to direct the user to alter the operation of the trigger is to direct the user to produce a series of responses which are intentionally before the occurrence of the reference signal.
- Another direction to provide the user is to produce a series of responses that are intentionally after the occurrence of the reference signal.
- Direction signal 27 may be applied once the user becomes capable of producing a number of multiple "super right-on" bursts within a given number of repetitions, such as 80 to 90 multiple bursts for 1,000 repetitions.
- a distraction signal may be provided to the user, along with the reference signal in order to assist the user in mentally filtering out external distractions and focusing subconsciously on the reference signal.
- a “virtual tunnel” including a direction signal 27 is illustrated in Fig. 4 in which geometric shape 28, such as a stripe down the middle of a virtual road, represents a particular accuracy level of user response, such as a "super right-on” response of 15 milliseconds or less, an adaptive "right-on” or “difficulty range,” or another such value.
- Stripe 28 is surrounded to the left with a zone 30 representing a portion of an adaptive range representing a before-the-beat response and a zone 32 representing a portion of an adaptive range representing an after- the-beat response.
- the direction signal 27 also includes out of bound zones 34 and 36.
- Zone 34 indicates a VE response by the user that is too far ahead of the reference to be within the adaptive range 30.
- Zone 36 indicates a VL response by the user that is too far behind the reference to be within the adaptive range 32.
- adaptive zones 30 and 32 are adaptive ranges which widen or narrow in response to worsening or improvement in the user's response.
- a distinctive sound may be generated.
- the distinctive sound may be a human voice saying something such as "oops," an annoying negative response generated in the headphone, such as a "buzzer,” "bong,” or the like.
- Direction signal 27 is preferably generated by computer 12 in a manner which gives a sense of movement along stripe 28.
- This sense of movement can be caused by changes in the geometry of the tunnel, features on the tunnel walls, such as rocks or bricks, breaking stripe 28 into a series of segments that appear to be moving, or the like, as would be well within the capability of the skilled artisan.
- the user will appear to move along the scene defined by direction signal 27 at a particular rate which may initially be an increasing rate. If, however, the user response causes the user to hit a "wall" in zone 34 and 36 more than a particular number of times in a row, such as two or three times, this action causes the motion along stripe 28 to slow down or stop.
- the user when a user is able to respond consistently in zone 28, the user receives a sense of motion and, when the user hits a "wall" 34, 36, the user receives a sense of being held back. This causes the user to realize that their response is off of the reference in order to pull the user into synchronism with the reference.
- the virtual "tunnel" scene in Fig. 4 bends to the right and left as the user moves along stripe 28.
- the relationship between the reference signal, user response and guidance signal remains constant relative to the virtual space occupied by geometric space 28.
- the tunnel scene bends to the right, as at point A (Fig. 5)
- the user is forced to produce responses in zone 32, which is after the reference, in order to avoid hitting a wall.
- the tunnel scene bends to the left, as at point B (Fig. 5)
- the user is forced to give responses in zone 30, which is before the reference, in order to avoid hitting a wall.
- Other "virtual" landscapes can be used, such as attempting to rise a balloon over a mountain, or the like, to produce a direction signal.
- direction signal 27 provides a useful timing exercise which enhances not only the user's sense of interactivity with the reference, but also requires the user to be able to selectively and controllably move the user's responses prior to the occurrence of the reference signal and after occurrence of the reference signal. It has been found that this further extends the planning and sequence training which enhances learning capacity in areas such as user attention, language processing, reading skills, and regulation of aggressive behavior.
- a learning capacity enhancement apparatus 40 which is adapted to be operated by a young child, such as an infant, a pre-toddler, a toddler, or the like, includes a trigger that is adapted to be manipulated by a young child user (Fig. 6).
- the young child manipulatable trigger includes a body 42 with one or more handle portions 54.
- a motion sensor 44 moving with the body and a computer 46 monitor manipulation of body 42 by the user.
- One or more outputs are provided to at least occasionally provide a guidance signal to the user, such output may include a speaker 48, in order to produce aural outputs, a series of lights, preferably colored lights 50a-50f in order to produce various patterns of visual effects, and, optionally, a video display 52 (Figs. 6 and 7).
- Motion sensor 44 may be an accelerometer, a motion-sensing circuit, a solid-state multi-axis accelerometer, or the like, which senses movement of body 42 by a user grasping a handle portion 54 of body 42.
- apparatus 40 When initially grasped by the infant, apparatus 40 may produce a series of pleasant light displays on indicators 50a-50f and/or sounds on speaker 48 upon even random movement of the housing 42.
- additional rewards may be provided to the infant as the housing is moved in a constructive pattern, such as in a rhythmic, non-ballistic, pattern, such as a rotational movement in a particular plane.
- a reference signal may subsequently be generated and supplied, such as with speaker 48, to the infant.
- the reference tone may be generated from an average of previous motions of the user. Alternatively, the reference tone may be generated internally by computer 46 and supplied to the young child or infant.
- the speaker 48 and/or visual indicators 50a-50f and 52 may provide guidance tones and/or reward indications to the user. After awhile, the user will be able to move apparatus 40 in a manner to produce regular pleasurable guide tones from speaker 48 and or visual indicators 50a- 50f and 52. It may also be desirable to produce instructive displays on display 52 with the audio portion coming from speaker 48. For example, the user can be "talked to" by a real or animated character in order to instruct the user as appropriate during the "training" sessions.
- An alternative learning capacity enhancement apparatus 60a and 60b are individual units intended to be each grasped by a separate hand of the child (Fig. 7). Each unit includes a single handle portion 54, a speaker 48, and an accelerometer 44.
- a control 46' is located remotely from apparatus 60a, 60b with a communication link 62a, 62b between each apparatus 60a, 60b and remote controller 46'.
- the communication links 62a, 62b are between a transceiver 61 associated with control 46' and separate transceivers 63a in apparatus 60a and 63b in apparatus 60b. This allows controller 46' to coordinate the responses to both apparatus 60a, 60b and to respond to the movements of both as a combination as would be apparent to the skilled artisan.
- Communication links 62a, 62b are preferably wireless and may be infrared links, may be radio frequency links, such as using the Bluetooth protocol, or the like.
- Each apparatus 60a, 60b may additionally include an orienting device 64, such as a spinning mass gyroscope, an electric motor, or the like.
- Each orientation device 64 is under the control of computer 46' and allows computer 46' to dispose the bodies 42a, 42b of each apparatus 60a, 60b in a particular orientation. This, for example, allows computer 46' to orient each apparatus body 42a, 42b in the same orientation that the body had during a previous exercise by the user.
- an additional alternative learning capacity enhancement apparatus 80 includes a trigger assembly 82 which is adapted to be suspended above a playpen, crib, or the like, 84. Trigger 82 responds to contact by the child, such as by hitting or kicking a series of members 86 mutually supported above the crib or playpen 84.
- members 86 are primary colors and may be in the form of various shapes, such as geometric shapes, animal shapes, or the like. External speakers (not shown) or flashing lights
- the activation of the speakers and/or flashing lights may increase in intensity, repetition, or the like.
- the purpose is to induce the user to continually improve the user's ability to operate in a rhythmic fashion as the user manipulates elements 86 of trigger 82.
- the purpose of the increased intensity and/or frequency of the responses is in order to keep the attention of the child and systematically motivate them to do better.
- learning capacity enhancement apparatus 10 includes a central processor 12 and monitor 14.
- computer system 20 includes a mouse 150, keyboard 152, and printer 156.
- a hard drive 158 may contain information, such as client data, task summary data, task detail data, and other data.
- An alternative learning capacity enhancement apparatus 10' includes a central processor
- the central processor 12a may be dedicated to program administration, task management, data management, time sequence generation, and the like.
- Remote processor 12b may manage the input and output functions for the triggers 18a, 18b and user interface headphones 22.
- Remote processor 12b may also be responsible for generating the reference signals, distraction signals, guidance signals, and the like, provided to the user.
- Central and remote processors 12a, 12b may be joined by a communication link 163 which may be hard- wired, a local area network, a wide area network, or a global network, such as the Internet, or the like.
- a learning capacity enhancement apparatus 10 includes a central processor 12a' and a remote processor 12b' (Fig. 13).
- remote processor 12b' may include a keypad 160 and display 162.
- remote processor 12b', keypad 160, and display 162 may be combined into a compact, portable device capable of being carried by the user, such as being attached to the user's belt, or the like, while the user wears headphones 22 and operates the triggers 18a and/or 18b.
- Remote processor 12b' may be connectable with central processor 12a' through a communication link 164 which may be a remote link, such as an infrared link, a radio frequency link, such as the Bluetooth protocol, or other known remote link.
- Central processor 12a' may be utilized to make changes to remote processor 12b' software and to process data generated at remote processor 12b'. Otherwise, remote processor 12b' may be operable in a standalone fashion.
- Fig. 14 An illustration of timing assessment carried out by learning capacity enhancement apparatus 12 is illustrated in Fig. 14.
- the parameter I refers to the time that a reference signal is generated.
- the parameter R is an indication of the time at which another reference signal is generated. If a user's response occurs during interval "a,” the response is late with respect to the reference signal occurring at I. If the user's response occurs during interval
- the user response is deemed to be within the super difficulty range. This is considered a very accurate response. This may also be referred to as the "super right-on" range. If the user responds within the period of I + D, then the response is late with respect to reference signal I but within a difficulty range D. If a user responds within the range R - D, the response is deemed early with respect to reference signal R within the difficulty range D. If the user responds in the interval between I + D and R/2, the user response is deemed very late with respect to reference signal I. If the user response is in the range of R/2 to R - D, the response is deemed very early with respect to reference signal R.
- a program 164 carried out by learning capacity enhancement apparatus 10 begins with a data creation and input function including a graphical user interface 166 displayed on monitor 14 from which the user selects and launches a program at 168 (Fig. 15).
- a screen, or menu, for creating and opening files is displayed on monitor 14 at 170 and the user is prompted to select a function to perform at 172. If the user selects a new file at 174, the monitor displays data input screens at 176. The program then provides for identifying the therapist at 178. If the user selects at 172 to open an existing file at 182, the file is opened and the screen for choosing a mode is displayed at 180. If the user selects to exit the program at 172, the program is exited at a data creation and input function including a graphical user interface 166 displayed on monitor 14 from which the user selects and launches a program at 168 (Fig. 15).
- a screen, or menu, for creating and opening files is displayed on monitor 14 at 170 and the user is prompted to select a function to perform
- the program then proceeds to a mode and task selection function in which a screen is displayed at 180 for choosing a mode (Fig. 16).
- a screen is displayed at 180 for choosing a mode at 180
- the user makes a selection 182 from among a short-form testing routine 184, a long-form testing routine 186, and a training routine 188.
- the short-form testing mode 184 is a quick diagnostic tool with lower test/retest accuracy than the long-form test mode.
- Short-form test mode 184 includes a subset of the tests performed in the long-form testing mode, such as both hands clapping without guide sounds and/or both hands clapping with guide sounds.
- the short form is used primarily with users who are undergoing rhythmicity training 188 at the beginning and/or end of each session.
- the long-form testing mode 186 involves up to 14 or 16 tasks which are usually performed with no guide sounds being supplied to the user.
- the long form mode is primarily used when no rhythmicity training 188 is contemplated or prior to or after rhythmicity training. If the training mode 188 is selected, the user is presented with both reference sounds and guidance signals, or guidance signals alone, while the user is instructed to carry out various manipulations of hand sensor 18a and/or foot sensor 18b preferably under the guidance of a trained instructor or therapist. After the mode is selected at 182, the appropriate tasks are displayed on monitor 14 at 190 and operating characteristics may be selected by the user at 192 based upon the selected task at 194. Program 164 then performs a timing interrupt processing function (Fig. 17).
- the computer recalls parameters D, S and R from memory at 198, 200, 202 and calculates the value of I based upon the recalled parameters at 204.
- the timer interrupt is initiated and the program begins at I (210).
- the program checks for a user actuation of a trigger (18a, 18b) at 212. If a user input is received at 212, the user input is processed at 214 (Fig. 18). If a user response is not received at 212, the program determines at 215 whether it is time to generate a reference signal. If it is determined at 215 that it is time to generate a reference signal, then the program proceeds to Fig. 19 where it is determined at 216 whether the reference signal (ON/OFF) is activated. If the reference signal function is activated at 216, then a reference signal is generated, such as with headphones 22, and supplied to the user.
- a counter has decremented to zero or the trainer selects a "stop" function.
- the counter is set at the beginning of each mode and typically has a length that is a function of the mode selected. If the counter has not equaled ze.ro, the program proceeds to 208 where another tick is processed at 210 and the program checks for user inputs (212) and processes references tones (215). When it is determined at 218 that the counter equals zero or the trainer selects the "stop" function, the program returns to the mode choosing display screen (180).
- a temporal relationship evaluation function is carried out at Fig. 18.
- a parameter A is updated.
- A is the average response, maintained in milliseconds, of the user with respect to the reference signal.
- the value of A may be displayed on monitor 14 for the purpose of monitoring by the therapist and recording in a database. Although the use of an average response is illustrated, the database may store every response by the user in milliseconds early or milliseconds late.
- a parameter H is updated at 226. H is the number of user inputs conducted during the particular test.
- no guidance signal is generated for a response falling within the super difficulty range, even if the particular mode calls for the presentation of guidance signals to the user. This provides an indication to the user, who would hear only the reference signal and no guide signal, that the user has produced a response in the super difficulty range.
- E is greater than I + D and less than R/2. If so, the user response is determined to be very late at 238 and an appropriate guidance signal is generated at 234 if the particular mode calls for the generation of guidance signals. If the condition of 236 is not met, it is determined at 240 whether E is greater than R/2 and less than R - D. If so, it is determined that a very early response is received at 242 and an appropriate guidance tone will be generated at 234 if guidance tones are being generated. If the condition at 240 is not met, it is determined at 244 whether E is greater than R - D and less than R.
- learning capacity enhancement apparatus 10, 10', 10", 40, 40', 60a, 60b and 80 provide the ability of teaching users, including young children, learning skills without involving the overt or surface behavior of the user. This is especially important in enabling a very young child who is not yet able to perform overt surface behavior tasks to obtain the benefits of the techniques described in my previous patents. It accomplishes this by appealing to the desire of the user to learn and to respond to stimuli that are exciting to the user. It also rewards the user when the user performs constructive patterns of motion.
- Apparatus 40, 40', 60a, 60b and 80 could be combined with other devices, such as stuffed animals, mobiles, or the like, in order to further enhance the usefulness of the apparatus. Apparatus 40, 40', 60a, 60b and
- Apparatus 10, 40, 40, 80 provide enhancement of reward to the child the longer they attend. This increases the ability of the child to recruit and maintain the multi-tasking functions of the brain. Apparatus 10, 40,
- a learning capacity enhancement apparatus 70 as shown in simplified form in Fig. 10, has a trigger 72 made up of a series of sub-triggers 74. The remaining portion of the apparatus is not shown, but may be as illustrated in Fig. 1.
- the user may be provided with a pattern of sub-triggers 74 and instructed to operate the sub-triggers in a particular pattern that is as close as possible to a reference signal.
- the reference signal could be provided to the user as an aural or visual signal or could be an internal signal not supplied to the user.
- a reward is provided for successful outcome in a manner that will be apparent to the skilled artisan.
- the reference signal may be generated internally by the control independent of movement of the user or may be generated in response to a sequence of prior movements by the user.
- a user may manipulate the trigger from 2 to 10, or more, times without a reference signal.
- the control analyzes the manipulations and creates a reference signal based upon the average occurrence interval, or tempo, of the user's previous manipulation.
- the control may continually adjust the reference signal as the tempo of the user's manipulation average changes.
- the guide sounds may be supplied to the user to improve the ability of the user to stay with the reference signal which the user is influencing with his/her manipulation of the trigger.
- This same principle may be used with two or more users who manipulate individual triggers as part of an interactive group using the combined average of the trigger manipulations by the group to establish the tempo of the reference signal.
- only one person in the group may be used to control the tempo of the reference signal.
- the reference signal may be supplied at all times to the user or may be interrupted periodically to allow the user to respond strictly to the internal timing mechanism of the user.
- the reference and guidance signals may be generated either aurally, visually, or a combination of both.
- ADD Deficit Disorder
- Pervasive Developmental Disorder Autistic Spectrum Disorders
- language disorders language disorders
- motor disorders motor disorders
- specific learning disorders involving reading, math, and writing
- Piek (1999) has recently demonstrated that the severity of inattentive symptomatology in
- ADHD boys is a significant predictor of motor coordination difficulties. Furthermore, recent work suggests that approximately half of all children with developmental coordination disorder
- DCD DCD
- ADHD ADHD
- diagnosis of DCD at age 7 years was associated with restricted reading comprehension at age 10 years (Kadesjo & Gillberg,
- the relationship between motor regulation and attentional and executive functions suggests that technologies aimed at strengthening motor planning, sequencing, timing, and rhythmicity may have a role in improving the capacity to attend and learn (Greenspan, 1992).
- the Interactive Metronome® a patented PC-based interactive version of the traditional music metronome, developed in 1992 (Cassily, 1996), provides a new educational technology aimed at facilitating a number of underlying central nervous system processing capacities hypothesized to be involved in motor regulation.
- Non-interactive metronomes have been used as temporal teaching tools since being invented in 1696 by Etienne Loulie.
- the Interactive Metronome® (IM) is the first to utilize the capabilities of modern computers to add an interactive element to this traditional tool.
- the IM provides users with accurate (to .5 ms.) real-time guide sounds to indicate their temporal accuracy as they perform a series of prescribed movements.
- accurate guide sounds to indicate their temporal accuracy as they perform a series of prescribed movements.
- the tonally and spatially changing guide sounds enable users to deliberately correct their planning and sequencing and timing errors as they are occurring.
- the subjects were drawn from the population of ADHD boys, age 6 to 12 years, within the greater metropolitan area in which the study was conducted Seventy-five volunteers with verification of a clinical diagnosis by their pediatricians, pediat ⁇ c sub-specialists, and/or psychologists/psychiatrists as meeting DSM IV c ⁇ te ⁇ a for Attention Deficit Hyperactivity Disorder were recruited through local school districts, physicians, psychologists, psychiat ⁇ sts, and advertising in a local newspaper Test administrators screened and pre- and posttested each child who was randomly assigned to them All testing and treatments were given at no cost to the parents of the subjects All test administrators were paid, qualified psychomet ⁇ cians or licensed occupational therapists (OTRs) certified in administe ⁇ ng their respective tests Test administrators were not informed about the study 's purpose and were blind as to who received what treatment
- assessment instruments were selected from those most commonly used by the psychological, occupational therapy and educational communities. Only assessment instruments that have been shown to be reliable and valid were used (see reference for each instrument). Summary and subtest scores from the following instruments were used to assess these areas:
- WISC-III is a well-known and widely accepted test of intelligence for children
- Achenbach Child Behavior Checklist a questionnaire completed by parents, measures internalized problems and external behaviors (Achenbach, 1991).
- the Sensory Profile assesses auditory, visual, activity level, taste/smell, body/ position, movement, touch, emotional social functioning (Dunn & Westman, 1995). 4) Bruininks-
- Subjects were pre- and posttested at the same time of the day to control for medication schedules and circadian rhythms. On tests that offered equivalent forms, a different form was utilized for the posttesting then for the pretesting. The period between pre- and posttesting was 4 to 5 weeks.
- the IM and Video group participants were randomly assigned to paid administrators that treated participants of both groups.
- the administrators were college graduates, students, and/or individuals without advanced degrees, and with no previous formal therapy and teaching.
- Each administrator received an equal six hours of instruction on both the IM and on the video games. Environments and treatment schedules for both the IM and Video groups were matched. Administrators followed a daily treatment regimen guide booklet for subjects in both groups that controlled the structure of the sessions, time spent in conversation and the amount of encouragement given. Subjects were asked not to share their experiences with other subjects.
- the patented IM apparatus used in the study included a Pentium computer, the IM software program, two sets of headphones, and two contact sensing triggers.
- One trigger a special glove with a contact sensor attached to the palm side, sensed exactly when the triggered hand made contact with the other hand while clapping, or when one hand was tapped on the thigh.
- the other trigger a flat plastic pad placed on the floor, sensed when a toe or heel was tapped upon it.
- the trigger sent a signal via a cable to the IM computer program.
- the IM analyzed exactly when in time the tap occurred in relation to the reference beat and instantaneously transposed the timing information into guidance sounds that the participant heard in the headphones as each tap occurred.
- the pitch and left to right headphone location of the guidance sounds precisely changed according to each tap's accuracy.
- the IM program generated planning and sequencing accuracy scores displayed in milliseconds on the screen, indicated to administrators how close in time the participant responses were to the reference beat as they occurred. After each exercise the participants were shown their IM scores, which appeared to motivate them to do better.
- IM Training The object of the IM treatment was to help participants improve their ability to selectively attend, without interruption by internal thoughts or external distractions, for extended periods of time.
- Simple limb motion exercises were used as systematic outward catalysts to an underlying mental focus improvement process.
- Each subject underwent 15 one hour EVI treatment sessions, one session per day, spread out over a 3 to 5 week period.
- Each session included 4 to 8 exercises that were repeated a specific number of repetitions as prescribed in a daily lesson booklet.
- Exercises were done at a pre-set tempo of 54 repetitions per minute and the number of repetitions per exercise increased from 200 during the first session to a maximum of 2,000 during the ninth session.
- the 13 EVI treatment exercises were designed to help the participants to put their efforts toward improving mental concentration, rather than developing new physical motion techniques.
- the exercises included: clapping both hands together, tapping one hand alone against the upper thigh, alternating toe taps on the floor trigger, alternating heel taps, tapping one toe or heel alone, alternating between tapping one hand on the thigh and the other toe on the floor trigger, and balancing on one foot while tapping the other toe.
- IM participants were given an automated IM pretest to quantify their ability to recognize timing patterns, selectively attend to a task and make simple motion corrections.
- the IM pretest also indicated if they had one or more planning and sequencing deficiency patterns that needed to be addressed during their initial stage of IM treatment.
- IM treatment regimens were designed and accomplished in stages according to instructions in the daily training guide book.
- the six planning and sequencing deficiency patterns most frequently identified were: (1) Disassociative (the responses were chaotic and random and not related to the beat whatsoever - 3 subjects); (2) Contraphasic (within a few beats, the subject s responses consistently moved to in- between the beat rather than on beat - 6 subjects); (3) Hyperballistic (the subjects utilized inappropriate snappy ballistic type motions - 16 subjects); (4) Hyperanticipatory (the responses continually occurred way before the reference beat -18 subjects); (5) Hypoanticipatory (the responses continually occurred way after the reference beat - 1); (6) Auditory Hypersensitivity (the subjects were exceptionally distracted by the computer generated guide sounds that were added to the headphone mix during the last test task, as indicated by their IM ms. scores on that task being two to three times less accurate then the previous 13 tasks done without the guide sounds - 7 subjects).
- the initial IM treatment sessions were devoted to helping the participants learn how to discriminate between the sounds triggered by their own actions and of the steady IM metronome beat sound. They were instructed to make smooth, controlled hand and foot motions that continually cycled through a repeating pattern without stopping at any time in between beats. Participants were repeatedly instructed to focus on the metronome beat and to try not to be interrupted by their own thoughts or things happening around them. When the participants had broken their existing planning and sequencing patterns, and were able to achieve the IM millisecond score average prescribed in the regimen booklet, they were considered to have achieved adequate control and accuracy necessary to begin a second distinct phase of the IM treatment program.
- the prescribed in the booklet provided the subjects with the same type of supervision, attention and support as was received by the IM Group.
- Each subject underwent 15 one-hour Video training sessions, one session per day, spread out over a 3 to 5 week period.
- Each training session involved a number of video game exercises, and the length of time they spent on each video game exercise typically increased from the first session to the last session.
- a matched random assignment process was used to form the three treatment groups.
- Three factors were used in the matching process: medication dosage (milligrams per body weight), age of participant, and severity of ADHD as measured by the TOVA ADHD score. These factors were chosen to control for effects of medication, developmental age differences, and severity of ADHD.
- An analysis of variance of these three matching variables revealed no significant differences at the p ⁇ 0.05 level of significance among the three comparison groups.
- Pattern analysis of the 58 test scores examined the overall direction of mean differences between pre- and post-test phases for each group.
- Each mean difference was dichotomized by whether the change represented an improvement or a decline in the desired direction for that test.
- the mean differences revealed improved performance in the IM group while the Control and Video groups showed decreased performance. Similar analyses were completed for all 58 test scores.
- a binomial test was used to determine whether the proportion of dichotomous pairs (improvement vs. decline) was likely a chance occurrence (where the probability of either an improvement or decline is equal to 0.50) or whether the directional proportion was so unusual as to reflect a non-chance event.
- the rationale for using a binomial test rests on the assumption that if a large number of variables collectively showed an unusual directional propensity, for example, improved performance, this represented an overall pattern of change worthy of notice.
- the binomial test allows detection of a combined directional pattern which individual variables, taken one at a time, does not detect.
- the pattern analysis revealed the following.
- Analysis of the IM and Video groups produced statistically significant improvement/decline patterns.
- 53 of the 58 variables showed improvement (p ⁇ 0.0001).
- For the video group 40 of 58 variables showed improvement (p ⁇ 0.0058). Both groups showed statistically significant pattern increases in performance over the Control group.
- the IM group experienced significantly better improvement than the Video group, suggesting the IM treatment produced statistically significant additional benefits above and beyond the experience of the Video control group participants.
- Significant Difference Analysis revealed the following.
- Analysis of the IM and Video groups produced statistically significant improvement/decline patterns.
- the pattern analysis identified the overall improvement/decline characteristics of the test mean differences but did not address the magnitude of these differences. Since a pretest/posttest repeated measurements design was utilized, an analysis of variance for repeated measures (SPSS, 1988) was performed separately on each of the 58 variables. This approach was chosen in order to view the effects of the three treatment groups on each test score individually. However, one possible disadvantage of the approach is its potential of increasing Type 1 error.
- Child Behavior Checklist also revealed statistically significant declines in aggressive behavior for the IM group, a non-statistically significant improvement for the Video group, and no improvement for the control group.
- the Variables of Attention including Omissions, RT Variability, RT Variability Total-
- the pattern analysis revealed that both IM and Video groups experienced statistically significant improvement patterns across the 58 test scores. Additionally, the IM Group had a statistically significantly stronger improvement pattern than the Video group showing improvements over 53 test score compared to 40 for the Video group. This supports the hypothesis that IM training produced a stronger improvement pattern than was true for the Video group for male children with ADHD difficulties.
- the IM group showed statistically significant pre- post test improvement in identifying similarities and differences and reduction of aggression problems compared to the other two treatment groups.
- Both the IM and Video groups showed statistically significant improvements in three sensory processing tasks and in parental reports of impulsive/hyperactivity. Only parents of the IM subjects, however, rated their children as statistically significantly less aggressive (p ⁇ O.OOl) after the treatment period than parents in the other two groups. Additionally, five tests measuring reading and four characteristics of attention revealed the IM group with statistically significantly higher posttest performances compared to the performances for the other two treatment groups.
- IM training on the other hand, only evidenced improved performance including statistically significant positive gains over the Video treatment group on a series of TOVA attentional tasks measuring lack of errors and distractibility, consistency of reaction time, and overall attention; selected language (i.e.. similarities and differences), academic tasks (reading); and control of aggression.
- pattern analysis was used to control for the effect of using a large number of assessments and demonstrated that the differences between the patterns in the groups were statistically significant.
- the NIH Consensus Statement (1997) asserts that studies on ADHD interventions must properly control for the positive overall effect of attentive adult interaction, alone. Consistent with NIH guidelines, two of the three groups in this study received adult attention during the treatment period.
- results of the current study suggest directions for further research, including replications of the current study on larger populations (which might permit the identification of characteristics associated with different patterns of response to metronome training), on females, and on more socioeconomically diverse populations to observe potential components of different environmental contexts. Further research could also investigate subgroups based on both metronome performance and the child's processing profile.
- IM may be the first technology that can allow the creation of a database and classification of
- timing that will help compare the effects of interventions that influence timing in a variety of perceptual motor processes.
Abstract
Description
Claims
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EP2059170A2 (en) * | 2006-05-23 | 2009-05-20 | University Court Of The University Of Aberdeen | Apparatus and method for the assessment of neurodevelopmental disorders |
US20210125594A1 (en) * | 2019-10-23 | 2021-04-29 | Qrs Music Technologies, Inc. | Wireless midi headset |
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JP4834266B2 (en) | 2011-12-14 |
JP2004500591A (en) | 2004-01-08 |
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CN1229073C (en) | 2005-11-30 |
CN1420744A (en) | 2003-05-28 |
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