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31.发明授权Method and apparatus for training of sensory and perceptual systems in LLI systems 失效用于训练LLI科目感觉和感知系统的方法和装置
公开(公告)号：US6019607A
公开(公告)日：2000-02-01
申请号：US992071
申请日：1997-12-17
申请人： William M. Jenkins , Michael M. Merzenich , Steven Lamont Miller , Bret E. Peterson , Paula Tallal
发明人： William M. Jenkins , Michael M. Merzenich , Steven Lamont Miller , Bret E. Peterson , Paula Tallal
IPC分类号： G06K9/00
CPC分类号： G09B19/04
摘要： An apparatus and method for training the sensory perceptual system in a language learning impaired (LLI) subject is provided. The apparatus and method incorporates a number of different programs to be played by the subject. The programs artificially process selected portions of language elements, called phonemes, so they will be more easily distinguished by an LLI subject, and gradually improves the subject's neurological processing of the elements through repetitive stimulation. The programs continually monitor a subject's ability to distinguish the processed language elements, and adaptively configures the programs to challenge and reward the subject by altering the degree of processing. Through adaptive control and repetition of processed speech elements, and presentation of the speech elements in a creative fashion, a subject's temporal processing of acoustic events common to speech are significantly improved.
摘要翻译： 提供了一种用于训练语言学习障碍（LLI）受试者的感觉知觉系统的装置和方法。 该装置和方法包含若干不同程序要被主体播放。 程序人为处理语言元素的所选部分，称为音素，因此它们将被LLI主体更容易区分，并且通过重复刺激逐渐改善受试者对元件的神经学处理。 程序不断监视被摄体区分已处理语言元素的能力，并通过改变处理程度自适应地配置程序来挑战和奖励主题。 通过自适应控制和处理的语音元素的重复以及以创造性的方式呈现语音元素，对话语的共同声学事件的对象的时间处理被显着改善。
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32.发明授权Method and apparatus for building vocabulary skills and improving accuracy and fluency in critical thinking and abstract reasoning 有权建立词汇技巧的方法和设备，提高准确性和流畅性的批判性思维和抽象推理公开(公告)号：US08684740B2
公开(公告)日：2014-04-01
申请号：US11423163
申请日：2006-06-09
IPC分类号： G09B19/06
CPC分类号： G09B19/00
摘要： System and method for developing cognitive skills in a student, utilizing a computing device to present stimuli and to record responses. A stimulus may be graphically presented to the student via the computing device, and the student may be required to respond to the stimulus. A determination may then be made as to the correctness of the student's response. The graphically presenting, requiring, and determining may be performed for each of a plurality of stimuli. Additionally, the graphically presenting, requiring, determining, and performing may be performed in an iterative manner to improve the cognitive skills of the student. Various exercises directed to different cognitive skills and learning approaches may utilize this basic framework, and may be performed in an iterative manner to build cognitive skills in the student.
摘要翻译： 用于在学生中发展认知技能的系统和方法，利用计算设备呈现刺激并记录响应。 刺激可以通过计算设备以图形方式呈现给学生，并且可能需要学生响应刺激。 然后，可以确定学生的回答的正确性。 可以对多个刺激中的每一个执行图形呈现，要求和确定。 此外，图形呈现，要求，确定和执行可以以迭代方式执行，以提高学生的认知技能。 针对不同认知技能和学习方法的各种练习可以利用这个基本框架，并且可以以迭代的方式执行以在学生中建立认知技能。
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33.发明授权Method for developing cognitive skills using spelling and word building on a computing device 有权在计算设备上使用拼写和单词构建来发展认知技能的方法公开(公告)号：US08083523B2
公开(公告)日：2011-12-27
申请号：US11349675
申请日：2006-02-08
IPC分类号： G09B5/00
摘要： Methodologies for improving a student's phonemic awareness, decoding, spelling, oral and written comprehension are described herein. The method is embodied in a suite of twelve exercises operable on a computing device. The exercises are geared towards training of 1st and 2nd grade students but are not limited to that. The methods present an entertaining screen environment, with target stimulus, and foil or distracter stimulus presented visually, textually, and aurally. The student is required to identify the target stimulus from the distracter stimulus within the context of each exercise. Progress from easier trials to more difficult trials is made as the student successfully completes particular difficulty levels.
摘要翻译： 本文描述了提高学生的音素意识，解码，拼写，口头和书面理解的方法。 该方法体现在可在计算设备上操作的一组十二个练习中。 这些练习面向一年级和二年级学生的培训，但不限于此。 这些方法提供了一个有趣的屏幕环境，具有目标刺激，并且箔或刺激刺激在视觉上，文字和听觉上呈现。 在每次练习的背景下，学生需要从不同刺激中确定目标刺激。 随着学生成功完成特定的困难程度，从简单的试验进展到更难的试验。
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34.发明申请METHOD AND APPARATUS FOR BUILDING ACCURACY AND FLUENCY IN PHONEMIC ANALYSIS, DECODING, AND SPELLING SKILLS 审中-公开方法和设备在建立电子分析，解码和传播技巧中的准确性和流动性公开(公告)号：US20070298383A1
公开(公告)日：2007-12-27
申请号：US11423146
申请日：2006-06-09
IPC分类号： G09B19/00
CPC分类号： G09B19/00
摘要： System and method for developing cognitive skills in a student, utilizing a computing device to present stimuli and to record responses. A stimulus may be graphically presented to the student via the computing device, and the student may be required to respond to the stimulus. A determination may then be made as to the correctness of the student's response. The graphically presenting, requiring, and determining may be performed for each of a plurality of stimuli. Additionally, the graphically presenting, requiring, determining, and performing may be performed in an iterative manner to improve the cognitive skills of the student. Various exercises directed to different cognitive skills and learning approaches may utilize this basic framework, and may be performed in an iterative manner to build cognitive skills in the student.
摘要翻译： 用于在学生中发展认知技能的系统和方法，利用计算设备呈现刺激并记录响应。 刺激可以通过计算设备以图形方式呈现给学生，并且可能需要学生响应刺激。 然后，可以确定学生的回答的正确性。 可以对多个刺激中的每一个执行图形呈现，要求和确定。 此外，图形呈现，要求，确定和执行可以以迭代方式执行，以提高学生的认知技能。 针对不同认知技能和学习方法的各种练习可以利用这个基本框架，并且可以以迭代的方式执行以在学生中建立认知技能。
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公开(公告)号：US20070288411A1
公开(公告)日：2007-12-13
申请号：US11423182
申请日：2006-06-09
IPC分类号： G06N5/00
摘要： System and method for developing cognitive skills in a student, utilizing a computing device to present stimuli and to record responses. A stimulus may be graphically presented to the student via the computing device, and the student may be required to respond to the stimulus. A determination may then be made as to the correctness of the student's response. The graphically presenting, requiring, and determining may be performed for each of a plurality of stimuli. Additionally, the graphically presenting, requiring, determining, and performing may be performed in an iterative manner to improve the cognitive skills of the student. Various exercises directed to different cognitive skills and learning approaches may utilize this basic framework, and may be performed in an iterative manner to build cognitive skills in the student.
摘要翻译： 用于在学生中发展认知技能的系统和方法，利用计算设备呈现刺激并记录响应。 刺激可以通过计算设备以图形方式呈现给学生，并且可能需要学生响应刺激。 然后，可以确定学生的回答的正确性。 可以对多个刺激中的每一个执行图形呈现，要求和确定。 此外，图形呈现，要求，确定和执行可以以迭代方式执行，以提高学生的认知技能。 针对不同认知技能和学习方法的各种练习可以利用这个基本框架，并且可以以迭代的方式执行以在学生中建立认知技能。
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36.发明授权公开(公告)号：US06726486B2
公开(公告)日：2004-04-27
申请号：US09965530
申请日：2001-09-26
申请人： Elizabeth H. Budra , Elizabeth C. Cottle , Logan E. De Ley , Jefferson A. Dewey , William M. Jenkins , Virginia A. Mann , Steven L. Miller
发明人： Elizabeth H. Budra , Elizabeth C. Cottle , Logan E. De Ley , Jefferson A. Dewey , William M. Jenkins , Virginia A. Mann , Steven L. Miller
IPC分类号： G09B500
CPC分类号： G09B7/06 , G09B5/00 , G09B5/065 , G09B17/003 , G09B19/04
摘要： A computer program for execution on a computing device is provided to cross-train students in language development skills such as letter-word correspondence, word recognition, vocabulary, and sentence and paragraph comprehension. A set of programs provide an adaptive methodology for training a student in decoding (semantic, syntactic, phonological, and morphological relationships), knowledge of rhymes, synonyms, antonyms, and homophones, spelling, letter-word correspondences, sentence comprehension, grammatical comprehension, working memory, vocabulary, paragraph comprehension, and improved reading comprehension. In each program, students are presented with an animated scene that poses a question, and a set of answers. The set of answers contain a correct response, and a number of incorrect responses or foils. The student advances to more complex levels by satisfying predetermined correct thresholds. Through repetition and intensity, the student's language skills are developed.
摘要翻译： 提供了一种用于在计算设备上执行的计算机程序，以交叉训练学生的语言发展技能，例如字母对应，单词识别，词汇，句子和段落理解。 一组程序为训练学生解码（语义，句法，语音和形态关系），韵律，同义词，反义词和同音词，拼写，字母对应，句子理解，语法理解， 工作记忆，词汇，段落理解和阅读理解力的提高。 在每个课程中，学生都会看到一个提出问题的动画场景，并提供一组答案。 答案集包含正确的答复，以及一些不正确的答复或瑕疵。 通过满足预定的正确阈值，学生进入更复杂的水平。 通过重复和强度，学生的语言技能得到发展。
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37.发明授权Method for adaptively training humans to discriminate between frequency sweeps common in spoken language 有权用于自适应地训练人类以区分口语中常见的频率扫描的方法公开(公告)号：US06334777B1
公开(公告)日：2002-01-01
申请号：US09603819
申请日：2000-06-24
IPC分类号： G09B900
摘要： A method for adaptively training a human subject to process, and to distinguish between, similar acoustic events that are common in spoken language is provided. The method utilizes sequences of up/down frequency sweeps, of varying frequency and duration, and having varying inter stimulus intervals (ISI) between the frequency sweeps. A sequence is presented to the subject for order identification. The subject must listen to the up/down order of a sequence, and signal identification of the up/down order according to what s/he heard. Signal identification is provided utilizing a computer display, a mouse, and graphical buttons corresponding to the up/down frequency sweeps. Correct order identification causes the process to adaptively reduce the ISI separating the frequency sweeps, to reduce the duration of the frequency sweeps, to alter the frequency of the frequency sweeps, and to increase the number of frequency sweeps within a sequence.
摘要翻译： 提供了一种用于对人类受试者进行自适应训练并且区分在口语中常见的类似声学事件的方法。 该方法利用频率和持续时间变化的上/下频率扫描序列，并且在频率扫描之间具有不同的间隔刺激间隔（ISI）。 向主题呈现序列以进行订单识别。 受试者必须听从序列的上/下顺序，并根据他/他听到的信号识别上/下顺序。 使用计算机显示器，鼠标和对应于上/下频率扫描的图形按钮提供信号识别。 正确的订单识别导致该过程自适应地减少分离频率扫描的ISI，以减少频率扫描的持续时间，以改变频率扫描的频率，并增加序列内的频率扫描的数量。
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38.发明授权Method and apparatus for cognitive training of humans using adaptive timing of exercises 有权使用适应性运动时间的人的认知训练的方法和装置公开(公告)号：US06261101B1
公开(公告)日：2001-07-17
申请号：US09400643
申请日：1999-09-21
IPC分类号： G09B100
CPC分类号： G09B19/06 , G09B21/00 , G10L2021/0575
摘要： An apparatus and method for training the cognitive and memory systems in a subject is provided. The apparatus and method incorporates a number of different games to be played by the subject. The games artificially process selected portions of language elements, called phonemes, so they will be more easily distinguished by the subject, and gradually improves the subject's neurological processing and memory of the elements through repetitive stimulation. The programs continually monitor a subject's ability to distinguish the processed language elements, and adaptively configures the programs to challenge and reward the subject by altering the degree of processing. That is, the subject advances through a number of different processing or skill levels as their ability to distinguish between language elements improves. The subject's progress through the processing levels is recorded to allow an adaptive timing mechanism to optimize game play time for each of the games. As the subject advances through the processing levels in a particular game, the amount of game play time for that game is reduced. This insures that the subject spends the most time with those games s/he finds most difficult, and the least time with those games s/he has mastered.
摘要翻译： 提供了一种用于训练受试者中的认知和记忆系统的装置和方法。 该装置和方法包含若干不同的游戏要由主体玩。 这些游戏人为地处理所选择的语言元素部分，称为音素，因此它们将被更容易地被主题区分开，并通过重复刺激逐渐改善受试者的神经学处理和元素的记忆。 程序不断监视被摄体区分已处理语言元素的能力，并通过改变处理程度自适应地配置程序来挑战和奖励主题。 也就是说，该主题通过多种不同的处理或技能水平进行，因为他们区分语言元素的能力得到改善。 记录主体在处理级别上的进度，以允许自适应定时机制来优化每个游戏的游戏时间。 当主题通过特定游戏中的处理级别进行时，该游戏的游戏播放时间量减少。 这确保了这个主题在他/他发现最困难的游戏中花费最多的时间，他/他已经掌握了最少的时间。
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39.发明授权Migration mechanism for user data from one client computer system to another 失效从一个客户端计算机系统到另一个客户端计算机系统的用户数据迁移机制
公开(公告)号：US6052512A
公开(公告)日：2000-04-18
申请号：US995497
申请日：1997-12-22
摘要： A student user of a client computer system uses a teaching process to promote development of cognitive skills of the student, and a supervisor uses a second client computer to remotely monitor the progress of the student. The teaching process presents various types of stimuli to the student and records student response data which correspond to the stimuli. In addition, the teaching process forms evaluation data from the student response data where the evaluation data represents a correlation between the student response data for respective stimuli and predetermined correct response data for respective stimuli. Furthermore, the teaching process modifies its own behavior according to the evaluation data to thereby tailor the behavior of the teaching process to the cognitive abilities of the student. The student response data is uploaded to a global student database which is accessible to a supervisor user. The supervisor requests student response data from the global student database and presents the student response data to the supervisor for analysis. The supervisor can use such analysis in direct consultation with the student at a later date or can recommend changes in the behavior of the teaching process to more effectively encourage development of the cognitive ability of the student.
摘要翻译： 客户计算机系统的学生用户使用教学过程来促进学生的认知技能的发展，并且主管使用第二客户端计算机来远程监视学生的进度。 教学过程向学生呈现各种刺激，记录对应于刺激的学生回应数据。 此外，教学过程形成来自学生答复数据的评估数据，其中评估数据表示用于各个刺激的学生响应数据与各个刺激的预定正确响应数据之间的相关性。 此外，教学过程根据评估数据修改自己的行为，从而将教学过程的行为定性为学生的认知能力。 学生的答复数据被上传到一个全局学生数据库，可以由主管用户访问。 主管要求全球学生数据库中的学生答复数据，并将学生答复数据提交给主管进行分析。 主管可以在以后直接咨询学生进行分析，也可以推荐教学过程行为的变化，更有效地鼓励学生的认知能力发展。
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公开(公告)号：US5957699A
公开(公告)日：1999-09-28
申请号：US995680
申请日：1997-12-22
CPC分类号： G09B7/04 , G09B19/0053 , G09B5/14 , Y10S706/927
摘要： A student user of a client computer system uses a teaching process to promote development of cognitive skills of the student and a supervisor uses a second client computer to remotely monitor the progress of the student. The teaching process presents various types of stimuli to the student and records student response data which correspond to the stimuli. In addition, the teaching process forms evaluation data from the student response data where the evaluation data represents a correlation between the student response data for respective stimuli and predetermined correct response data for respective stimuli. Furthermore, the teaching process modifies its own behavior according to the evaluation data to thereby tailor the behavior of the teaching process to the cognitive abilities of the student. The student response data is uploaded to a global student database which is accessible to a supervisor user. The supervisor requests student response data from the global student database and presents the student response data to the supervisor for analysis. The supervisor can use such analysis in direct consultation with the student at a later date or can recommend changes in the behavior of the teaching process to more effectively encourage development of the cognitive ability of the student.
摘要翻译： 客户计算机系统的学生用户使用教学过程来促进学生的认知技能的发展，并且主管使用第二客户端计算机远程监视学生的进度。 教学过程向学生呈现各种刺激，记录对应于刺激的学生回应数据。 此外，教学过程形成来自学生答复数据的评估数据，其中评估数据表示用于各个刺激的学生响应数据与各个刺激的预定正确响应数据之间的相关性。 此外，教学过程根据评估数据修改自己的行为，从而将教学过程的行为定性为学生的认知能力。 学生的答复数据被上传到一个全局学生数据库，可以由主管用户访问。 主管要求全球学生数据库中的学生答复数据，并将学生答复数据提交给主管进行分析。 主管可以在以后直接咨询学生进行分析，也可以推荐教学过程行为的变化，更有效地鼓励学生的认知能力发展。
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