Cognitive disorder operation simulation teaching aid

Abstract

The invention belongs to the technical field of training teaching aids, and particularly relates to a cognitive disorder operation simulation teaching aid. Comprising a training box which is divided into a memory testing area and a concentration testing area through a main partition plate; the memory training assembly is arranged in the memory testing area and is used for training memory; and the concentration training assembly is arranged in the memory testing area and is used for training concentration. According to the invention, through a set of coherent operation processes, memory training, concentration training and execution training are organically integrated. When a patient carries out memory matching and attention selection, the patient must plan steps and manage time to win and win the hourglass. The design simulates the complex cognitive demand of the real world, and aims to improve the level of comprehensive cognitive ability application of the patient in daily life.

Description

Technical Field

[0001] This invention belongs to the field of training and teaching aids technology, and specifically relates to a cognitive impairment operation simulation teaching aid. Background Technology

[0002] Cognitive impairment is a common sequela of neurological diseases such as stroke, Alzheimer's disease, mild cognitive impairment, and traumatic brain injury. Its core rehabilitation approach involves repetitive, targeted cognitive training to reshape neural function.

[0003] The Rise of Gamified Rehabilitation: In recent years, the application of "serious games" in rehabilitation medicine has become increasingly widespread. Studies have shown that integrating game elements into therapy can significantly improve patient engagement and training effectiveness. This invention is a deep application of this concept in physical educational tools. Multisensory Integration Stimulation Theory: Cognitive psychology research shows that synergistic stimulation of multiple sensory channels (visual, auditory, tactile) can more effectively promote brain function reorganization and learning / memory. This educational tool provides rich multisensory feedback through water flow, light, and mechanical movements. The Requirements of Evidence-Based Medicine: Modern rehabilitation medicine emphasizes clinical decision-making based on objective evidence. This requires rehabilitation equipment not only to provide training but also to offer quantifiable efficacy data. The "tree height" and "hourglass time" embedded in this educational tool are a direct response to this need.

[0004] The shift in rehabilitation philosophy from "functional training" to "activity participation": This teaching aid encourages patients to participate more actively in rehabilitation activities by simulating "tasks" with clear goals (such as making a tree grow or racing against time) rather than simple "responses".

[0005] However, existing cognitive training technologies and tools have many bottlenecks: 1. Abstract and monotonous, lacking motivation: Traditional card matching, number memorization, and many computer-based cognitive training programs are monotonous in form and abstract in content. The training process is repetitive and tedious, leading to poor participation and adherence among patients, especially the elderly and those with cognitive decline, making it difficult to persist in long-term training.

[0006] 2. Delayed and unintuitive feedback: Training results are usually presented as scores or "correct / incorrect" prompts, which is too abstract. Patients cannot immediately and intuitively feel their progress, lack a sense of accomplishment and positive motivation, thus affecting the training effect.

[0007] 3. Detachment from Real-Life Scenarios: Many training tasks have low relevance to patients' daily life scenarios, making it difficult to transfer training effects to real life and limiting the practical value of rehabilitation. Difficulty in Executive Function Training: Traditional separate training methods struggle to integrate and quantify memory, concentration, and higher-level executive functions (such as task planning, time management, and response inhibition).

[0008] 4. Limited Functionality: Most physical cognitive teaching aids on the market are building blocks, puzzles, etc., usually targeting only one cognitive dimension (such as memory or hand-eye coordination), lacking comprehensiveness and systematicity. Lack of Objective Quantitative Indicators: Training results largely rely on the therapist's subjective observation and recording, making it difficult to provide accurate and objective data-driven assessment reports, which is not conducive to the precise judgment of therapeutic effects and the dynamic adjustment of rehabilitation plans.

[0009] 5. Weak interactivity and poor immersion: Most teaching aids have simple interactive forms and cannot provide a multi-sensory, continuously attractive immersive experience, thus having limited appeal to patients.

[0010] Therefore, there is an urgent need for a physical cognitive rehabilitation teaching aid that integrates gamified interaction, multi-sensory feedback, comprehensive cognitive dimension training, and objective quantitative assessment. This invention arose in response to this technological background and market demand. It is not a simple improvement on existing technologies, but rather provides a completely new and systematic solution. Summary of the Invention

[0011] This invention organically integrates memory training, concentration training, and executive function training through a coherent operational process. While performing memory matching and attention selection, patients must plan their steps and manage their time to outrun the hourglass. This design simulates the complex cognitive needs of the real world, aiming to improve patients' comprehensive cognitive abilities in daily life.

[0012] To achieve the above objectives, the technical approach of this invention is as follows: To achieve the above-mentioned technical effects, the technical solution adopted by the present invention is as follows: A cognitive impairment simulation teaching aid includes: The training box is divided into a memory test area and a concentration test area by a main partition. A memory training component is set up in the memory test area for memory training. The focus training component is set up in the memory test area for focus training.

[0013] Preferably, the memory test area is divided into a memory test identification area and a memory tree area by an auxiliary partition. The side wall of the memory test identification area is provided with a water inlet, and the side wall of the memory tree area is provided with a drain outlet.

[0014] Preferably, the focus test area is divided into a focus fishing area and a focus tree area by an auxiliary partition, and through holes are provided on the auxiliary partition between the memory tree area and the focus tree area, as well as between the memory test marking area and the focus fishing area.

[0015] Preferably, the memory training component includes a memory tree and an hourglass connected to the memory tree, and the concentration training component includes a concentration tree and an hourglass connected to the concentration tree. The bottom surfaces of both the concentration memory tree area and the concentration tree area are provided with trunk grooves, and the memory tree and the concentration tree are slidably disposed in the trunk grooves.

[0016] Preferably, the side wall of the auxiliary partition of the memory test identification area is provided with several card slots, and an information card is set in the card slot. The auxiliary partition is provided with a water flow channel corresponding to the information card, and a key corresponding to the switch of the water flow channel is placed in the card slot behind the information card.

[0017] Preferably, the focused fishing area is divided into several small sections by small partitions. Each small section contains several colored fish, one of which is solid, while the other colored fish have internal channels. The auxiliary partitions have through holes that connect to the channels.

[0018] Preferably, a sleeve is fixedly installed at the center of the outer side of the hourglass, and a push rod is slidably installed on the side wall of the training box. The push rod is slidably installed inside the sleeve and has a deformable guide wire at its end. An elastic membrane is installed on the guide wire, and the end of the guide wire is fixedly installed on the inner wall at the center of the hourglass.

[0019] Compared with the prior art, the beneficial effects of the present invention are: 1. This invention transforms tedious memorization and concentration tasks into fun games like "making trees grow" and "racing against the hourglass." It fundamentally changes patients' (especially the elderly, those with cognitive impairments, or children with attention deficit) stereotypes about rehabilitation training, shifting from "forced training" to "active participation," significantly improving compliance and enhancing the fun and motivation of training. Each correct action by the patient is immediately translated into visual feedback such as "water level rising" and "colorful lights lighting up." When the task is completed, the tree grows fully and the hourglass stops, bringing a sense of accomplishment and achievement. Replacing the abstract "score" or "correct" prompts in traditional training, this concrete feedback effectively stimulates the brain's reward mechanism, forming a virtuous cycle of "effort, visible progress, more effort," providing immediate and intuitive positive motivation and a sense of achievement. Even patients unfamiliar with electronic products can easily operate physical objects such as magnetic fish and information boards. The game format distracts them from the anxiety of "being treated." It is more user-friendly than facing complex computer software or monotonous paper-and-pen assignments, helping to alleviate patients' anxiety and allowing them to better unleash their cognitive potential in a relaxed state. It lowers the psychological barrier to training and boosts self-confidence.

[0020] 2. Therapists can obtain a series of objective data such as "memory score" (height on the tree), "concentration score" (height on the tree), and "executive score" (remaining time in the hourglass), overcoming the limitations of traditional assessments that rely on subjective observation and manual recording. This allows efficacy assessment to move from "vague description" to "precise measurement," providing a data foundation for precise rehabilitation and achieving objective and quantitative assessment of cognitive abilities. This makes efficacy visible, greatly facilitating doctor-patient communication, allowing both parties to witness rehabilitation progress and enhancing mutual confidence. Based on quantitative data, therapists can clearly see which cognitive dimensions (memory, concentration, or executive function) the patient is weak in, thus adjusting the difficulty and focus of training accordingly. This represents an improvement from a "one-size-fits-all" approach to "data-driven" personalized customization.

[0021] 3. Within a coherent task, memory, concentration, and executive function training are naturally integrated, simulating the demands of real-life comprehensive cognitive abilities. This overcomes the limitations of traditional tools with their singular functions, making training effects more easily transferable to daily life, enhancing the practical value of rehabilitation, and achieving integrated and synergistic training across multiple cognitive dimensions. To win the game (making the tree grow taller and having more time remaining), patients actively think about and use memory strategies (such as categorization and association), attention strategies (such as filtering distractions), and executive strategies (such as planning the sequence of actions). This shifts the focus from passively "responding to instructions" to actively "solving problems," truly exercising the brain's active cognitive functions.

[0022] 4. Furthermore, each information panel has a specific key, and only when the keys are matched correctly can the corresponding water flow channel be fully opened. The included guide wire elastic membrane hourglass stop mechanism provides a reliable and intuitive mechanical braking method. Attached Figure Description

[0023] The accompanying drawings are provided to further illustrate the invention and form part of the specification. They are used together with the embodiments of the invention to explain the invention and do not constitute a limitation thereof.

[0024] In the attached diagram: Figure 1 This is a side view of the structure of the present invention; Figure 2 This is a front view structural diagram of the present invention; Figure 3 This is a schematic diagram of the structure of the small partition of the present invention; Figure 4 for Figure 3 Enlarged view of section A; Figure 5 This is the front view of the hourglass; Figure 6 for Figure 5 Sectional view of AA.

[0025] in, 1. Training box, 11. Main partition, 111. Memory test area, 1111. Memory test sign area, 1112. Memory tree area, 112. Concentration test area, 1121. Concentration fishing area, 11211. Small partition, 1122. Concentration tree area, 12. Auxiliary partition, 121. Card slot, 122. Information board, 123. Water flow channel, 124. Key, 13. Water inlet, 14. Drain outlet, 15. Trunk groove, 16. Small partition, 17. Colored fish, 171. Channel, 18. Through hole, 2. Memory training component, 21. Memory tree, 3. Concentration training component, 31. Concentration tree, 4. Hourglass, 41. Rod sleeve, 5. Push rod, 51. Guide wire, 52. Elastic membrane. Detailed Implementation

[0026] The following is in conjunction with the appendix Figure 1-6 The preferred embodiments of the present invention will be described herein. It should be understood that the preferred embodiments described herein are for illustration and explanation only and are not intended to limit the present invention.

[0027] In the description of this invention, it should be understood that the terms "upper", "lower", "front", "rear", "left", "right", "front end", "rear end", "inner side", "outer side", etc., indicate the orientation or positional relationship based on the orientation or positional relationship shown in the accompanying drawings. They are only for the convenience of describing this invention and simplifying the description, and do not indicate or imply that the device or element referred to must have a specific orientation, or be constructed and operated in a specific orientation. Therefore, they should not be construed as limitations on this invention.

[0028] In the description of this application, it should also be noted that, unless otherwise expressly specified and limited, the terms "set up," "install," "connect," and "link" should be interpreted broadly. For example, they can refer to a fixed connection, a detachable connection, or an integral connection; they can refer to a direct connection or an indirect connection through an intermediate medium; and they can refer to the internal communication between two components. Those skilled in the art can understand the specific meaning of the above terms in this application according to the specific circumstances.

[0029] Example 1: A cognitive impairment operation simulation teaching aid includes a training box 1. The training box 1 is a box structure with four support legs welded or screwed on the lower end. The training box 1 can be placed on a table or the ground. If it is on the ground, the height of the support legs can be set to 50cm. If it is on a table, the height can be set to 1-2cm.

[0030] The upper surface of the training box 1 has two horizontally sliding covers 6. The covers 6 can slide closer to or further away from each other to protect the memory training component 2 and the concentration training component 3 inside the training box 1.

[0031] A light tube 7 is also installed on the upper side edge of the training box 1, which can provide light for memory training and concentration training, thereby improving the training effect.

[0032] The interior of the training box 1 is divided into two halves by a main partition 11 (the two sides are not open to each other), which are respectively a memory test area 111 and a concentration test area 112. The memory test area 111 conducts memory training through a memory training component 2 installed within it. The concentration test area 112 conducts concentration training through a concentration training component 3.

[0033] The memory test area 111 is further divided into a memory test identification area 1111 and a memory tree area 1112 by an auxiliary partition 12. The side wall of the memory test identification area 1111 is provided with a water inlet 13 for water intake, and the side wall of the memory tree area 1112 is provided with a drain outlet 14 for drainage.

[0034] The auxiliary partition 12 of the memory test identification area 1111 has several card slots 121 on its side wall. Each card slot 121 contains an information card 122 with a photo attached. The information card 122 has a corresponding time, location, and person identification magnetically attached to it. Initially, the photo and the magnetically attached time, location, and person identification are mixed up with the photo on the information card 122. The patient can remove two information cards at a time to check and rearrange the information cards. When all the information cards correspond to the correct photos, the water flow channel can be opened to the maximum extent.

[0035] The auxiliary partition 12 is also equipped with a water flow channel 123 corresponding to the information board 122. The water flow channel 123 is equipped with a lock, and a key 124 corresponding to the water flow channel switch is placed in the slot on the back of the information board 122, which can open the lock on the water flow channel 123. When the information on the information board 122 matches the photo, the key 124 can be used to open the lock on the water flow channel 123, and water will be injected into the memory test marking area 1111 and enter the memory tree area 1112 through the water flow channel 133. The water flow channel can be opened to the maximum extent when all the information boards match the correct photos.

[0036] The memory training component 2 includes a memory tree 21 and an hourglass 4 connected to the memory tree 21. The concentration training component 3 includes a concentration tree 31 and an hourglass 4 connected to the concentration tree 31. The bottom surfaces of the concentration memory tree area 1112 and the concentration tree area 1122 are both provided with trunk grooves 15. The memory tree 21 and the concentration tree 31 are slidably disposed in the trunk grooves 15. Therefore, the memory tree 21 and the concentration tree 31 can rise or fall in the trunk grooves 15.

[0037] Furthermore, the memory tree 21 and the focus tree 31 share the same tree structure, with a floating disc-shaped structure at the bottom. The tree structure, composed of four triangular plates, has four layers of colored lights arranged vertically at equal intervals on each plate. These lights are activated by sensors; when the upper part of a light protrudes above the upper edge of the training box 1, the light turns on. This operation transforms the abstract concept of "memory accuracy" into clearly visible physical growth. This visual feedback, directly linked to the training behavior, provides patients with immediate and strong feelings of accomplishment and positive encouragement, thus improving the training effect.

[0038] Specifically, a sleeve rod 41 is fixedly installed at the center of the outer side of the hourglass 4, and a push rod 5 is slidably installed on the side wall of the training box 1. The push rod 5 is slidably installed inside the sleeve rod 41, and a deformable guide wire 51 is installed at its end. An elastic membrane 52 is installed on the guide wire 51, and the end of the guide wire 51 is fixedly installed on the inner wall at the center of the hourglass 4.

[0039] When water flows into the memory tree area 1112, the memory tree 21 floats up according to the water level. When all four layers of colored lights on the memory tree 21 float above the cover plate, it means that the memory training is complete. At this time, the push rod 5 slides inward along the sleeve rod 41, and the guide wire 51 is squeezed and opened, thereby opening the elastic membrane 52 to block the sand from flowing in the hourglass and stop the timing.

[0040] Similar to the memory test area, the concentration test area 112 is divided into a concentration fishing area 1121 and a concentration tree area 1122 by an auxiliary partition 12. A water inlet is provided in the concentration fishing area 1121 and a drain is provided in the concentration tree area 1122. Through holes 18 are provided on the auxiliary partition 12 between the memory tree area 1112 and the concentration tree area 1122, and between the memory test marking area 1111 and the concentration fishing area 1121.

[0041] The focus-training fishing area 1121 is divided into several smaller sections 11211 by small partitions 16. Each section 11211 contains several colored fish 17, one of which is solid. The remaining colored fish 17 have internal channels 171, and the auxiliary partition 12 has through holes 18 that connect to the channels 171. The patient needs to quickly select a colored fish 17 of a certain color (e.g., red, whose body is not a passageway) using a magnetic fishing rod, so that the other colored fish can connect to the water flow channels. The water flow smoothly reaches the focus tree area 1122, and the focus tree 31 can float up and light up four layers of colored lights (working on the same principle as the memory tree) and stop the hourglass (working on the same principle as the hourglass of the memory tree), thus completing the training.

[0042] Application Examples: During training, water is poured into the device through the inlet, and the hourglass is turned to start the timer. In the first level, a photo of the patient is placed in the slot. The information card is labeled with the time, place, and person corresponding to the photo. The cards are randomly attached to the photos. The patient can remove two information cards at a time to view part of the photo content and rearrange the information cards. When all the information cards match the correct photos, the water flow channel is opened to the maximum, and the water flows into the area where the memory tree is located. The memory tree floats according to the water level. When all four layers of colored lights on the book float above the cover, it means that the memory is qualified, and the floating plate can trigger the hourglass to stop the timer.

[0043] The second challenge involves five waterways with fish of different colors. Patients need to quickly select a fish of a certain color (e.g., red, whose body is not a passageway) using a magnetic fishing rod to connect the other colored fish to the waterways. The water then flows smoothly to the Focus Tree area, causing the Focus Tree to rise, illuminate four layers of colored lights, and stop the hourglass, thus completing the training.

[0044] This invention seamlessly integrates training in three cognitive dimensions—memory, concentration, and executive function—through two training methods: "information matching, starting water flow, floating on a tree, and stopping the hourglass" and "target selection, connecting waterways, floating on a tree, and stopping the hourglass." This achieves comprehensive rehabilitation training. In memory training, the use of individual patient photos and related information boards personalizes the training content, enhancing emotional engagement and relevance to reality. In concentration training, an interactive magnetic fishing method transforms tedious selection tasks into engaging games. The counterintuitive logic of "catching non-target fish to connect waterways" increases the difficulty and enjoyment of the training.

[0045] The foregoing has shown and described the basic principles, main features, and advantages of the present invention. Those skilled in the art should understand that the present invention is not limited to the above embodiments. The embodiments and descriptions in the specification are merely illustrative of the principles of the invention. Various changes and modifications can be made to the invention without departing from its spirit and scope, and all such changes and modifications fall within the scope of the present invention as claimed. The scope of protection of this invention is defined by the appended claims and their equivalents.

Claims

1. A cognitive impairment operating simulation teaching aid, characterized by, include: The training box (1) is divided into a memory test area (111) and a concentration test area (112) by a main partition (11). A memory training component (2) is set in the memory test area (111) for memory training; A focus training component (3) is set up in the memory test area (112) for focus training.

2. The cognitive impairment operating simulation teaching tool according to claim 1, wherein, The memory test area (111) is divided into a memory test identification area (1111) and a memory tree area (1112) by an auxiliary partition (12). The side wall of the memory test identification area (1111) is provided with a water inlet (13), and the side wall of the memory tree area (1112) is provided with a drain outlet (14).

3. The cognitive impairment operating simulation teaching tool according to claim 2, wherein, The concentration test area (112) is divided into a concentration fishing area (1121) and a concentration tree area (1122) by an auxiliary partition (12). Through holes (18) are provided on the auxiliary partition (12) between the memory tree area (1112) and the concentration tree area (1122), and between the memory test sign area (1111) and the concentration fishing area (1121).

4. The cognitive impairment operating simulation teaching tool according to claim 3, wherein, The memory training component (2) includes a memory tree (21) and an hourglass (4) connected to the memory tree (21). The concentration training component (3) includes a concentration tree (31) and an hourglass (4) connected to the concentration tree (31). The bottom surfaces of the concentration memory tree area (1112) and the concentration tree area (1122) are provided with tree trunk grooves (15). The memory tree (21) and the concentration tree (31) are slidably arranged in the tree trunk grooves (15).

5. The cognitive impairment operating simulation teaching tool according to claim 4, wherein, The side wall of the auxiliary partition (12) of the memory test identification area (1111) is provided with several card slots (121), and an information card (122) is provided in the card slot (121). A water flow channel (123) corresponding to the information card (122) is provided on the auxiliary partition (12). A key (124) corresponding to the water flow channel switch is placed in the card slot behind the information card (122).

6. The cognitive impairment operating simulation teaching tool according to claim 5, wherein, The focused fishing area (1121) is divided into several small sections (11211) by a small partition (16). Each small section (11211) contains several colored fish (17), one of which is solid. The other colored fish (17) have a channel (171) inside. The auxiliary partition (12) has a through hole (18) that communicates with the channel (171).

7. The cognitive impairment simulation teaching aid according to claim 6, characterized in that, A sleeve rod (41) is fixedly installed at the center of the outer side of the hourglass (4). A push rod (5) is slidably installed on the side wall of the training box (1). The push rod (5) is slidably installed inside the sleeve rod (41) and has a deformable guide wire (51) at its end. An elastic membrane (52) is installed on the guide wire (51). The end of the guide wire (51) is fixedly installed on the inner wall of the center of the hourglass (4).

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