Two-dimensional cognitive training system and method fusing attention and execution function

Abstract

The invention discloses a two-dimensional cognitive training system and method integrating attention and an execution function, relates to the field of medical rehabilitation, and is used for ensuring comprehensiveness, scientificity, pertinence and long-term effectiveness of cognitive function training. According to the method, a concentrated attention training task, a continuous attention training task, a selective attention training task, an alternate attention training task and a decentralized attention training task are sequentially carried out; the training task of each dimension comprises multiple levels of sub-training tasks with gradually increased difficulty; in the training tasks of each dimension, at least a suppression control task and a memory task are fused; the training tasks of each dimension respectively collect training data to evaluate training indexes. According to the method, the cognitive function training task is more scientific, comprehensive and effective.

Description

Technical Field

[0001] The present invention relates to the field of medical rehabilitation technology, and in particular to a dual-dimensional cognitive training system and method integrating attention and executive function. Background Art

[0002] With the deepening of research on children's cognitive development, attention training has become an important means to intervene in attention deficit and improve learning efficiency.

[0003] Current attention intervention training primarily employs single-dimensional training methods, typically targeting a specific type of attention. For example, cognitive training based on the CPT (Continuous Performance Task) paradigm primarily focuses on improving sustained attention, while the Flanker task or Stroop task targets inhibitory control.

[0004] Current attention training methods can improve subjects' performance on specific tasks in the short term, but the training transfer effect is relatively limited and difficult to maintain. In other words, the trainees' improved abilities are difficult to transfer to real-life learning or daily tasks, and the effects fade after a period of time. This is specifically reflected in the following aspects: 1. The content of attention training is limited and cannot meet the actual needs of children in daily life and learning situations.

[0005] Attention is not a single ability but rather comprises multiple dimensions, including sustained attention, selective attention, alternating attention, divided attention, attention allocation, intrinsic attention, and exogenous attention. These attention types work together in different scenarios to adapt to complex cognitive tasks. However, existing training methods often target only a single attention type, failing to develop a systematic, multidimensional cognitive improvement strategy. For example, sustained attention training improves the ability to focus for extended periods of time through CPT tasks, but does not address attention switching ability, making it difficult to apply in real-world learning environments that require alternating attention.

[0006] 2. Lack of effective integration with executive function training makes it difficult to form a long-term cognitive improvement mechanism.

[0007] Attention stability is closely related to executive function. This is because attention regulation relies on executive functions (such as inhibitory control, cognitive flexibility, and working memory). Existing training methods often train attention in isolation and fail to systematically integrate executive functions into attention training. For example, children rely on working memory to maintain task-related information during the learning process, but existing training tasks often fail to effectively integrate working memory training, making it difficult for children to maintain stable focus during long-term attention tasks (such as reading and problem-solving). As a result, children still struggle to effectively manage their attention when faced with real-world learning tasks, making it difficult for training effects to form a long-term and stable cognitive improvement mechanism. Summary of the Invention

[0008] The purpose of the present invention is to provide a dual-dimensional cognitive training system and method that integrates attention and executive function to address all or part of the above-mentioned problems, so as to systematically and scientifically integrate attention training tasks in multiple dimensions and embed executive function training to ensure the comprehensiveness, scientificity, pertinence and long-term effectiveness of cognitive function training.

[0009] The technical solution adopted in the present invention is as follows: A dual-dimensional cognitive training method integrating attention and executive function, comprising: The focused attention training task, sustained attention training task, selective attention training task, alternating attention training task and divided attention training task were carried out sequentially; the training task of each dimension included multiple sub-training tasks with increasing difficulty; the training task of each dimension included at least an inhibitory control task and a memory task; Training data is collected separately for each dimension of training task to evaluate training indicators.

[0010] In addition, the present application also provides a dual-dimensional cognitive training system that integrates attention and executive functions, which includes a processor and a storage medium, wherein the storage medium stores a computer program. When the processor runs the computer program, it can execute the above-mentioned dual-dimensional cognitive training method that integrates attention and executive functions.

[0011] In summary, due to the adoption of the above technical solution, the beneficial effects of the present invention are: This application systematically integrates concentrated attention training tasks, sustained attention training tasks, selective attention training tasks, alternating attention training tasks, and divided attention training tasks. The training tasks in these five dimensions are carried out in a phased sequence, which is highly consistent with the logical relationship of cognitive abilities (i.e., from weak cognitive abilities to strong cognitive abilities), conforms to the principles of natural science, and makes cognitive function training tasks more scientific and effective. In addition, each dimension of training tasks incorporates executive function training tasks, so that attention training and executive function training are carried out simultaneously, complementing each other and enhancing their cognitive regulation ability for complex tasks. Each task takes into account both the training goals of attention and the requirements for improving executive functions, forming a composite training task that ensures the long-term effectiveness of cognitive function training. In the training tasks of each dimension, the difficulty of each sub-training task increases in sequence, matching the children's demand for training difficulty during the continuous training process, which can continuously improve the training effect on children, achieve the purpose of efficient training and ensure long-term effectiveness. In the case of integrating the dual-dimensional cognitive training of attention and executive functions, this application also dynamically adjusts the training tasks to dynamically adjust the interactive effect of the two, further improving the comprehensiveness, scientificity, and efficiency of cognitive function training. In addition, gamifying the training process through task prompts can enhance children's motivation to participate and ensure training effectiveness. BRIEF DESCRIPTION OF THE DRAWINGS

[0012] The present invention will now be described by way of example with reference to the accompanying drawings, in which: Figure 1 It is an execution flow chart of a dual-dimensional cognitive training method that integrates attention and executive functions. DETAILED DESCRIPTION

[0013] All features disclosed in this specification, or all steps in the disclosed methods or processes, except mutually exclusive features and / or steps, can be combined in any manner.

[0014] Any feature disclosed in this specification (including any appended claims and abstract), unless otherwise stated, may be replaced by other equivalent or similar features. In other words, unless otherwise stated, each feature is only an example of a series of equivalent or similar features.

[0015] In response to the problem that the current cognitive function training content is single, not applicable to different cognitive function defects, and difficult to ensure the long-term stability of the training effect, the embodiment of the present application proposes a dual-dimensional cognitive training system and method that integrates attention and executive function, aiming to improve the comprehensiveness, scientificity, pertinence and long-term effectiveness of cognitive function training. Comprehensiveness is reflected in the fact that it not only enriches the attention training tasks of different dimensions, but also integrates cognitive function training into the attention training of each dimension; scientificity is reflected in the fact that the attention training tasks of each dimension are carried out in a progressive relationship order according to the strength and weakness logic of cognitive ability, and the training difficulty within each dimension also increases step by step, matching the difficulty requirements after long-term training; pertinence is reflected in the fact that for children with different cognitive dysfunctions, targeted intervention training can be carried out in the training tasks of the corresponding dimensions in the same training system, and the training tasks of other dimensions can also assist in improving the training effect; long-term effectiveness is reflected in the integrated training of attention and executive function. Executive function training can ensure that children maintain stable concentration during long-term training, thereby achieving the effect of effectively managing attention and achieving the expected training effect after long-term training.

[0016] like Figure 1 As shown, the dual-dimensional cognitive training method integrating attention and executive function provided in the embodiment of the present application includes: Focused attention, sustained attention, selective attention, alternating attention, and divided attention were sequentially administered. Each dimension of training included multiple subtasks of increasing difficulty. Each dimension of training incorporated at least one inhibitory control task and one memory task. Training data was collected for each dimension to evaluate training metrics.

[0017] Inhibitory control tasks and memory tasks are executive function training tasks. This means that each dimension of attention training in this application incorporates executive function training tasks. Inhibitory control requires subjects to inhibit selecting incorrect cues when presented with them, while memory tasks require subjects to remember valid target features and respond correctly based on the remembered target features in subsequent presentations.

[0018] After research, it was found that concentrated, continuous, selective, alternating and divided attention have different levels of cognitive ability. The embodiment of the present application carries out concentrated attention training tasks, continuous attention training tasks, selective attention training tasks, alternating attention training tasks and divided attention training tasks in a progressive logical order according to the order of cognitive ability from weak to strong. It conforms to the laws of nature and is highly matched with the training needs of different stages. It not only enriches the content of attention training, but also improves the scientific nature of task arrangement.

[0019] In addition, this application cleverly integrates executive function (such as inhibitory control, working memory, and cognitive flexibility) training into attention training tasks in each dimension, achieving the effect of simultaneous improvement of multi-dimensional abilities and ensuring the long-term effectiveness of cognitive function training.

[0020] At the same time, the difficulty and interference of the training tasks in each dimension are gradually increased during execution to ensure the personalization and efficiency of the training.

[0021] As an optional implementation to increase the difficulty, each sub-training task can include multiple sub-tasks. The sub-tasks within each sub-task have progressively more target features. The more target features suggested, the more complex the target object to match, the more features to memorize, and the higher the training difficulty.

[0022] Furthermore, to further enhance the comprehensiveness of the intervention, within the same sub-training task level, the target features added to the subsequent sub-task must be of a different type than any target features already provided in the previous sub-task. For example, if the previous sub-task already provided the image of the target object, the target features added to the subsequent sub-task can provide features other than the image, such as size or color. For example, target feature types include at least one of image, movement, color, category, size, shape, quantity, direction, and order. These target features used for providing guidance may be used in various implementations described below.

[0023] After the training tasks in each dimension are completed, the training indicators are evaluated in a timely manner to quantitatively evaluate the intervention effect on children.

[0024] As an optional implementation, in each level of sub-training tasks of the concentrated attention training task, the target object to be selected for the current sub-training task is prompted, and the target object is instructed to be selected from the screen containing the interference object; the target object and the interference object are displayed asynchronously; and the feature quantity prompted for the target object in each level of sub-training tasks increases step by step.

[0025] Focused attention training tasks focus on improving children's ability to focus on a single task. At this stage, the training content of the task design relies on the coordination of visual attention and inhibitory control, while also exercising short-term memory.

[0026] For example, the concentration training task includes 3 levels of sub-training tasks: (1) First-level sub-training tasks Task flow: The Posner cueing task paradigm was used to examine children's exogenous attention under different cueing conditions. The sub-training task design for this level is shown in Table 1. The task requires children to observe and memorize the characteristics of a target iron figure (short-term memory). Following the cue (a flashing box on the left or right), the target iron figure will appear on the left or right side. Children are instructed to click on it as quickly as possible after it appears, while ignoring non-target iron figures (inhibitory control). In each task, the iron figure has an 80% probability of appearing in the flashing box and a 20% probability of appearing in the non-flashing box. This requires children to react quickly, thereby training their agility.

[0027] Table 1. Design table of first-level sub-training tasks in the first dimension

[0028] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC), reaction time (Mean RT), and attention effect.

[0029] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures attention and information processing speed. 2) Accuracy: The ratio of correctly clicked trials to the total number of trials. This determines whether the subject can accurately identify the target.

[0030] 3) Attention effect: The difference in reaction time when the cue (i.e., the flashing box) and the target appear on the same side / different sides.

[0031] Inhibitory control ability: 1) Error rate: Count the number of times you click on the non-target iron man as a percentage of the total number of attempts.

[0032] (2) Second-level sub-training tasks Task flow: The oddball paradigm was used to examine bottom-up attentional processing of unconsciously engaged stimuli. The second-level sub-training task design is shown in Table 2. The task required children to observe the characteristics of multiple cues (short-term memory), click on the target cue as quickly as possible after it appeared, and ignore non-target cues (inhibitory control). In each task, the target cue appeared 80% of the time, and the non-target cue appeared 20% of the time.

[0033] Table 2 Design table of the second-level sub-training tasks in the first dimension

[0034] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC), reaction time (Mean RT), and stopping success rate.

[0035] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures attention and information processing speed.

[0036] 2) Accuracy: The ratio of correctly clicked trials to the total number of trials. This determines whether the subject can accurately identify the target.

[0037] Inhibitory control ability: 1) Stop success rate (SSRP): P(Stop) = number of correct signal stops / total number of signal stop attempts.

[0038] (3) Third-level sub-training tasks Task flow: A cueing task was used to examine children's intrinsic attentional abilities under different cueing conditions. The design of the third-level sub-training task is shown in Table 3. The task required children to observe an arrow cue (appearing in the left or right visual field). If the target stimulus appeared on the side indicated by the arrow (i.e., the arrow cue was a valid cue) or on the opposite side (i.e., the arrow cue was an invalid cue), children were required to memorize the target stimulus (short-term memory), click on the target stimulus as quickly as possible after it appeared, and ignore non-target stimuli (inhibitory control). In each task, the probability of a valid cue appearing was 80%, and the probability of an invalid cue appearing was 20%.

[0039] Table 3. Design table of the third level sub-training tasks in the first dimension

[0040] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC), reaction time (Mean RT), and attention effect.

[0041] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0042] 2) Accuracy: The ratio of correctly clicked trials to the total number of trials. This determines whether the subject can accurately identify the target.

[0043] 3) Attention effect: The difference in reaction time when the arrow cue and the target stimulus appear on the same side or on different sides. This measures the level of endogenous attention.

[0044] Inhibitory control ability: 1) Error rate: The ratio of the number of clicks on non-target sword or staff techniques to the total number of trials.

[0045] In some optional embodiments, the sustained attention training task prompts the target object and target state to be selected for the current sub-training task in each level of sub-training tasks, and instructs to continuously monitor and select the target object in a specific target state in the screen containing the interference object; wherein the target object and the interference object are displayed asynchronously; and the state characteristics of the target object prompted by the sub-training tasks at each level increase step by step.

[0046] Sustained attention training tasks focus on improving attention stability, that is, how long attention can be sustained on the same object or activity, while also improving working memory and inhibitory control.

[0047] For example, the sustained attention training task includes three sub-training tasks: (1) The fourth level of sub-training tasks (the order of sub-training tasks in the first dimension) Task flow: The AX-CPT task was used, requiring children to touch and click the rabbit when they saw it following the route (the location of the rabbit coincided with the route on the drawing, 80% of the time) and refrain from responding when the rabbit deviated from the route (the location of the rabbit did not coincide with the route on the drawing, 20% of the time) (inhibitory control). Furthermore, they were instructed to click the rabbit when it appeared, and to click both the stone and the fox when a combination of a rabbit and a stone or a rabbit and a fox appeared (inhibitory control). The design of the fourth-level sub-training task is shown in Table 4.

[0048] Table 4. Design table of first-level sub-training tasks for the second dimension

[0049] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0050] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0051] 2) Accuracy: The ratio of correctly clicked trials to the total number of trials. This determines whether the subject can accurately identify the target.

[0052] Inhibitory control ability: 1) Error rate: The ratio of the number of times the wrong rule is clicked to the total number of attempts.

[0053] (2) Fifth level sub-training tasks Task flow: The SART task was used, requiring children to observe the scenic spot image presented in the center of the screen (short-term memory), click on the image of Canglong Ridge to be climbed, and ignore other non-target scenic spots (inhibitory control). The design of the fifth-level sub-training task is shown in Table 5.

[0054] Table 5 Design table of the second-level sub-training tasks of the second dimension

[0055] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0056] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures the speed of attentional information processing.

[0057] 2) Accuracy: The ratio of correctly clicked trials to the total number of trials. This determines whether the subject can accurately identify the target.

[0058] Inhibitory control ability: 1) Error rate: The ratio of the number of times the wrong image is clicked to the total number of trials.

[0059] Working memory capacity: 1) Inhibition success rate: the ratio of the number of correctly not clicking on the repeated images to the total number of trials.

[0060] (3) Level 6 sub-training tasks Task flow: The AX-CPT task was used. Two tool combinations (four tools) were presented in the center of the screen in a cue-probe sequence. Children were instructed to focus only on the stimulus pair consisting of a nail followed by a hammer (short-term memory), quickly click on the hammer that appeared behind the nail, and refrain from responding to other stimulus combinations (e.g., nail + wrench, nut + hammer, nut + wrench) (inhibitory control). The design of the Level 6 sub-training task is shown in Table 6.

[0061] Table 6 Design table of the third level sub-training tasks of the second dimension

[0062] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0063] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0064] 2) Accuracy: The ratio of correctly clicked trials to the total number of trials. This determines whether the subject can accurately identify the target.

[0065] Inhibitory control ability: 1) Error rate: The ratio of incorrect clicks on non-target combinations to the total number of trials.

[0066] As an optional implementation, the selective attention training task prompts the target object and / or target feature to be selected in the current sub-training task in each level of sub-training task, and instructs the selection of the target object that meets the target feature from the picture containing the interference object; the target object and the interference object are displayed synchronously; the number of prompts in the target objects and target features in the sub-training tasks of each level increases step by step.

[0067] Selective attention training tasks focus on improving children's ability to focus on specific target stimuli while ignoring irrelevant distracting information. At this stage, the task design relies on stimulus screening through visual or auditory channels, emphasizing the rational allocation of cognitive resources while simultaneously exercising working memory and inhibitory control.

[0068] For example, the selective attention training task includes 4 sub-training tasks: (1) Level 7 sub-training tasks Task flow: A selective visual task was used to examine children's ability to orient target features under varying distractor conditions. Children were presented with color, pattern, or expression cues (short-term memory) and were instructed to select the corresponding target deer based on the cues and ignore the non-target deer (inhibitory control). Furthermore, at the beginning of the third task, they were required to simultaneously retain both cues (working memory). The design of the seventh-level sub-training task is shown in Table 7.

[0069] Table 7 Design table of first-level sub-training tasks in the third dimension

[0070] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0071] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures the efficiency of attentional information filtering.

[0072] 2) Accuracy: The ratio of correctly clicked trials to the total number of trials. This determines whether the subject can accurately identify the target.

[0073] Inhibitory control ability: 1) Error rate: the ratio of the number of clicks on non-target deer to the total number of trials.

[0074] Working memory capacity: 1) Accuracy: The ratio of correct click trials to the total number of trials in the dual-cue task.

[0075] (2) Level 8 sub-training tasks Task flow: A selective audiovisual task was used. This task employed a speech cue plus visual search paradigm, requiring children to follow the instructions of the target speech cue (short-term memory) while ignoring non-target speech cues (inhibitory control). The task then required children to quickly select and touch a matching visual stimulus (e.g., clothing, hair accessories, objects, makeup, etc.) within a 2×4 position matrix on the screen. The design of the Level 8 sub-training task is shown in Table 8.

[0076] Table 8 Design table of the second level sub-training tasks of the third dimension

[0077] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0078] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures attention and information filtering efficiency.

[0079] 2) Accuracy: The ratio of correctly clicked trials to the total number of trials. This determines whether the subject can accurately identify the target.

[0080] Inhibitory control ability: 1) Error rate: The ratio of the number of non-target clicks to the total number of trials.

[0081] (3) Ninth level sub-training tasks Task flow: A cue-target selection paradigm was used. This task presented both text and voice questions, requiring children to click on the correct word in the stimulus based on the target cue. The ninth-level sub-training task design is shown in Table 9.

[0082] Table 9 Design table of the third-level sub-training tasks in the third dimension

[0083] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0084] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures attention and information filtering efficiency.

[0085] 2) Accuracy: The ratio of correctly clicked trials to the total number of trials. This determines whether the subject can accurately identify the target.

[0086] Inhibitory control ability: 1) Error rate: The ratio of the number of clicks on non-target words to the total number of trials.

[0087] (4) Level 10 sub-training tasks Task flow: A cue-target matching visual search task was used. This task presented the names of different types of objects, each corresponding to a different number of chess pieces. To obtain more chess pieces, children were required to selectively remember the fruit that corresponded to more chess pieces (short-term memory). Based on this memory, children were required to touch the corresponding image to obtain more chess pieces. Selecting the wrong fruit resulted in the loss of the corresponding chess piece (inhibitory control). The design of the tenth-level sub-training task is shown in Table 10.

[0088] Table 10 Design table of the fourth level sub-training tasks in the third dimension

[0089] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0090] Attention ability: 3) Reaction time: The average time it takes to make a correct click response. This measures attention and information filtering efficiency.

[0091] 2) Accuracy: The ratio of correctly clicked trials to the total number of trials. This determines whether the subject can accurately identify the target.

[0092] Inhibitory control ability: 1) Error rate: The ratio of the number of clicks on non-target cues to the total number of trials.

[0093] As an optional implementation, the alternating attention training task prompts the target features targeted by the current sub-training task in each level of sub-training tasks, so as to select the target object that meets the target features, and instructs the target object to be identified from the displayed screen according to the prompt information; wherein, in the sub-training tasks of the same level, the target features prompted by different segmented tasks for the target object switch between different features.

[0094] Alternating attention training tasks focus on improving children's ability to flexibly switch between different tasks or cognitive demands. At this stage, the training content of the task design relies on the dynamic adjustment of task rules, emphasizing the coordination of attention flexibility and cognitive switching, while also exercising working memory and inhibitory control.

[0095] For example, the alternating attention training task includes 5 sub-training tasks: (1) Level 11 sub-training task Task flow: A task-cue paradigm was used, requiring children to memorize the correspondence between graphic and target cues (working memory), then select the corresponding cue based on the graphic stimulus presented and ignore non-target stimuli (inhibitory control). The design of the eleventh-level sub-training task is shown in Table 11.

[0096] Table 11 Design table of the first-level sub-training tasks of the fourth dimension

[0097] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0098] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0099] 2) Accuracy: The ratio of correct clicks to the total number of trials. This determines whether the subject can accurately identify the target.

[0100] 3) Switching cost: ① The difference in reaction time between the non-repeated condition and the repeated condition; ② The difference in accuracy between the non-repeated condition and the repeated condition.

[0101] Inhibitory control ability: 1) Error rate: the ratio of the number of clicks on non-target fragments to the total number of trials.

[0102] Working memory capacity: 1) Accuracy: The proportion of trials in which the graphic symbol and the fragment feature are correctly matched, that is, the proportion of correct click trials to the total number of trials.

[0103] (2) Level 12 sub-training task Task flow: The Cross-Out Test (CRT) requires children to memorize a string of numbers (short-term memory) and make decisions based on a set of clues (working memory). The clues only have two rules, which switch erratically. Children are then asked to quickly and accurately find and cross out the required numbers, while ignoring non-target numbers (inhibitory control). The Level 12 sub-training task design is shown in Table 12.

[0104] Table 12 Second level sub-training task design table of the fourth dimension

[0105] Training index evaluation: The task completion is evaluated by calculating the accuracy (ACC) and reaction time (Mean RT).

[0106] Attention ability: 1) Reaction time: the average length of time for making correct click reaction. Measures information processing speed.

[0107] 2) Accuracy: the proportion of correct click attempts to the total number of attempts. Determine whether the subject can accurately identify the target.

[0108] 3) Switching cost: ① The difference in reaction time between non-repetition condition and repetition condition; ② The difference in accuracy between non-repetition condition and repetition condition.

[0109] Inhibition control ability 1) Error rate: the proportion of non-target number clicks to the total number of attempts.

[0110] Working memory ability: 1) Accuracy: the proportion of correct note number judgment attempts, i.e. the proportion of correct click attempts to the total number of attempts.

[0111] (3) Thirteenth level sub-training task Task flow: The number-letter task is selected, which requires children to remember the correspondence of rules and clues (short-term memory), and to make correct judgments according to the given rules (working memory). The clue rule will be switched irregularly. Then accurately judge the characteristics of the stone according to the rules, and suppress the characteristics of non-target stone (inhibition control). And after the second paragraph, children need to judge whether the rules before and after are consistent (working memory), as a record. The thirteenth level sub-training task design is shown in Table 13.

[0112] Table 13 Third level sub-training task design table of the fourth dimension

[0113] Training index evaluation: The task completion is evaluated by calculating the accuracy (ACC) and reaction time (Mean RT).

[0114] Attention ability: 1) Reaction time: the average length of time for making correct click reaction. Measures information processing speed.

[0115] 2) Accuracy: The ratio of correct clicks to the total number of trials. This determines whether the subject can accurately identify the target.

[0116] 3) Switching cost: ① The difference in reaction time between the non-repeated condition and the repeated condition; ② The difference in accuracy between the non-repeated condition and the repeated condition Inhibitory control ability: 1) Error rate: The ratio of incorrect clicks to the total number of attempts.

[0117] Working memory capacity: 1) Accuracy: The ratio of correct trials for “sameness or difference” judgment to the total number of trials.

[0118] (4) Level 14 sub-training tasks Task flow: The reverse letter matching task was used, requiring children to memorize a line of poetry (short-term memory) and determine whether the first letter of the line presented was correct and whether the following letters were continuous with the previous one. Furthermore, when the color of the letters changed, they were required to re-perform the task (working memory) and ignore blue letters (inhibitory control). The design of the Level 14 sub-training task is shown in Table 14.

[0119] Table 14: Fourth-level sub-training tasks of the fourth dimension

[0120] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0121] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0122] 2) Accuracy: The ratio of correct clicks to the total number of trials. This determines whether the subject can accurately identify the target.

[0123] 3) Switching cost: ① The difference in reaction time between the non-repeated condition and the repeated condition; ② The difference in accuracy between the non-repeated condition and the repeated condition.

[0124] Inhibitory control ability: 1) Error rate: The ratio of the number of clicks when the blue word appears to the total number of trials.

[0125] (5) Level 15 sub-training task Task flow: In the channel cue task, children first needed to memorize the cue channel and the designated rules for that trial (short-term memory, working memory). Then, a random number of cue fish were presented (short-term memory). Children were required to correctly select and memorize the color of the fish that matched the rule in the target channel (working memory) and ignore fish of other colors (inhibitory control). Starting in the third segment, the rule of ignoring the small fish was added (inhibitory control). The design of the fifteenth-level sub-training task is shown in Table 15.

[0126] Table 15: Design of the fifth-level sub-training tasks for the fourth dimension

[0127] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0128] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0129] 2) Accuracy: The ratio of correct clicks to the total number of trials. This determines whether the subject can accurately identify the target.

[0130] 3) Switching cost: ① The difference in reaction time between the non-repeated condition and the repeated condition; ② The difference in accuracy between the non-repeated condition and the repeated condition.

[0131] Inhibitory control ability: 1) Error rate: The ratio of clicks on non-target fish and small fish to the total number of trials.

[0132] As an optional implementation, the distraction attention training task prompts the target object and target features of the current sub-training task in each level of sub-training tasks, and displays the target object or interference object to determine whether the displayed picture is consistent with the prompted target object and target features, and indicates whether the displayed picture meets the target features of the prompted target object in multiple task rules; wherein, the target objects and / or target features prompted by sub-training tasks at each level increase step by step.

[0133] Divided attention training tasks focus on improving children's ability to handle multiple tasks or complex information simultaneously. At this stage, the task design relies on multitasking, emphasizing the balance between attention span and resource allocation, while simultaneously training information integration and multi-threaded cognitive abilities, and further improving working memory, inhibitory control, and task switching.

[0134] For example, the divided attention training task includes 6 sub-training tasks: (1) Level 16 sub-training task Task flow: Using a multi-task paradigm, children were required to memorize two task rules. If a large waterfall appeared, they were required to remember and sequentially touch the numbers that had just appeared in the number matrix. If a small waterfall appeared, they were required to remember the number of numbers and select the corresponding number in the matrix (working memory). They were then required to remember the numbers (short-term memory), determine which task to choose (working memory), inhibit non-target numbers (inhibitory control), and click correctly based on the presented cues. The design of the 16th-level sub-training task is shown in Table 16.

[0135] Table 16: Design of the first-level sub-training tasks for the fifth dimension

[0136] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0137] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0138] 2) Accuracy: The ratio of correct clicks to the total number of trials. This determines whether the subject can accurately identify the target.

[0139] 3) Switching cost: ① The difference in reaction time between the non-repeated condition and the repeated condition. ② The difference in accuracy between the non-repeated condition and the repeated condition. Inhibitory control ability: 1) Error rate: The ratio of incorrect digits clicked to the total number of attempts.

[0140] (2) Level 17 sub-training tasks Task flow: A multi-task paradigm was used, requiring children to shoot arrows 1-5 times in a row (with increasing difficulty) in a dynamically changing archery scenario. Each shot displayed the number of rings hit or the color of the target, which they were required to memorize (short-term memory). If a pedestrian passed near the target, the child was required to suppress the urge to click and wait until the pedestrian left before continuing to shoot (inhibitory control). After the shot was completed, the screen displayed 1-5 numbers or colors (corresponding to the number of arrows shot). The child was required to determine whether these numbers / colors matched the number of rings / colors hit just now (working memory) and click "yes" or "no." The design of the Level 17 sub-training task is shown in Table 17.

[0141] Table 17 Design table of the second level sub-training tasks of the fifth dimension

[0142] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0143] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0144] 2) Accuracy: The ratio of correct clicks to the total number of trials. This determines whether the subject can accurately identify the target.

[0145] Inhibitory control ability: 1) Error rate: the proportion of clicks when pedestrians appear to the total number of trials.

[0146] (3) Level 18 sub-training tasks Task flow: Using a multi-task paradigm, children were asked to observe different colored toothpicks hanging on the left and right sides of the screen (short-term memory), memorize the color sequence and orientation of the toothpicks on the side indicated by the arrow, and ignore the interference of toothpicks on the side not indicated by the arrow (inhibitory control). In a subsequent step, they were asked to determine whether the reappeared toothpicks matched the memorized order (working memory). Each judgment required a quick "yes" or "no" click. The design of the Level 18 sub-training task is shown in Table 18.

[0147] Table 18 Fifth Dimension Third Pole Training Task Design

[0148] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0149] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0150] 2) Accuracy: The ratio of correct clicks to the total number of trials. This determines whether the subject can accurately identify the target.

[0151] Inhibitory control ability: 1) Error rate: the ratio of incorrect clicks to the total number of attempts.

[0152] (4) Level 19 sub-training tasks Task flow: A multi-task paradigm was used, requiring children to flexibly switch between the longevity peach and longevity noodle tasks (task switching) and make rapid judgments based on specific color ordering rules (short-term memory). At the beginning of the task, a "+" sign appeared in the center of the screen to direct attention, followed by alternating appearances of the longevity peach or longevity noodle tasks. In the longevity peach task, children first determined whether the first longevity peach was red (yes / no), then had to determine whether the subsequent longevity peaches were continuous, following the order "red → cyan" (working memory). In the longevity noodle task, children first determined whether the first longevity noodle was pink, then determined continuity, following the order "pink → yellow", while ignoring non-target longevity noodle / longevity noodle colors (inhibitory control). The design of the 19th-level sub-training task is shown in Table 19.

[0153] Table 19 Fifth Dimension Fourth Pole Training Task Design

[0154] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0155] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0156] 2) Accuracy: The ratio of correct clicks to the total number of trials. This determines whether the subject can accurately identify the target.

[0157] Inhibitory control ability: 1) Error rate: the ratio of incorrect clicks to the total number of attempts Task switching: 1) Switching cost: ① The difference in reaction time between the non-repeated condition and the repeated condition; ② The difference in accuracy between the non-repeated condition and the repeated condition.

[0158] (5) Level 20 sub-training task Task flow: A dual-task paradigm was used, requiring children to memorize the corresponding keystroke rules for different conditions (e.g., "Left carriage + left stone → press →") (working memory). They were then required to dynamically adjust their driving strategy based on the carriage's position (left, center, right) and obstacles (stones, bushes) on the road, controlling the carriage by pressing the buttons (↑, ←, →). They were also required to suppress the urge to avoid the bushes (inhibitory control). The design of the 20th-level sub-training task is shown in Table 20.

[0159] Table 20: Design of the fifth-level sub-training tasks for the fifth dimension

[0160] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC), reaction time (mean RT), dual-task interference effect, and switching cost.

[0161] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0162] 2) Accuracy: The ratio of correct clicks to the total number of trials. This determines whether the subject can accurately identify the target.

[0163] 3) Dual-task interference effect: single-task reaction time - dual-task reaction time.

[0164] Inhibitory control ability: 1) Error rate: The ratio of the number of clicks that occurred while hitting the grass to the total number of attempts.

[0165] Task switching: 1) Switching cost: ① The difference in reaction time between the non-repeated condition and the repeated condition; ② The difference in accuracy between the non-repeated condition and the repeated condition.

[0166] (6) Level 21 sub-training task Task flow: Using a dual-task paradigm, children were required to memorize the purpose of the task rule (working memory), dynamically switch between the primary task (determining whether the current flame repeated the specified purpose) and the secondary task (counting the number of repetitions of the corresponding flame when the purpose was the same as the previous trial) (task switching), and simultaneously suppress the influence of interfering flames (inhibitory control). Furthermore, children were required to combine the current purpose with information from previous trials in their memory to determine whether the target flame repeated or to count the number of repetitions (working memory). The design of the Level 21 sub-training task is shown in Table 21.

[0167] Table 21 Design table of the sixth level sub-training tasks of the fifth dimension

[0168] Training indicator evaluation: The task completion was evaluated by calculating the accuracy rate (ACC) and reaction time (Mean RT).

[0169] Attention ability: 1) Reaction time: The average time it takes to make a correct click response. This measures information processing speed.

[0170] 2) Accuracy: The ratio of correct clicks to the total number of trials. This determines whether the subject can accurately identify the target.

[0171] 3) Dual-task interference effect: the difference in reaction time between single-task (main task only) and dual-task (main + secondary task), measuring multi-task processing ability.

[0172] Inhibition control ability: 1) Error rate: the proportion of times of mistakenly clicking on the flame to the total number of trials.

[0173] Working memory: 1) Error rate: the proportion of times of missing the flame count when repeating the task to the total number of trials.

[0174] Task switching: 1) Switching cost: ① the difference in reaction time between non-repetition condition and repetition condition; ② the difference in accuracy between non-repetition condition and repetition condition.

[0175] The training method proposed in this application uses a digital training system, a gamified interface, and an adaptive adjustment algorithm to effectively improve the training effect of cognitive function and enhance the learning ability of children. Compared with traditional single-dimensional attention training, this method can more comprehensively improve the cognitive ability of children and has a wide application prospect. Specifically, there are: 1. Multi-dimensional cognitive ability training system This application proposes multi-dimensional cognitive ability training, especially by combining attention training and executive function training (including inhibition control, cognitive flexibility, and working memory) to improve the overall cognitive level of children. Unlike traditional single attention training methods, this application designs 21 levels of tasks that cover concentration, persistence, selectivity, alternation, and dispersion, and combines training of various executive function abilities to provide a comprehensive and systematic cognitive training program.

[0176] 2. Gamification and contextualization design In the feasible implementation manner of the application, the culture elements of the Five Mountains are designed, and the design of gamification and contextualization is adopted to improve the participation interest and training compliance of children. In the process of completing the task, children can experience cultural stories in a virtual environment, increase the interestingness of training, and stimulate the intrinsic motivation of children by setting reward and challenge elements, thereby enhancing the long-term sustainability of training.

[0177] 3. Data monitoring and feedback system This application includes a comprehensive data monitoring and feedback system that records children's training data (such as reaction time, accuracy, coefficient of variation, etc.) in real time during training and provides detailed personalized feedback reports based on these data. Guardians and others can view the training progress of children through the feedback system and understand their performance in different task dimensions, thereby helping to develop subsequent training plans.

[0178] Based on the idea of ​​this application, an embodiment of this application also proposes a dual-dimensional cognitive training system that integrates attention and executive function, which includes a processor and a storage medium, and the storage medium stores a computer program. When the processor runs the computer program, it can execute the dual-dimensional cognitive training method that integrates attention and executive function of the above embodiment.

[0179] The present invention is not limited to the aforementioned specific embodiments, but extends to any new features or any new combination disclosed in this specification, as well as any new method or process steps or any new combination disclosed.

Claims

1. A dual-dimensional cognitive training method integrating attention and executive function, characterized in that: include: Conduct concentrated attention training tasks, sustained attention training tasks, selective attention training tasks, alternating attention training tasks, and divided attention training tasks sequentially; The training tasks for each dimension include multiple sub-training tasks with increasing difficulty levels. The training tasks for each dimension at least integrate inhibitory control tasks and memory tasks. Training data is collected separately for each dimension of training task to evaluate training indicators.

2. The dual-dimensional cognitive training method integrating attention and executive function according to claim 1, characterized in that: In each level of sub-training tasks, the concentration attention training task prompts the target object to be selected in the current sub-training task and instructs the user to select the target object from a picture containing interference objects; the target object and the interference objects are displayed asynchronously; and the feature quantity prompted by each level of sub-training tasks increases step by step.

3. The dual-dimensional cognitive training method integrating attention and executive function according to claim 1, characterized in that: In each level of sub-training tasks, the sustained attention training task prompts the target object and target state to be selected in the current sub-training task, and instructs the target object in a specific target state to be continuously monitored and selected in a picture containing interference objects; the target object and the interference object are displayed asynchronously; and the state characteristics of the target object prompted by the sub-training tasks of each level increase step by step.

4. The dual-dimensional cognitive training method integrating attention and executive function according to claim 1, characterized in that: The selective attention training task prompts the target object and / or target feature to be selected in each sub-training task of the current sub-training task, and instructs the user to select the target object that meets the target feature from the picture containing the distracting object; The target object and the interference object are displayed simultaneously; the number of target objects and target features prompted in each level of sub-training tasks increases step by step.

5. The dual-dimensional cognitive training method integrating attention and executive function according to claim 1, characterized in that: In each level of sub-training tasks, the alternating attention training task prompts the target features targeted by the current sub-training task, so as to select the target object that meets the target features and instructs the target object to be identified from the displayed screen according to the prompt information; wherein, in the sub-training tasks of the same level, the target features prompted by different segmented tasks for the target object switch between different features.

6. The dual-dimensional cognitive training method integrating attention and executive function according to claim 1, characterized in that: In each level of sub-training tasks, the distraction attention training task prompts the target object and target features of the current sub-training task, and displays the target object or interference object to determine whether the displayed picture is consistent with the prompted target object and target features, and indicates whether the displayed picture meets the target features of the prompted target object in multiple task rules; wherein, the target objects and / or target features prompted by the sub-training tasks at each level increase step by step.

7. The dual-dimensional cognitive training method integrating attention and executive function according to any one of claims 1 to 6, characterized in that: Each level of sub-training tasks includes multiple segmented tasks, and the target features of the target objects prompted by the multiple segmented tasks of each level of sub-training tasks increase segment by segment.

8. The dual-dimensional cognitive training method integrating attention and executive function according to claim 7, characterized in that: In the sub-training tasks at the same level, the target features added in the latter segmentation task compared to the previous segmentation task are different from the types of any target features already prompted in the previous segmentation task.

9. The dual-dimensional cognitive training method integrating attention and executive function according to claim 8, characterized in that: The type of the target feature includes at least one of image, action, color, category, size, shape, quantity, direction, and order.

10. A dual-dimensional cognitive training system integrating attention and executive function, characterized in that: The invention comprises a processor and a storage medium, wherein the storage medium stores a computer program. When the processor runs the computer program, the dual-dimensional cognitive training method integrating attention and executive function as described in any one of claims 1 to 9 can be executed.

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