Developing reading disorder cognitive intervention method and system based on noise elimination theory

Abstract

The invention discloses a method and a system for cognitive intervention of developmental reading impairment based on a noise elimination theory. The cognitive intervention method comprises the following steps: acquiring personal information of a user and an initial reading level test result; presenting the element graph to a user, and matching with a text description rule; after the user confirms the understanding rule, elements, task rules and task presentation stages required by the training task are called from the element library, the rule library and the stage library in sequence, and a simulation training task or a formal training task is formed; performing simulation training on the user based on the simulation training task until the user reaches a preset training standard; and performing formal training on the user based on the formal training task, and recording a training result to output a total training score. According to the method, visual motion processing ability training contents in different forms of noise environments are designed according to the noise elimination ability defect of children, so that visual perception ability damage of the children is trained, and the method is suitable for children of various age groups, literacy bases and reading levels.

Description

Technical Field

[0001] The invention relates to a cognitive intervention method for developmental dyslexia based on noise exclusion theory, and also relates to a corresponding cognitive intervention system for developmental dyslexia, belonging to the technical field of cognitive intervention. Background Art

[0002] Developmental dyslexia is a disorder in which individuals with normal intelligence and equal educational opportunities are significantly lower than their peers in word recognition accuracy, fluency and spelling ability. According to the International Classification of Diseases (ICD-11), this disorder is usually accompanied by a significant lag in reading levels. In addition to difficulties in the language field, patients may also perform poorly in non-language areas such as visual processing.

[0003] At present, there are two theories about the cause of developmental dyslexia. One is the magnocellular system defect theory, which believes that this defect causes patients to have reduced sensitivity to fast time information and difficulty in recognition. The other is the noise exclusion theory, which proposes that patients have difficulty in eliminating random moving noise points, thus affecting recognition ability. The noise exclusion theory emphasizes that attention can improve perception ability through two mechanisms: signal enhancement and noise exclusion, and believes that it is not the magnocellular system defect that causes insufficient noise exclusion ability.

[0004] Based on the noise exclusion theory, researchers found through experiments on directional integration tasks that patients with developmental dyslexia performed worse than ordinary people on this task. In addition, Chinese patent application CN113499525A discloses a training system for children with developmental dyslexia. The system includes a central executive system module, a visual-spatial working memory module, a buffer module, and a verbal working memory module, and is designed to train children's working memory, visual-spatial information processing, spatial-verbal integration and separation, and verbal working memory abilities through a variety of tasks.

[0005] Although interventions for developmental dyslexia exist, they currently rely mainly on personalized language instruction, an approach that requires tailoring teaching plans to the child's specific circumstances, which is time-consuming and resource-intensive. In addition, these interventions are usually only applicable to individuals, are difficult to transfer, and tend to focus on interventions for higher-level cognitive abilities, such as executive function, while interventions for lower-level perceptual abilities are relatively rare. Summary of the invention

[0006] The primary technical problem to be solved by the present invention is to provide a cognitive intervention method for developmental dyslexia based on noise exclusion theory.

[0007] Another technical problem to be solved by the present invention is to provide a cognitive intervention system for developmental dyslexia based on noise exclusion theory.

[0008] In order to achieve the above technical objectives, the present invention adopts the following technical solutions:

[0009] According to a first aspect of an embodiment of the present invention, a cognitive intervention method for developmental dyslexia based on noise exclusion theory is provided, comprising the following steps:

[0010] Obtain the user's personal information and initial reading level test results;

[0011] An element diagram is presented to the user, and a text description rule is provided; wherein the element diagram and text include: presenting a fixation block, and a text description "please fixate on this block"; presenting randomly moving dots, and a text description "please wait for the rising sound to determine the direction of dot movement"; a rising sound, a Gaussian distribution of dot movement directions, and a text description "please determine the direction and respond, if moving to the left, press the left arrow key, if moving to the right, press the right arrow key";

[0012] When the user confirms that he understands the rules, the elements, task rules and task presentation stages required for the training task are retrieved from the element library, rule library and stage library in turn to form a simulation training task;

[0013] Performing simulation training on the user based on the simulation training task until the user reaches a preset practice standard;

[0014] Re-retrieve the elements, task rules and task presentation stages required for the training task from the element library, rule library and stage library to form a formal training task;

[0015] The user is formally trained based on the formal training task, and the training result is recorded to output a total training score.

[0016] Preferably, the step of sequentially retrieving elements, task rules and task presentation stages required for the training task from the element library, the rule library and the stage library includes:

[0017] A presentation background, a dot matrix and a fixation point are retrieved from the element library in sequence; wherein a square of a preset size is used as the dot matrix presentation background, n dots with a preset diameter, a preset moving speed and a life span of t milliseconds constitute the dot matrix, and a square of a preset size is used as the fixation point;

[0018] Retrieving in sequence from the rule library: the initial position of the dot, the initial remaining lifetime of the dot, and the average movement direction of the dot; wherein the initial position of the dot is randomly distributed in a square, the initial remaining lifetime of the dot is randomly distributed within a first time range, and the average movement direction of the dot is leftward or rightward;

[0019] The fixation period, random movement period, stimulus presentation period and offset period are retrieved from the stage library in sequence; wherein, in the fixation period, only the fixation point is presented, and the presentation time is randomly distributed within the second time range; in the random movement period, n dots move randomly, and the presentation time is randomly distributed within the second time range; the movement direction of the dots in the stimulus presentation period is Gaussian distributed, so as to adjust the task difficulty by changing the standard deviation, and record the user's reaction after the prompt sound appears, and enter the offset period after the user reacts or the stimulus presentation time reaches a preset time length; the dots in the offset period continue to move in the original direction, and the presentation time is randomly distributed within the third time range.

[0020] Preferably, the simulation training includes:

[0021] The demonstration practice phase includes a plurality of practice task trials, each of which directly enters a stimulus presentation period after a presentation fixation period, and there is no time limit during the stimulus presentation period; wherein the task difficulty of the plurality of practice task trials increases sequentially;

[0022] The standard practice phase includes a plurality of standard task trials, each of which has the same task difficulty, and the standard practice phase is completed when the user has answered correctly x times in a row or has practiced y times in total; wherein x and y are both positive integers and y is greater than x;

[0023] The high-difficulty practice stage includes a plurality of high-difficulty task trials, wherein the task difficulty of the plurality of high-difficulty task trials increases sequentially, and the lowest task difficulty among the plurality of high-difficulty task trials is not less than the task difficulty of the standard task trial.

[0024] Preferably, the formal training task includes a plurality of formal training trials, and during the process of the user performing formal training, the training result of each formal training trial is recorded;

[0025] Among them, if the training results of the user are correct for three consecutive times, the difficulty level of the next formal training trial will be increased by one; if the training results of the user are wrong for two consecutive times, the difficulty level of the next formal training trial will be reduced by one.

[0026] Preferably, after the user completes the formal training task, the final task difficulty r of the user completing the last formal training trial is recorded;

[0027] When the user performs formal training next time, if the task difficulty is 1-N1, the same difficulty r will be directly inherited; if the task difficulty is N1-N2, the inherited difficulty is r-1; if the task difficulty is N2-N3, the inherited difficulty is r-2, and so on; wherein N1, N2, and N3 are all positive integers.

[0028] Preferably, z formal trainings are preset as one training cycle;

[0029] After the user completes a training cycle, performing a reading level test on the user again to obtain a current reading level test result of the user;

[0030] Based on the difference between the current reading level test result of the user and the initial reading level test result of the user, a reading level improvement report of the user is output.

[0031] According to a second aspect of an embodiment of the present invention, a cognitive intervention system for developmental dyslexia based on noise exclusion theory is provided, comprising:

[0032] Login unit, used for user registration and system login;

[0033] An information entry unit, connected to the login unit, for collecting the user's personal information and initial reading level test results;

[0034] The task description unit is connected to the information input unit and is preset with an element diagram and text description, so as to present the element diagram to the user and match the text description rules; wherein the element diagram and text include: presenting a gaze block and matching the text description "please gaze at the block"; presenting randomly moving dots and matching the text description "please wait for the rising sound to determine the direction of dot movement"; the rising sound, the direction of dot movement is Gaussian distributed, and matching the text description "please determine the direction and respond, if it moves to the left, press the left arrow key, if it moves to the right, press the right arrow key";

[0035] A task configuration unit is connected to the task description unit and has an element library, a rule library and a phase library for retrieving elements, task rules and task presentation phases required for the training task to form a simulation training task or a formal training task;

[0036] A simulation training unit, connected to the task configuration unit, to perform simulation training on the user based on the simulation training task until the user reaches a preset practice standard;

[0037] The formal training unit is connected to the task configuration unit and the simulation training unit to perform formal training on the user based on the formal training task, and record the training results to output a total training score.

[0038] Preferably, the developmental dyslexia cognitive intervention system further comprises:

[0039] A consultation unit is connected to the formal training unit so as to allow the user to communicate with the doctor online based on the formal training results.

[0040] Preferably, the cognitive intervention system is an APP installed on an electronic device or an accessible website set on a browser.

[0041] According to a third aspect of an embodiment of the present invention, there is provided a cognitive intervention system for developmental dyslexia based on noise exclusion theory, comprising a processor and a memory, wherein the processor reads a computer program in the memory to execute the above-mentioned cognitive intervention method for developmental dyslexia.

[0042] Compared with the prior art, the present invention has the following technical effects:

[0043] (1) Training based on noise elimination theory

[0044] Aiming at the noise exclusion ability defects of children with developmental dyslexia, we designed visual motor processing ability training content in different forms of noise environments to ensure its effectiveness and scientificity. The training is highly targeted, easy to operate, and has a user-friendly interface, which is conducive to the understanding and operation of children with developmental dyslexia and helps to improve their compliance with the training program.

[0045] (2) Non-verbal general perception training

[0046] The training tasks target children's more general visual perception impairments rather than their auditory processing abilities for specific texts, allowing the training results to be directly compared across language systems. This makes it suitable for children of all ages, literacy bases, and reading levels, and helps prevent dyslexic children from having their training outcomes affected by literacy problems.

[0047] (3) Parameter configuration adjusted according to user cognitive ability

[0048] The training tasks are generated using computer software, and the difficulty of the project can be adjusted directly according to the user's ability by changing the parameters. It can be widely used in dyslexia training for different reading levels and has strong practicality. In addition, according to the correctness of the user's input options, the training parameters are adjusted according to the parameter setting rules, and the corresponding training conditions are changed to provide users with training parameters closest to their zone of proximal development and exercises that are most suitable and timely to meet user needs. As a result, it is not only targeted and adaptive, but users can also train repeatedly according to their own situation, make full use of cognitive plasticity, improve basic cognitive abilities, and promote reading-related cognitive development. BRIEF DESCRIPTION OF THE DRAWINGS

[0049] Figure 1 An overall flow chart of a cognitive intervention method for developmental dyslexia based on noise exclusion theory provided by the first embodiment of the present invention;

[0050] Figure 2A detailed flow chart of a cognitive intervention method for developmental dyslexia based on noise exclusion theory provided by the first embodiment of the present invention;

[0051] Figure 3 A structural diagram of a cognitive intervention system for developmental dyslexia based on noise exclusion theory provided by a second embodiment of the present invention;

[0052] Figure 4 This is a structural diagram of a cognitive intervention system for developmental dyslexia based on noise exclusion theory provided in the third embodiment of the present invention. DETAILED DESCRIPTION

[0053] The technical content of the present invention is described in detail below with reference to the accompanying drawings and specific embodiments.

[0054] The technical concept of the embodiment of the present invention is to design a specific training task for the noise elimination ability defects of children with developmental dyslexia, so as to train children's more general visual perception ability impairment in different forms of noise environments, rather than the auditory processing ability of specific words. As a result, the cognitive training effect can be directly compared across language systems, and is suitable for children of various ages, literacy foundations, and reading levels, so as to avoid the influence of literacy problems on the training effect of children with dyslexia.

[0055] First embodiment

[0056] like Figure 1 and Figure 2 As shown, the first embodiment of the present invention provides a cognitive intervention method for developmental dyslexia based on noise exclusion theory, which specifically includes steps S1 to S8:

[0057] S1: Obtain the user's personal information and initial reading level test results.

[0058] Specifically, in this embodiment, it is first necessary to collect the user's personal information, such as age, gender, education level, etc., so as to store the user's personal information in a user database.

[0059] Secondly, it is also necessary to collect the user's reading level test information, such as the Wechsler Individual Achievement Test (WIAT-III) score, the Phonological Decoding Efficiency subtest of the Test of Word Reading Efficiency (TOWRE-2) score, so as to store the user's initial reading level test results in the user database.

[0060] S2: Present an element diagram to the user, accompanied by a text description of the rules.

[0061] Specifically, the rule description process is divided into the following steps:

[0062] S21: presenting a red fixation square (or other colors) to the user, along with a text description “please fixate on the red square”;

[0063] S22: presenting randomly moving white dots to the user, with a text description “Please wait for the rising sound to determine the direction of the dot movement”;

[0064] S23: The sound is increased, and the direction of movement of the white dots is Gaussian distributed, accompanied by a text description: "Please determine the direction and respond. If it moves to the left, press the left arrow button, and if it moves to the right, press the right arrow button."

[0065] It is understandable that the user can repeat step S2 until the rule is fully understood before proceeding to the next step. In addition, since the movement direction of the white dots is Gaussian distributed, the frequency of change of the movement direction of the white dots can be adjusted by changing the standard deviation, thereby adjusting the difficulty of the task.

[0066] In addition, the training task is based on the visual motion processing ability training content in different forms of noise environments, which can ensure the effectiveness and scientificity of the training task. Moreover, the training is highly targeted, easy to operate, and has a user-friendly interface, which is conducive to the understanding and operation of children with developmental dyslexia and helps to improve their compliance with the training. Among them, the noise environment refers to the distribution of noise points. Different tasks have different difficulty and distribution, and the noise environment is different.

[0067] S3: Get simulation training tasks.

[0068] After the user confirms that he understands the rules, he needs to retrieve the elements, task rules and task presentation stages required for the training task from the element library, rule library and stage library in turn to form a simulation training task.

[0069] Specifically, it includes steps S31 to S33:

[0070] S31: Retrieve task elements from the element library.

[0071] Specifically, the background, dot matrix and focus point are retrieved from the element library in sequence. The details are as follows:

[0072] (1) A black square with a size of 10°*10° is used as the background of the dot matrix;

[0073] (2) n dots with a preset diameter, a preset moving speed and a lifetime of t milliseconds constitute a dot matrix;

[0074] (3) A red square with a size of 0.24°*0.24° is used as the fixation point.

[0075] S32: Retrieve task rules from the rule library.

[0076] Specifically, the following are retrieved from the rule base: the initial position of the dot, the initial remaining lifetime of the dot, and the average movement direction of the dot.

[0077] (1) The initial positions of the dots are randomly distributed within the black square;

[0078] (2) The initial remaining lifetime of the dots is randomly distributed in the first time range, for example: 0 to 400 ms;

[0079] (3) The average direction of movement of the dots is left or right.

[0080] S33: Retrieve the task presentation stage from the stage library.

[0081] Specifically, the fixation period, random movement period, stimulus presentation period and offset period are retrieved from the phase library in sequence, and the fixation point (ie, red square) is presented in all four phases. The details are as follows:

[0082] (1) During the fixation period, only the fixation point is presented, and the presentation time is randomly distributed within the second time range (e.g., 800–1000 ms);

[0083] (2) During the random motion period, n dots move randomly, and the presentation time is randomly distributed within the second time range;

[0084] (3) The direction of the dot motion during the stimulus presentation period is Gaussian distributed to adjust the task difficulty by changing the standard deviation (SD). The user response is recorded after the prompt sound appears, and the offset period begins after the user responds or the stimulus presentation time reaches a preset duration (e.g., 2500 ms);

[0085] Among them, the initial difficulty of the task is 1°SD, the maximum difficulty is 70°SD, and each difficulty level changes by 1°SD;

[0086] (4) The dots in the offset period continue to move in the original direction, and the presentation time is randomly distributed within a third time range (eg, 200-400 ms).

[0087] It is understandable that after completing the configuration of task elements and task rules, the element presentation of the training task can be realized; then, the configuration of the presentation stage is continued, so that each element is presented in different ways at different stages, thereby forming a training task. This training task can be used for simulation training or formal training.

[0088] In this embodiment, the training task is generated using computer software, and the difficulty of the project can be adjusted directly by changing parameters to adapt to the user's ability. It can be widely used in dyslexia training for different reading levels and has strong practicality.

[0089] S4: Perform simulation training on the user based on the simulation training task until the user reaches a preset practice standard.

[0090] Specifically, it includes steps S41 to S43:

[0091] S41: Demonstration practice phase

[0092] Specifically, in this embodiment, the demonstration practice phase includes four practice task trials. Each practice task trial directly enters the image stimulus presentation period after the presentation fixation period, and the user needs to judge the direction of the dot movement and make a choice.

[0093] In the demonstration practice stage, there is no time limit for the stimulus presentation period, giving the user enough time to make a choice. In addition, the difficulty of the multiple practice task trials increases in sequence. Specifically, the first and second practice task trials are 1°, the third practice task trial is 10°, and the fourth practice task trial is 25°, so that the user can gradually adapt to training tasks of different difficulty levels.

[0094] S42: Standard practice phase

[0095] Specifically, in this embodiment, the standard practice phase includes multiple standard task trials, and the task difficulty of each standard task trial is the same (the difficulty is set to 5°SD), and the user needs to judge the direction of the dot movement and make a choice. It can be understood that the presentation form of the training task in the standard practice phase is exactly the same as the presentation form of the training task in the formal training, and the only difference is that the difficulty of the training task in the standard practice phase is fixed, while the difficulty of the training task in the formal training can be dynamically adjusted (described in detail below).

[0096] After the user makes a choice, the following feedback is given based on whether the user's choice is correct or not:

[0097] ①When the user selects the correct option, a green check mark appears on the screen;

[0098] ②When the user selects the wrong option, a red cross appears on the screen;

[0099] ③ If the user does not respond within t5 after the stimulus presentation period begins, the user will be given the feedback “Timeout, please respond as soon as possible”.

[0100] In addition, when the user has practiced correctly x times in a row or y times in total, the standard practice stage is completed. Wherein, x and y are both positive integers and y is greater than x. In this embodiment, x=4, y=20, and in other embodiments, the specific values ​​of x and y can also be adaptively adjusted as needed.

[0101] S43: High-difficulty practice stage

[0102] Specifically, in this embodiment, the high-difficulty practice stage includes multiple high-difficulty task trials (8 in this embodiment, and other numbers in other embodiments), and the user needs to judge the direction of the dot movement and make a choice. In addition, the task difficulty of the multiple high-difficulty task trials increases successively, and the lowest task difficulty among the multiple high-difficulty task trials is not less than the task difficulty of the standard task trial. Specifically, in this embodiment, the difficulty setting (SD) is as follows: 5°, 10°, 15°, 20°, 30°, 40°, 50°, 60°, and true or false feedback is provided after each high-difficulty task trial.

[0103] It can be understood that the presentation form of the training tasks in the high-difficulty practice stage is exactly the same as the presentation form of the training tasks in the formal training. The only difference is that the difficulty of the training tasks in the high-difficulty practice stage is pre-set, while the difficulty of the training tasks in the formal training can be dynamically adjusted (detailed explanation below).

[0104] S5: Get the formal training task.

[0105] Specifically, the elements, task rules and task presentation stages required for the training task are retrieved from the element library, rule library and stage library to form a formal training task.

[0106] It can be understood that the process of obtaining the formal training task is the same as the process of obtaining the simulation training task, except that one is used for simulation training and the other is used for formal training, which will not be repeated here.

[0107] S6: Conduct formal training on the user based on the formal training task, and record the training results to output a total training score.

[0108] Specifically, the formal training task includes multiple formal training trials. During the formal training process, the training results of each formal training trial are recorded. If the user's training results are correct for three consecutive times, the difficulty level of the next formal training trial will increase by one; if the user's training results are wrong for two consecutive times, the difficulty level of the next formal training trial will decrease by one.

[0109] Therefore, training is carried out in a difficulty adaptive manner, with an initial difficulty of 1°SD, a maximum difficulty of 70°SD, and a change of 1°SD for each difficulty level. After the training begins, a "3-up-2-down" difficulty change is adopted, and the correctness of the user's choice and the corresponding difficulty level are recorded in the user database. If the user does not respond within t5 after the start of the stimulus presentation period, the feedback is "timeout, please answer as soon as possible". After the formal training is completed, the user's score is fed back, and the score is the average difficulty of all task trials of the user * the score coefficient a, where the difficulty of the task trial changes dynamically, but the score coefficient a is a preset constant.

[0110] In addition, when the user completes the formal training task, the final task difficulty of the user's last formal training trial is recorded. When the user performs formal training next time, if the task difficulty is 1-N1, the same difficulty r is directly inherited; if the task difficulty is N1-N2, the inherited difficulty is r-1; if the task difficulty is N2-N3, the inherited difficulty is r-2, and so on; where N1, N2, and N3 are all positive integers, which can be set according to needs, for example: N1 = 3, N2 = 5, N3 = 7, etc.

[0111] S7: Output the user's reading level improvement report.

[0112] Specifically, z times (eg, 30 times) of formal training may be preset as one training cycle. Thus, after the user completes one training cycle, the user is tested for reading level again to obtain the user's current reading level test result.

[0113] The user's current reading level test results are compared with the user's initial reading level test results to obtain the difference in the user's reading level, and then a reading level improvement report is output to enable the user to understand the training effect more intuitively, thereby helping the user build confidence and improve the user's compliance with training.

[0114] Second embodiment

[0115] like Figure 3 As shown, based on the above-mentioned first embodiment, the second embodiment of the present invention provides a cognitive intervention system for developmental dyslexia based on noise exclusion theory, including a login unit 1, an information entry unit 2, a task description unit 3, a task configuration unit 4, a simulation training unit 5, a formal training unit 6 and a consultation unit 7.

[0116] Specifically, the login unit 1 is used for user registration and system login.

[0117] The information input unit 2 is connected to the login unit 1 to collect the user's personal information and initial reading level test results.

[0118] The task description unit 3 is connected to the information input unit 2 and is preset with element diagrams and text descriptions to present element diagrams to users and match text description rules. The specific rules are the same as those in the first embodiment above and will not be repeated here.

[0119] The task configuration unit 4 is connected to the task description unit 3 and has an element library 41, a rule library 42 and a phase library 43. The task configuration unit 4 can be used to retrieve the elements, task rules and task presentation phases required for the training task, thereby forming a simulated training task or a formal training task.

[0120] The simulation training unit 5 is connected to the task configuration unit 4 to perform simulation training on the user based on the simulation training task until the user reaches a preset practice standard.

[0121] The formal training unit 6 is connected to the task configuration unit 4 and the simulation training unit 5 to perform formal training on the user based on the formal training task, and record the training results to output a total training score.

[0122] The consultation unit 7 is connected to the formal training unit 6 so as to allow the user to communicate with the doctor online based on the formal training results.

[0123] In this embodiment, preferably, the cognitive intervention system can be an APP installed on an electronic device, or an accessible website set on a browser. Thus, it can meet the needs of continuous health management such as family intervention and follow-up in the Internet era, avoid dyslexic children and parents spending a lot of time and energy, and the intervention effect is no longer affected by factors such as on-site conditions and the normative operation of trainers.

[0124] Third embodiment

[0125] like Figure 4 As shown, based on the above first embodiment, the third embodiment of the present invention further provides a cognitive intervention system for developmental dyslexia based on the noise exclusion theory. The cognitive intervention system includes one or more processors 21 and a memory 22. The memory 22 is coupled to the processor 21 and is used to store one or more programs. When the one or more programs are executed by the one or more processors 21, the one or more processors 21 implement the cognitive intervention method for developmental dyslexia based on the noise exclusion theory as in the above first embodiment.

[0126] The processor 21 is used to control the overall operation of the cognitive intervention system to complete all or part of the steps of the cognitive intervention method for developmental dyslexia based on the noise exclusion theory. The processor 21 can be a central processing unit (CPU), a graphics processing unit (GPU), a field programmable gate array (FPGA), an application-specific integrated circuit (ASIC), a digital signal processing (DSP) chip, etc. The memory 22 is used to store various types of data to support the operation of the cognitive intervention system, and these data may include instructions for any application or method used to operate on the cognitive intervention system, as well as application-related data. The memory 22 can be implemented by any type of volatile or non-volatile storage device or a combination thereof, such as a static random access memory (SRAM), an electrically erasable programmable read-only memory (EEPROM), an erasable programmable read-only memory (EPROM), a programmable read-only memory (PROM), a read-only memory (ROM), a magnetic memory, a flash memory, etc.

[0127] In an exemplary embodiment, the cognitive intervention system can be implemented by a computer chip or entity, or by a product with a certain function, for executing the above-mentioned cognitive intervention method for developmental dyslexia based on noise exclusion theory, and achieving the same technical effect as the above-mentioned method. A typical embodiment is a computer. Specifically, the computer can be, for example, a personal computer, a laptop computer, a vehicle-mounted human-computer interaction device, a cellular phone, a camera phone, a smart phone, a personal digital assistant, a media player, a navigation device, an email device, a game console, a tablet computer, a wearable device, or a combination of any of these devices.

[0128] In another exemplary embodiment, the present invention further provides a computer-readable storage medium including program instructions, which, when executed by a processor, implements the steps of the cognitive intervention method for developmental dyslexia based on the noise exclusion theory in any of the above embodiments. For example, the computer-readable storage medium may be the above-mentioned memory including program instructions, and the above-mentioned program instructions may be executed by a processor of a cognitive intervention system to complete the above-mentioned cognitive intervention method for developmental dyslexia based on the noise exclusion theory, and achieve the same technical effect as the above-mentioned method.

[0129] In summary, the cognitive intervention method and system for developmental dyslexia based on noise exclusion theory provided by the embodiments of the present invention have the following beneficial effects:

[0130] (1) Training based on noise elimination theory

[0131] Aiming at the noise exclusion ability defects of children with developmental dyslexia, we designed visual motor processing ability training content in different forms of noise environments to ensure its effectiveness and scientificity. The training is highly targeted, easy to operate, and has a user-friendly interface, which is conducive to the understanding and operation of children with developmental dyslexia and helps to improve their compliance with the training program.

[0132] (2) Non-verbal general perception training

[0133] The training tasks target children's more general visual perception impairments rather than their auditory processing abilities for specific texts, allowing the training results to be directly compared across language systems. This makes it suitable for children of all ages, literacy bases, and reading levels, and helps prevent dyslexic children from having their training outcomes affected by literacy problems.

[0134] (3) Parameter configuration adjusted according to user cognitive ability

[0135] The training tasks are generated using computer software, and the difficulty of the project can be adjusted directly according to the user's ability by changing the parameters. It can be widely used in dyslexia training for different reading levels and has strong practicality. In addition, according to the correctness of the user's input options, the training parameters are adjusted according to the parameter setting rules, and the corresponding training conditions are changed to provide users with training parameters closest to their zone of proximal development and exercises that are most suitable and timely to meet user needs. As a result, it is not only targeted and adaptive, but users can also train repeatedly according to their own situation, make full use of cognitive plasticity, improve basic cognitive abilities, and promote reading-related cognitive development.

[0136] It should be noted that the above embodiments are only examples, and the technical solutions of the various embodiments can be combined, all within the protection scope of the invention.

[0137] In addition, the terms "first" and "second" are used for descriptive purposes only and should not be understood as indicating or implying relative importance or implicitly indicating the number of the indicated technical features. Therefore, a feature defined as "first" or "second" may explicitly or implicitly include one or more of the features. In the description of the invention, the meaning of "plurality" is two or more, unless otherwise clearly and specifically defined.

[0138] The above is a detailed description of the cognitive intervention method and system for developmental dyslexia based on noise exclusion theory provided by the present invention. For those skilled in the art, any obvious changes made to it without departing from the essence of the invention will constitute an infringement of the invention patent right and will bear corresponding legal responsibilities.

Claims

1. A cognitive intervention method for developmental dyslexia based on noise exclusion theory, characterized by The steps include: Obtain the user's personal information and initial reading level test results; Presenting an element diagram to the user, accompanied by a textual description of the rules; When the user confirms that he understands the rules, the elements, task rules and task presentation stages required for the training task are retrieved from the element library, rule library and stage library in turn to form a simulation training task; Performing simulation training on the user based on the simulation training task until the user reaches a preset practice standard; Re-retrieve the elements, task rules and task presentation stages required for the training task from the element library, rule library and stage library to form a formal training task; The user is formally trained based on the formal training task, and the training result is recorded to output a total training score.

2. The cognitive intervention method for developmental dyslexia according to claim 1, characterized in that: The step of sequentially retrieving the elements, task rules and task presentation stages required for the training task from the element library, the rule library and the stage library includes: A presentation background, a dot matrix and a fixation point are retrieved from the element library in sequence; wherein a square of a preset size is used as the dot matrix presentation background, n dots with a preset diameter, a preset moving speed and a life span of t milliseconds constitute the dot matrix, and a square of a preset size is used as the fixation point; Retrieving in sequence from the rule library: the initial position of the dot, the initial remaining lifetime of the dot, and the average movement direction of the dot; wherein the initial position of the dot is randomly distributed in a square, the initial remaining lifetime of the dot is randomly distributed within a first time range, and the average movement direction of the dot is leftward or rightward; The fixation period, random movement period, stimulus presentation period and offset period are retrieved from the stage library in sequence; wherein, in the fixation period, only the fixation point is presented, and the presentation time is randomly distributed within the second time range; in the random movement period, n dots move randomly, and the presentation time is randomly distributed within the second time range; the movement direction of the dots in the stimulus presentation period is Gaussian distributed, so as to adjust the task difficulty by changing the standard deviation, and record the user's reaction after the prompt sound appears, and enter the offset period after the user reacts or the stimulus presentation time reaches a preset time length; the dots in the offset period continue to move in the original direction, and the presentation time is randomly distributed within the third time range.

3. The cognitive intervention method for developmental dyslexia according to claim 2, characterized in that: The simulation training includes: The demonstration practice phase includes a plurality of practice task trials, each of which directly enters a stimulus presentation period after a presentation fixation period, and there is no time limit during the stimulus presentation period; wherein the task difficulty of the plurality of practice task trials increases sequentially; The standard practice phase includes a plurality of standard task trials, each of which has the same task difficulty, and the standard practice phase is completed when the user has answered correctly x times in a row or has practiced y times in total; wherein x and y are both positive integers and y is greater than x; The high-difficulty practice stage includes a plurality of high-difficulty task trials, wherein the task difficulty of the plurality of high-difficulty task trials increases sequentially, and the lowest task difficulty among the plurality of high-difficulty task trials is not less than the task difficulty of the standard task trial.

4. The cognitive intervention method for developmental dyslexia according to claim 2, characterized in that: The formal training task includes a plurality of formal training trials, and during the process of the user performing formal training, the training result of each formal training trial is recorded; Among them, if the training results of the user are correct for three consecutive times, the difficulty level of the next formal training trial will be increased by one; if the training results of the user are wrong for two consecutive times, the difficulty level of the next formal training trial will be reduced by one.

5. The cognitive intervention method for developmental dyslexia according to claim 4, characterized in that: When the user completes the formal training task, the final task difficulty r of the user completing the last formal training trial is recorded; When the user performs formal training next time, if the task difficulty is 1-N1, the same difficulty r will be directly inherited; if the task difficulty is N1-N2, the inherited difficulty is r-1; if the task difficulty is N2-N3, the inherited difficulty is r-2, and so on; wherein N1, N2, and N3 are all positive integers.

6. The cognitive intervention method for developmental dyslexia according to claim 5, characterized in that: It is preset that z times of formal training is a training cycle; After the user completes a training cycle, performing a reading level test on the user again to obtain a current reading level test result of the user; Based on the difference between the current reading level test result of the user and the initial reading level test result of the user, a reading level improvement report of the user is output.

7. A cognitive intervention system for developmental dyslexia based on noise exclusion theory, characterized by include: Login unit, used for user registration and system login; An information entry unit, connected to the login unit, for collecting the user's personal information and initial reading level test results; A task description unit, connected to the information input unit and preset with an element diagram and text description, for presenting the element diagram to the user and matching the text description rules; A task configuration unit is connected to the task description unit and has an element library, a rule library and a phase library for retrieving elements, task rules and task presentation phases required for the training task to form a simulation training task or a formal training task; A simulation training unit, connected to the task configuration unit, to perform simulation training on the user based on the simulation training task until the user reaches a preset practice standard; The formal training unit is connected to the task configuration unit and the simulation training unit to perform formal training on the user based on the formal training task, and record the training results to output a total training score.

8. The cognitive intervention system for developmental dyslexia according to claim 7, characterized in that Also includes: A consultation unit is connected to the formal training unit so as to allow the user to communicate with the doctor online based on the formal training results.

9. The cognitive intervention system for developmental dyslexia according to claim 7, characterized in that: The cognitive intervention system is an APP installed on an electronic device or an accessible website set on a browser.

10. A cognitive intervention system for developmental dyslexia based on noise exclusion theory, characterized in that The method comprises a processor and a memory, wherein the processor reads a computer program in the memory to execute the cognitive intervention method for developmental dyslexia as claimed in any one of claims 1 to 6.

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