Method and system for minimally stimulating the retrieval of target information from a user's memory

Abstract

The present invention relates to a method (100) for minimally stimulating the retrieval of target information from a user's memory, the method comprising the following steps:- outputting hint information on an output device,- outputting target information on the output device, wherein hint information is output from a first time (t1) to at least a second time (t2), wherein target information is output from a third time (t3) to at least a fourth time (t4), wherein the third time (t3) is later than the second time (t2), wherein the target information is dynamically changed in the period from the third time (t3) to the fourth time (t4), so that an amount of perceivable target information displayed by the output device increases in this period.

Description

Technical FieldThe present invention relates to a method and system for minimally stimulating retrieval of target information from a user's memory according to the appended claims.Prior ArtTo work in modern society, people must acquire large amounts of information, express themselves, and use effectively. Learning, however, is very time and resource intensive, can be laborious and is often associated with failures and frustration. Accordingly, the introduction of a more efficient, captive, motivating, and more effective learning technique may help people maintain better and more productive lives.SUMMARY OF THE INVENTIONIt is an object of the present invention to provide a way to cause a user to retrieve destination information from memory.According to a first aspect, a method is disclosed herein for minimally stimulating retrieval of target information from a user's memory.The method disclosed herein includes outputting hint information on an output device and outputting destination information on the output device, wherein hint information is output from a first time to at least a second time, wherein destination information is output from a third time to at least a fourth time, wherein the third time is later than the second time, and wherein the destination information is dynamically changed in the time period from the third time to the fourth time, such that an amount of perceivable destination information represented by the output device increases in that time period.In the context of the present invention, a set of perceivable target information denotes portions of the presented target information that can be perceived by a human user using his senses. Therefore, a set of perceivable target information may be changed by presenting only portions of certain target information and / or by degrading the respective target information, for example, by blurring such as Gaussian blurring in the spatial domain or by low-pass filtering in the temporal domain to change the level of acoustic and / or visual perception, in particular cognitive perception of the target information by a user.Thus, a set of perceivable target information describes to what extent target information is clearly and completely presented and determines its strength as a stimulus to promote retrieval. A maximum amount of perceivable target information is defined as a normal, full and undeminuted representation of the target information. If such a representation is presented to a naive user-that is to say to a person without relevant prior knowledge with respect to the destination information-this could generally fully understand the representation or at least faithfully reproduce the representation, even if it may not be fast or liquid. In contrast, a minimum amount of perceivable target information is defined as one that does not provide any helpful information to a naive user about what the normal, full, and undiminished representation could be.That is, a navy user presented with such a representation of the target information would typically be unable to generate the normal, full, and unreduced representation from the target information. With these extremes as anchor points, gradations of a quantity of perceivable target information between them are expressed on the basis of the parameters involved, which are specified for each type of representation.In the context of the present invention, hint information is information that, when presented, causes and controls a retrieval attempt in the user from memory.They may be in the form of a question, an instruction, information to be corrected or supplemented, a description or representation of an actual situation, etc. In either case, a response is either explicitly requested, implicitly excited, or otherwise triggered.In the context of the present invention, the generation of information refers to information generated by a user in the form of open or hidden behaviors. Open behaviors include verbal, tonal, written, drawn, painted, gesture, and similar phrases. Occluded behaviors, the contents of which could be inferable from observing patterns of brain activation, include internal productions that are typically perceived by the user as equivalent or similar to their open counterparts.In the context of the present invention, the presentation of information denotes the manner in which information is presented to a user, including whether the information is presented visually via displayed text, symbols, images or videos, auditively via speech generated or recorded from text, or in some other way. It also specifically encompasses the degrees of clarity of completeness with which such information is presented.In the context of the present invention, the term destination information, or destination, denotes such information associated with particular hint information, the presentation of the destination information being triggered by the presentation of the corresponding hint information. Thus, destination information may serve to stimulate retrieval of correctly associated information from memory, establish or enhance its association with the hint information, facilitate correct production of the response, or confirm the correctness of the response. Moreover, destination information describes information that is correctly retrieved from memory by a user, triggered by associated hint information, potentially stimulated by the perception of corresponding presented destination information and reflected in open or hidden behaviors. An open behavior could be giving a response to a question, following an instruction, correcting or completing information, or producing a response to a situation described or illustrated. Examples of hidden behavior include causing a reminder, subvocal language, and an action being presented.The disclosed method is based on a two-stage process in which notification information is presented in a first step and destination information is presented in a second step. Thus, the notification information may be presented simultaneously with the destination information, or the notification information may be presented first and then the destination information may be presented. In particular, the presentation of the information information information can trigger the presentation of the destination information. Thus, hint information and destination information are presented over time intervals depending on various factors, wherein the presentation of the hint information and the presentation of the destination information may sometimes overlap, i.e., be simultaneous.The present invention relates to the presentation of stimuli comprising a representation of hint information and a representation of destination information, wherein the amount of perceivable destination information increases dynamically, in particular gradually, i.e. continuously, in the so-called "clarity completeness" from initially low to finally high.The hint information causes and controls the user to attempt to retrieve associated information from memory. The dynamic increase in clarity completeness, i.e. the increase in the amount of perceivable target information over time, thereby provides an increasingly higher level of salience of the stimulus to support this process and thus causes a successful retrieval during this attempt - regardless of how much support the user might require. Moreover, the gradual tempo facilitates polling before pacing becomes superfluous, thereby minimizing pacing provided and maximizing the degree to which the polling is internally driven.The retrieval of target information achieved in this way contributes to preserving and maximally utilizing a decisive learning effect, namely the so-called "retrieval exercise effect", also called "test effect".In addition, the type of information presentation according to the method disclosed herein enables a new form of error-free learning with several important advantages.The present invention relates to the display of information in a manner and under conditions that produce a technical effect, namely the successful retrieval of target information from memory, the displayed information producing, in the user's mind, an effect that does not depend on psychological or other subjective factors, but is based on physical parameters that are based on human physiology and can be defined precisely. Thus, this effect is classified as a technical effect.Retrieval of information from memory, also known as memory, is, as is attention and perception, a widely studied and well understood basic physiological process. As with attention and perception, the specific information retrieved may vary, but the core aspects of this process remain consistent. Attention, perception and memory can likewise be easily influenced by stimuli, which is of central importance in the present case.Moreover, in the context of the present invention, both the physical parameters, such as presentation specific forms of clarity completeness, that produce the effect and the physiological effect itself, i.e. the successful retrieval, are precisely defined and easily observable.With respect to observing the underlying technical effect of the present invention, it should be emphasized that user response data can be captured and utilized for certain purposes, including adjusting the information representation based on user performance such that user capabilities and device states influence each other and learning is optimized.Particularly noteworthy is the acquisition of time and clarity completeness data for moments during a presentation in which retrieval began and ended, i.e. when the response began and was successfully completed. This allows conclusions to be drawn about (a) how little or how much stimulus assistance the user needed to react correctly, and (b) how long the user took to generate the entire response. Together with the above described type of display, these measured values make possible a new form of testing and provide more nuanced and fine-grained performance characteristics than the mere reaction correctness.The present invention optimizes learning by effecting a reliably correct but maximally internally driven reaction generation on the user, i.e. the retrieval of target information, regardless of the current strength of an element in memory. Optionally, the present invention enables the acquisition of novel response measurements to further optimize learning as well as more accurately characterize the user's progress and performance.To stimulate a process in the user, the method is based on the development of responses to situations. A learning element (approximately analogous to a single Cartesian map) represents a situation and the reaction desired for this purpose. For each such element, learning may include (a) establishing or strengthening association in memory so that under appropriate conditions, the occurrence of a specific situation more easily and reliably causes a specific response, (b) improving quality and efficiency in generating that response, or both a and b. Within that framework, the hint information represents the situation that is to cause a response, and the destination information corresponds to the response that the user is to generate or retrieve from their memory.In various preferred embodiments, notification and / or target information may be displayed visually or auditively. Visual modes may include, for example, symbol arrangements such as text or mathematical expressions, images, and videos. Audio modes may include, for example, generated speech and / or recorded sounds. Also, videos synchronized with audio, i.e., movies, may be used as hint and / or destination information.Representations of hint information should ideally be perceptibly similar to essential aspects of real situations where appropriate responses are to be learned, while representations of target information ideally closely match and may direct the generation of desired responses.In general, the method disclosed herein includes controlling a device for presenting information in a particular manner to provide the minimum necessary stimulation required to cause a user to successfully retrieve target information from memory.Prior to the advent of modern computers and computer interfaces, it would have been impractical to reliably induce polling in this manner. However, even since their advent, no technical means have been developed for such an approach.Achieving this goal and its continuing advantages includes at least one user tracking presentations of information via an output device, such as a screen and / or speaker, for example, attentive.For each training element presented, the user is asked to attempt to retrieve destination information associated with the presented hint information and generate a corresponding response explicitly or implicitly precisely and in a fluid manner as fast as possible, that is, how a well-trained person could do on the training element's topic.The method disclosed herein provides a simple, independent learning element, the content of which is presented in two steps or phases. First, the user is presented with a representation of hint information that causes and controls the user to retrieve associated information, i.e., destination information, from his memory.Subsequently, representations of destination information are presented to the user that gradually increase in clarity completeness from initially low to finally high. For this reason, the target information is dynamically changed in a time frame such that the amount of perceivable target information presented by the output device increases within the time frame.The speed of this rise is fast enough for the clarity completeness, i.e. the amount of target perceivable information, to be perceived as increasing, but slow enough not to change significantly during the time a user takes to respond or blink.This increase in perceivable destination information provides the user with an increasingly striking stimulus to aid in the retrieval attempt.Any level of activation of the target information in memory that the user can reach is enhanced by the gradual increase in the perceivable target information, which increasingly stimulates activation in the user until a current threshold for successful retrieval is reached.The method disclosed herein may be adapted for presentation of various types of information. If these species are complementary, they can be presented simultaneously. The simultaneous presentation of certain potentially conflicting types of information is expressly prohibited. Complementary representations of hint information reflect different aspects of the same situation, while those of destination information point to the same response, but in different ways. For such complementary representations, the timing of the phase during which clarity completeness increases is of particular importance. Accordingly, the clarity completeness levels, i.e. the specific sets of perceivable target information, of complementary representations within this time frame are synchronized to match.According to the method disclosed herein, the time frame in which the target information is dynamically changed ends at the fourth time, while the output of the target information may be continued either at the fourth time, later at the fifth time, or infinitely. The end of the output of target information, such as the removal of static visual target information, can be used to make room for the output of new information.Moreover, according to the method disclosed herein, hint information may be output at the first time and is presented so long that it may be perceived by a user. The duration over which the hint information is presented is important and may depend on its type. As with static target visual information, static visual cue information may remain on the screen until the space on the screen is needed for other content.According to an embodiment, the amount of perceptible target information is continuously increased from the third point in time to the fourth point in time.This continuous, particularly gradual, increase in the amount of perceivable target information generates a stimulus that increases over time as the user is pressurized to retrieve the target information as quickly as possible.According to a further embodiment, the increase of the amount of perceivable target information is stopped, either at a fifth time when the user provides a specific user response or at a fourth time.If the user provides a specific open user response, this may be in the form of either creating the destination information, displaying the ability to generate that information by a gesture, or both. This user's generation or gesture indicates successful retrieval of the target information from memory under the stimulus conditions at that time.In order to avoid the provision of unnecessary stimuli, promote the maximum internal generation of the target response, and force a precise indication of the success of retrieval, the increase in the amount of perceivable target information is stopped at the time the user starts to perform the specific response or gesture. The acquisition of this user response information also enables the determination of the state of the user with respect to the retrieval strength of the respective target information.According to one specific embodiment, the quantity of perceptible target information is increased by reducing degradation, in particular masking of the target information.As well as there are several ways to display information, there are also several ways in which the clarity completeness of representations of the target information can be changed over time, i.e. the amount of perceivable target information can be increased. In particular, certain parameters may be used to manipulate representations in a relatively direct manner for which both visual and acoustic correspondences exist. These include corresponding forms for signal strength, low-pass filter cut-off frequency and added noise.The signal strength for visual information determines its visibility and can be implemented in the form of the opacity of displayed information.For audio information, it determines its audibility and can be implemented as a volume of played or generated sounds.Added noise, whether in visual or acoustic form, may also be used to affect visibility and audibility, for example, by using a variable signal-to-noise ratio.The low pass filter cut-off frequency for visual information determines its visual distinctness - that is, how easily they or their elements can be visually distinguished from others or directly identified. This can be implemented in the form of Gaussian blurring, where the sigma value effectively defines a spatial cutoff frequency. Depending on the properties of the display device, this can be equivalently implemented by brightness characteristics, dithering or pixel / piece scattering. For audio information, it determines its audio distinctness - how easily it or its elements can be distinguished or directly identified audio-by-audio from others. This can be implemented in the form of low-pass audio filtering. Noise may also be added to affect distinguishability.According to another embodiment, a rate of change at which the target information is changed in the time frame is changed such that the amount of perceptible target information presented by the output device increases from the third time to the fourth time, is changed dynamically within the time frame based on physical characteristics of the target information and / or based on a user response provided by the user.For persistent types of information, parameters that cause enhancement of clarity completeness of target information may be incrementally changed.When applied to visual representations of symbol arrangements such as text, mathematical expressions, etc., at least one symbol may appear or disappear over time. Parameters for appearing symbols may influence their visibility, e.g. by opacity, and their distinguishability, e.g. by Gaussian blurring. These parameters cooperate to gradually increase the recognizability of the appearing symbols. Since the disappearance of symbols inherently provides less information than its appearance, only one parameter that affects visibility needs to be applied for disappearing symbols.Since elements of symbol arrays are typically read in particular orders and at particular speeds, the beginning of the appearance or disappearance of each symbol can be timed to match such orders and estimates of these speeds, thereby effectively concentrating changes in clarity completeness on the area where the read is expected to be focused.When applied to visual representations of an image, the image appears over time. When such an image is superimposed on a static image, this results in a changing image. Parameters for an appearing image affect the visibility and distinguishability of its features. These parameters cooperate to gradually increase the recognizability of the features of an image, including their brightness, brightness contrast, color, color contrast, contours, etc.Volatile information, even if left unchanged, naturally increases in clarity completeness as it is conveyed, in the sense that the information provided to the user is accumulated over time. However, this normal increase in clarity completeness occurs relatively quickly. Thus, to enable a slower rise, a method is presented in which such volatile information is repeatedly presented, in a stepwise manner, such that each presented representation is clearer-more complete, i.e. has a higher amount of perceivable target information than the previous one. The process underlying this is to change the values of parameters stepwise, which affect clarity completeness.According to an embodiment, the rate of change is increased in proportion to the weakness of a signal of the target information at each spatial or temporal frequency, such that the rate of change is higher at spatial or temporal frequencies that transmit less information.Multiple types of target information may include parameters that effectively control the range of spatial or temporal frequencies included in the representations of the information. As the range of frequencies included increases, the clarity completeness, i.e., the amount of perceivable information of the displayed target information, also increases. Normally, these changes occur regardless of how much information is actually disclosed about the respective frequencies contained. However, since information is typically not evenly distributed over these frequency ranges, this can result in periods of time when little to no useful information is disclosed, and overall, potentially uneven disclosure of such information over time. To further smooth the gradual disclosure of information, in addition to the frequency information, the signal strength at each frequency may also be included in the presentation rate, such that the rate of frequency change is increased in proportion to the weakness of the signal at each frequency. As a result, the rate is higher at frequencies that transmit less information, thereby enabling a more uniform and gradual increase in the clarity completeness of their representations.When applied to dynamic audio, video or movie information, a repeated display with stepwise parameter increases is used. Parameters are adapted for (recorded or generated) audio data, which allow an increase in audio distinguishability (e.g. the cut-off frequency of a low-pass filter). For videos, parameters are adjusted that allow for an increase in visibility and visual distinctness (e.g., the opacity and sigma value of a Gaussian filter). For movies, parameters for both the audio and video components can be adjusted.According to another embodiment, the target information includes visual representations of an image that has been altered to focus on a location of interest, wherein the image is visually degraded in the peripheral regions, and wherein the size of the visually degraded peripheral regions is altered over time such that an information region including the perceivable target presented by the output device narrows from the third time to the fourth time.When used to focus on a location of interest, i.e., an information area within an image, the image may be altered to distinguish between the location of interest and surrounding areas with varying degrees of precision or approximation. To avoid unintentional indications, the location of interest and the surrounding areas cannot be clearly delimited intentionally. The region outside the location of interest may be visually degraded and the size of the non-degraded region around the location of interest may be reduced, thereby providing increasingly more precise information about the location of interest. To indicate the exact location, a marker such as an arrow head may be overlaid gradually at the end of this bounding process.According to another embodiment, the target information includes audio representations of information, wherein the audibility of the audio representations is varied over time such that an amount of perceivable target information presented by the output device increases from the third time to the fourth time.When applied to audio, video or movie information, a repeated display with stepwise parameter increases is used. For recorded or generated audio data, parameters are adjusted that allow an increase in audio distinctness, such as the cut-off frequency of a low-pass filter. For videos, parameters are adjusted that allow for an increase in visibility and visual distinguishability, such as the covering power and sigma value of a Gaussian filter. For movies, parameters for both the audio and video components can be adjusted.According to an embodiment, an immediate transition between a minimum amount of target perceivable information and a maximum amount of target perceivable information is sprung by a smoothing function based on a predetermined pre-post duration of about 0.250 s to 0.500 s centered on a change time point.Immediate transitions between the non-presentation and the presentation of audio and visual stimuli can be aursive and fatiguing. Accordingly, current smoothing functions may be applied to facilitate such transitions. The following smoothstep functions or similar variants could be incorporated meaningfully into practical applications of almost all the display functions described below. They have not been included there to more clearly illustrate the primary features of these functions.The following modified Smoothstep equation facilitates immediate rises from 0 to 1 over a pre-post duration of 2d (where 0.125 s ≤ d ≤ 0.250 s) centered on the time of change tΔ:Small changes to this equation facilitate immediate decreases from 1 to 0:-For both of the above equations, a good initial value for the duration d, subject to tests, would be d=0.200 s.According to one embodiment, a plurality of ordered stimuli is presented, wherein the plurality of ordered stimuli comprises a first stimulus and at least one second stimulus after the first stimulus, wherein the first stimulus comprises hint information and target information, and wherein each second stimulus comprises only target information.By presenting sequences in which already presented target information also serves as information for notification, (a) sequence-dependent learning units and (b) sequentially arranged target information can be realized within a learning unit. When learning units are presented in a sequence, the destination information of the learning unit previously presented represents the notification information and serves as such in the currently presented learning unit. For sequences within a learning unit, the target information currently presented serves as information to indicate the presentation of further target information. Therefore, the target information presented immediately before a second stimulus may function as notification information for a subsequent stimulus.The processes a and b may be applied one or more times, independently or in combination, thereby enabling the "chaining" of learning units and target information within learning units. This is particularly useful for learning cascading associations that would be difficult or impossible to handle with individual, independent learning units in which all destination information is presented together. An illustrative application for such chaining is learning and memorising a long batch, in which each row of a strophe is presented in a sequence within a learning unit and the entire sequence of strophes is presented by an ordered group of such units.Persistent presentations of information such as still pictures, texts, and consistent tones can be presented at once and remain until removed. In contrast, transitory representations such as voice, dynamic audio data, and video need to be transmitted over time and exist substantially only at the present time.According to another embodiment, user response data for displayed target information is acquired and stored, wherein the user response data includes a degree of change of the target information at a response time at which a user response is provided.As mentioned above, data can be acquired concerning the degree of clarity completeness at the time of user response upon successful retrieval of destination information. This allows conclusions to be drawn as to which minimum stimulation was required to cause the user to successfully retrieve destination information from memory. This is in contrast to the currently widely used dichotomized "true / false" test measures that do not provide information about learning gradations beyond what can be derived from the success or failure of the call.In addition, when traditional response data, such as response time and, less frequently, duration, is taken into account, further performance information may be derived. For example, the speed at which the user responds when the clarity completeness has already reached a maximum provides evidence of how efficiently the user could process the presented destination information. Moreover, the duration of the user's response, i.e. the termination time, can also be influenced by how much stimulation was provided, which gives information about the user's production fluid. Thus, the acquisition of such user data allows for the acquisition of various graded measurements with respect to how well situation-response associations and responses have been learned. These data, together with the above, enable finer evaluation of user learning and performance than heretofore.According to another embodiment, the performance of a user is assigned to a performance level based on the user response data.When applied to a number of training elements shown, the acquisition and analysis of presentation and response data enables the assessment of various user capabilities.According to another embodiment, a number of stimuli associated with a number of learning elements, each comprising specific hint information and specific destination information, are used to generate a prediction of user performance, and learning notifications and / or recommendations associated with the generated prediction are output.When a user responds to displayed learning elements, i.e., stimuli, data on the performance of the user is stored at each element, group of elements, and set of learning elements. This stored data can then be analyzed periodically and calculations performed to predict how well the user would edit these elements at the time of verification. Depending on the results, the device may notify the user to learn an item, group, or sentence, or recommend learning thereof with different urgency. This process, based on the acquired, uniquely graded user performance data, reduces the burden of the user having to note and make such learning decisions themselves.According to another embodiment, one or more of the following actions is performed based on the predicted user performance: removing a number of learning elements from a session, arranging a number of learning elements in a representation sequence, or adjusting the representation type for the number of learning elements.Several adjustments to the presentation may also be made during preparation and during the learning sessions. Using the current, latest performance data of the user, calculations are performed to predict the performance of the user at one or more learning elements in the current learning session. Subsequently, learning elements can be removed from the session, their presentation order ordered in a particular manner, and the type of presentation also changed. These steps focus learning on the elements that must be most urgently learned and modify the representation to optimize learning advantages.If the manner of presenting a learning element is changed, it is as follows: calculations are performed to determine a probability distribution for predicting said clarity completeness level at the time of response; then the rate of increase of the clarity completeness level of the destination information is adjusted to be slower at intervals where the user is more responding and faster elsewhere. As long as sufficiently precise predictions are available for a learning element, such rate adaptations help to avoid superfluous stimulations and at the same time to prevent unnecessary increases in the display time of the learning elements.According to a further embodiment, the notification information is represented as part of an information packet, wherein the notification information is dynamically identified as notification information based on a user reaction.By using the user response, such as the time the user's eyes are directed to a particular area of the screen, an attempt by the user to retrieve destination information from his memory can be identified. Thus, if such an attempt is identified, the information presented to the user that causes it to retrieve destination information from his memory may be used as hint information, and the destination information may be displayed in a dynamically altered manner in a time frame described above, such that the amount of perceivable destination information displayed by the output device increases from the third time to the fourth time.An information packet containing hint information may be presented via an e-book showing a plurality of images or concepts that may serve as hint information that the user may identify, describe, explain, answer, or otherwise manipulate in a consistent and liquid manner using destination information.The user may read everything on any page of the e-book, view it, or choose to listen to audio information. However, once the user indicates to wish to generate, i.e., respond, target information by retrieving target information from his memory, that target information is gradually presented with increasing clarity completeness, i.e., in a dynamically altered manner in the time frame described above, such that the amount of perceivable target information presented by the output device increases from the third time to the fourth time.According to one embodiment, the user response is measured by an eye tracker.Eye tracking, with a sufficiently long dwell time, i.e. the fixing of the information indicative of a learning element, can trigger the display of destination information with increasing completeness of clarity.Alternatively, typing the relevant hint information may also trigger the presentation of destination information with increasing clarity completeness. User response data may be acquired in a similar manner as described above. And those learning elements suitable for further training may be highlighted and their display adjusted as needed.In a second aspect, the present invention relates to a system for minimally stimulating retrieval of target information from a user's memory.The system disclosed herein includes an output device, a processor, and a memory, the memory storing instructions that cause the processor to perform an embodiment of the method disclosed herein.The processor may be a central processing unit of a computer, in particular a mobile device.Thus, the system may be a computer or a mobile device, such as a smartphone.The memory may be a local memory of a computer or a mobile device, or a network server, such as a cloud server, connected to the processor via a wireless interface.In particular, the method may be provided as an application or "app" that runs on a smartphone, such that a screen of the smartphone is used as an output device.According to a third aspect, the present invention relates to a program product, wherein the program product comprises program code means which cause a computing unit to implement an embodiment of the method disclosed herein when the program code means are executed by the computing unit.The program product may be an application or "app". The program product may be downloadable from a server to a local computing device, such as a smartphone or a computer.According to a fourth aspect, the present invention relates to a computer readable medium comprising instructions which, when executed by a computer, cause the computer to implement an embodiment of the method disclosed herein.The computer-readable medium can be a hard disk of a computer system or a server or a flash memory, in particular a non-volatile memory.In a sixth aspect, the present invention relates to the use of an embodiment of the method and / or system and / or program product and / or computer readable medium disclosed herein for performing a user performance test in retrieving memory target information.According to a seventh aspect, the present invention relates to the use of an embodiment of the method and / or the system and / or the program product and / or the computer-readable medium disclosed herein as a learning aid.DESCRIPTION OF THE ACCOMPANYING DRAWINGSEmbodiments of the present invention will be described in detail below with reference to the accompanying drawings in order to provide those skilled in the art with a clearer understanding of the above and other features and advantages of the present invention. The following are shown: FIG. 1 illustrates the two main phases of the display of information over time, together with images illustrating how representations may appear at certain times and change over certain intervals, according to an embodiment of the method disclosed herein. FIG. 2 shows the time profile for the concatenation of representations of information between learning elements. FIG. 3 shows the time profile for the concatenation of representations of information within a learning element. FIG. 4 shows the time profile of factors in connection with static visual information initially presented. FIG. 5 shows the time profile of factors in connection with static audio information initially presented. FIG. 6 shows the time profile of factors in connection with initially presented dynamic information. FIG. 7 shows the time curves of factors in connection with the initially presented image information and the subsequently presented control information. FIG. 8 shows the time profile of factors in connection with initially presented symbol information and subsequently disappeared. FIG. 9 shows the time profile of factors in connection with subsequently presented symbol information. FIG. 10 shows the time profile of factors in connection with subsequently presented image information. FIG. 11 shows the time profile of factors in connection with static audio information presented subsequently. FIG. 12 shows the time profile of factors in connection with dynamic information presented subsequently. FIG. 13 shows a table illustrating how each type of destination information changes, is parameterized, and is illustrated at various levels of clarity. Figure 14 shows how the user's response can affect the further representation of static visual information. Figure 15 shows how the user's response can affect the further representation of dynamic information. FIG. 16A shows one way to adapt the representation of target information to a predicted user response in general. FIG. 16B shows a way to adapt the representation of target information to a predicted early user response. FIG. 16C shows a way to adapt the representation of target information to a predicted late user response. FIG. 17 illustrates the overall processing sequence for learning elements immediately before and during each learning session. Figure 18 illustrates the filtering phase during which only learning elements that meet certain criteria are included in the selection for subsequent presentation. Figure 19 illustrates the ordering phase during which the initial presentation sequence for learning elements is established. FIG. 20A illustrates the presentation processes of the presentation phase of elements that include data acquisition. The connection points A and B correspond to those in FIG. 20B. FIG. 20B illustrates the presentation modification processes of the presentation phase, including whether, when and how elements are presented or re-presented. The connection points A and B correspond to those in FIG. 20A. Figure 21 illustrates the text display view for editing the text of a learning element as well as whether or how it is displayed. Figure 22 illustrates the text-to-speech view for processing the text of a learning element as well as whether or how it is generated as speech. Figure 23 illustrates the text language view for processing the text of a learning element, as well as the language(s) and dialect / dialect used for interpretation for presentation or language generation. FIG. 24 illustrates portions of the audio and visual media view displayed when a visual component has been included in a learning element and selected to manage its presentation. FIG. 25 illustrates portions of the audio and visual media view displayed when an audio item has been included in a learning item and selected to manage its presentation. FIG. 26 illustrates the layout view for displaying and managing the bounding areas as well as the relative positions of displayed text and visual media. Figure 27 shows how the text display view settings for particular text information affect the presentation over time during its presentation. Figure 28 illustrates an embodiment of the system according to the present invention.The following describes a preferred embodiment of the present invention in the form of a learning application implemented by software on a mobile computing device such as a smartphone. Such an application would be used to facilitate the acquisition and memorisation of information as well as training, generation of it spontaneously and in liquid form (e.g. recall, pronouncing, gesticulating, etc.) within the context of situational response learning. The present invention is the core of the functionality of the application as it determines the manner in which learning content is presented, thereby preventing polling failure through minimal external stimulation. It minimizes learning problems and offers substantial advantages compared to existing learning tools. Moreover, inventive features that extend this manner of presentation allow the application to evaluate user performance and adjust the presentation of the contents accordingly to further optimize learning effects and experience.A learning element represents a unit of trainable information in the context of the present invention. In this embodiment, such elements are typically grouped together in sets. The contents of such a set are to be studied successively in a learning session. Sets of learning elements are stored in files or packages, i.e., directories and files that appear to the user as individual files and that contain data and metadata for each learning element in the respective set. Phrases may be re-created from reason, generated by importing data from other sources, or edited by creating, adding, editing, removing, grouping, ordering, or otherwise altering their learning elements.Learning elements include the information to which this invention is applied. Although the learning contents which they can mediate have great flexibility, their design is limited so that the presentation of information achieves the desired physiological effect - the successful retrieval of target information from memory. The following provides the framework for their creation and processing.Each learning element may be set to be presented (a) independently of other learning elements (default setting), (b) as a member of a disordered group, or (c) as a member of an ordered group. Elements presented independently are the simplest to consider; therefore, their creation and processing will be discussed first herein.Independent learning elements contain both hint information and destination information. Hint information is what is first presented, that is, prior to presenting any perceivable presentations of destination information. They represent the situation that the user is to excite and direct to learn, impose and generate a specific target response. They can be displayed visually, auditively or in both forms. They may contain short statements or general context information, but should be presented less highlighted than the specific hint to elicit the target response. Notification information may also include information that disappears immediately before or during the appearance of the target information.Destination information is what is presented in a gradually increasingly clear-full form after the beginning of the hint information. They correspond to the specific target response that the user is to generate. Immediately before the destination information is presented in its actual form, an untrained user-i.e. someone who has not yet learned the association between destination and hint-would not be able to generate it. Having been presented fully perceptibly, the same user would be able to create them, although not as skilled as desired.Destination information differs from notification information only in when and how it is displayed. At the end of the representation of an element, the desired target response should always be clear, even if hint information is still present.Importantly, some information may serve as both hint information and destination information. This applies in particular to situations in which the indication represents information which is still to be completed or corrected, e.g. "threshold____" or "threshold", and the target represents the complete or corrected form, e.g. "threshold".All information presented initially may be considered as indicative information as it may contribute to the elicitation of the target response. Target information, on the other hand, must consist at least in part of information that can be gradually changed since the initial presentation. Prior to this transition, a clear-complete representation of the destination information is not recognizable. After the transition, a clear-complete representation of the destination information is recognizable.As mentioned above, in addition to the independent learning elements discussed above, elements may be created that are presented as members of a disordered or ordered group. In particular, elements can be set as members of specific groups so that they are presented in temporal proximity or even immediately one after the other.The assignment of an element as a group member only requires the assignment of a group identifier, although it is treated as such only when at least one further element has the same group identifier. All items with the same label are presented together without other learning items being presented therebetween.If the order in which grouped elements are to be presented does not matter, they should remain unaligned, which is the default setting. This may be useful to confront confused situations or responses so that they can be better contrasted during learning. Elements may also be defined as members of ordered groups. Each element in such a group is therefore presented in a particular order relative to the other group members. Among other things, this allows for the chaining of information so that the destination information of the previously presented item can serve as hint information for the current item. This may be helpful to learn sequences of target responses, such as the lines and strophes of a long gut.Only learning elements with group identifiers can be assigned order numbers. Deleting the group identifier of an element also removes its atomic number. To determine the members of a group as ordered, each element in the group must first be assigned a unique positive integer. For a processed element, the lowest available number is always proposed if it has not yet a number but at least one other element in the group already has one. Non-unique numbers are rejected. Once each member of the group has been assigned a number, the group is automatically determined to be ordered. To indicate whether all members of a group are numbered and presented in a particular order, the number field is marked accordingly.Each independent element, ordered group element, and ordered group first element must contain hint information - i.e., information initially presented. If such information is missing, the learning element or the group of learning elements cannot be set as "playable". With regard to the target information, at least a part of the information must be able to be changed gradually, independently of the independence or grouping of a learning element, since this is based on the representation of increasingly clear-complete target information. Otherwise, it cannot be determined as "playable". Before the beginning of each learning session, all elements that are not defined as "playable" are filtered out and therefore not presented.Among other types of information, learning elements may include "text.". This term is broadly construed herein for brevity, but is intended to encompass all spatial arrangements of symbols, both in serially ordered characters, as in actual text, and in others, such as mathematical formulas.Whether and how text is presented in a learning element is controlled in three closely related views: the text display view is shown in Figure 21, the text language view in Figure 22, and the text language view in Figure 23. Each displays the same text, and the text can be presented and marked in each view in a manner specific to that view. That is, each symbol or group of symbols may be independently encoded as presented, spoken, and in which language or dialect it is to be represented.Text in these views is presented in the form of static, editable strings. How these are represented in all three text views is affected by the text language view itself. That is, changing the language of a character string or its parts can affect how characters appear on the screen, which characters are available for input, and in which left-right direction these characters are arranged.Specific "delimiter" characters, e.g., for the "math mode" to facilitate the setting of strings or portions thereof to be displayed other than ordinary text, e.g., as a mathematical expression, are displayed herein as characters, but are interpreted in the layout view as spatially arranged icons, as illustrated in FIG. 26, the presentation review view, and the session view. In the latter two views, the text is also presented dynamically as specified in these text editing views. In all views, text is normally interpreted as real text, unless delimiters indicate other interpretations.The text display view as shown in Figure 21 allows management of whether and how text is presented in a learning element during the learning sessions. It includes screen keys for setting inserted or selected text to one of the display modes listed below. To facilitate processing, the appearance of each screen key reflects a similar appearance of the items that are specified to the display mode represented by it.Text presentation modes include: high contrast static 109 as a standard; low contrast static 110; statically hidden 111; disappearing with space conservation 112; disappearing with space release 113; appearing with space reservation 114; and appearing with space acquisition 115.In Figure 21, the display mode of "prepositions" is set to low contrast static 110; the character "?" is set to disappear with space release 113; five other characters are set to appear with space acquisition 115; and the remainder is set to the standard high contrast static mode 109.The text-to-speech view as shown in Figure 22 allows management of whether and how text is spoken in a learning element by the device via generated speech during the learning sessions. It contains screen keys to set inserted or selected text to one of the speech modes listed below. To facilitate processing, the appearance of each screen key reflects a similar appearance of the items that are specified to the speech mode represented by it.Text speech modes include: spoken normally 116 as a standard; spoken not 117; and placed in stages 118, for example. Due to the repeated presentation manner for text introduced in stages, only short segments, e.g. with less than 3 s speaking time, can be defined.In Figure 22, the speech mode of "word translation" is set to non-spoken 117; "secret" is set to step-introduced 118; and the remainder is set to the default mode - normally spoken 116. To avoid tone conflicts, this disables screen keys in the audio and visual view if any text is set to normal spoken 116, in visual content Figure 24 and audio content Figure 25, to set normally played tones 129, whether static or dynamic, and normally played movies 124, when sound is integrated with video. Similarly, this disables screen buttons to set overlaid static tones 130, incrementally inserted dynamic tones 131, and incrementally inserted movies 126 when text is set to incrementally inserted 118.The text language view as shown in Figure 23 allows the management of languages and dialects in which text is displayed in a learning element on the screen or spoken by the device during the learning sessions. It contains screen buttons to set inserted or selected text to one of the available speech modes, depending on the app settings and the predefined contents of the current learning element. To facilitate processing, the appearance of each screen key reflects a similar appearance of the items that are specified to the speech mode represented by it.Text language modes include "non-fixed" 119 as a standard, which uses the actual language setting of the app, the first language 120 set in the settings, and the second language 121 set in the settings.In the settings, up to two can be selected from the languages and dialects provided by the operating system of the device, which are displayed there. If the learning element contains text previously specified in other languages, screen buttons for them are also displayed, e.g., 122 and 123.Although this means that in addition to the "non-fixed" screen key, up to four fixed speech screen keys can be displayed, they are systematically activated and deactivated to allow for changes, but also to prevent a learning element from containing text set in more than two languages as well as non-fixed text.Depending on the intersection between the languages set in the settings and the languages set in the currently viewed learning element, the first three or four or all five screen buttons are marked to reflect the situation.In Figure 23, the first language selected in the settings was Korean, as spoken in South Korea, for example, which is the reason why it is displayed in the screen key 120 here. The second language selected in the settings was Mandarin Chinese, as spoken in Federal China, for example, which is reflected in the screen key 121.However, the currently considered learning element does not contain text in any of these speech modes. Instead, the speech mode is set from "the secret" to English, as spoken in the USA, for example, which is reflected by the availability of a correspondingly marked screen key 123; "the secret" is set to German, as spoken in Germany, for example, which is reflected in its own screen key 122; "word translation" is set to the standard "not fixed" 119.In addition to or in place of the aforementioned text, learning elements may contain various types of audio or visual information, including images, audio files, videos, and movies. A maximum of two of each type or combination thereof may be selected for inclusion in a learning element. A set of screen buttons that are not displayed allow for various insertion options including new image capture, new video / movie capture, new audio capture, stored image import, stored video / movies, and stored audio files.Two place-by-place place holders are available, which can be occupied individually or both. Once added in the "audio and visual content" view, static images are displayed here normally, while videos and movies display the middle image of the series of images that make them up. This representative image can be changed by browsing the individual images making up the video or film. Audio is graphically represented by its corresponding waveform.Selection of an already imported audio or visual element changes the available screen buttons according to the respective element type.For images, videos, and movies as shown in FIG. 24, the available screen buttons include normal display / playback 124 as a standard, static in-image location 125, blending / placing 126, focus on in-image location 127, and visual element removal 128. Both in-picture location options are activated only for pictures, particularly still pictures. When one of the options is selected, an arrow head appears in the middle of the image, together with two handles - one for pulling the tip of the arrow head to a point of interest and another for determining the direction in which the arrow head points.To avoid conflicts, the screen key for one video or movie set on play 124 is disabled for all other videos or movies. Likewise, the pop-up / pop-up option 126 may not be selected for a second image, video, or movie if an image, video, or movie is already set to pop-up / pop-up 126. In addition, only focus on in-picture location 127 cannot be selected when an image or video is set to fade-in / fade-in 126; however, if a movie is set to fade-in / fade-in 126, focus on in-picture location 127, sound volume increase 130, fade-in audio 131, and fade-in spoken text 118 cannot be selected. Finally, when focus on in-picture location 127 is selected, the screen key for another picture is deactivated; also the sound volume screen keys increase 130, inserted audio 131, inserted / picture / video / movies 126, and inserted spoken text 118 are deactivated.For audio as shown in Figure 25, the available screen buttons include normal reproduction 129 as a standard, volume increase 130, inserted, for example 131, and remove audio 132. The selection of normal play 129 opens a centrally positioned selection area. This range can be shifted to any location in the waveform, but is limited to less than 3 seconds for practical reasons. When set to the minimum duration, only the static sound or the static sounds from the selected time point are displayed. The selection of volume increase 130 positions a cursor centrally in the waveform. This cursor can then be shifted to any location in the waveform. Only a static sound is displayed at the cursor position.The inset 131 selection opens a centrally positioned selection area.Due to the repeated presentation of input audio, only short sections corresponding to less than 3 s audio can be specified. This selection range can then be shifted to any location in the waveform, but remains limited in its maximum duration.To avoid tone conflicts, when normal, i.e., static or dynamic, playback 129 is selected, this screen key is disabled for all other tone elements; also, the screen keys for the normal playback of movie 124 and normal spoken text 116 are disabled. When volume increase 130 is selected, this screen key is deactivated for all other sound elements; also the in-frame focus screen keys 127, inserted dynamic sounds 131, inserted movies 126, and inserted spoken text 118 are deactivated. When sound 131 is selected, this screen key is deactivated for all other sound elements; also the in-frame focus, volume increase, 130, movies 126, and spoken text 118 buttons are deactivated.The layout view shown in FIG. 26 facilitates positioning and adjusting the boundary areas of visual elements of learning units to optimize the display and intelligibility of the unit. Scrolling and resize are done by selecting an element and pulling from its center or pulling one of its resize handles. Certain constraints allow images to be overlaid with text or other images or placed in other functional arrangements. For example, text in some arrangements flows around images while being overlaid in others. Adjusting the bounding box of a visual element may change how text flows over lines, but does not change the size of the text. Text cannot be masked, as can as few as gradually masked visual elements.In order to see and adjust exactly how elements of the learning unit are juxtaposed at each stage of presentation, three screen buttons are available. By typing on the first screen key 133, only the textual and visual elements that appear at the beginning of the presentation - i.e., cue information, are displayed. By typing on the middle screen button 134, only these items as well as place holders for things in transition that are visible during the middle phase of the presentation - i.e., while the destination information takes on form. All remaining notification information is also displayed. By typing on the last screen key 135, only the items present at the end of the presentation - i.e., a clear and complete representation of the destination information as well as any remaining hint information are displayed.In the layout view, text is normally interpreted as real text, while text delimited by delimiter characters is interpreted as spatially arranged symbols, e.g., a mathematical expression.In the display area of a learning element, text can occupy up to eight lines of vertically centered space. The addition of empty lines by additional line breaks allows for more individual placement of the text despite such automatic centering. In each line, text not preceded by a tab character is aligned left-justified. Text after a single tab character is centered and text after a second tab character is aligned right-justified. These horizontal alignment rules are reversed for right to left writing languages.If the text inserted into a line exceeds the maximum line width, a soft break is inserted, i.e., the text is separated and continued in the underlying line. It is important that regardless of how text is broadcast at the end of a line or flows around an object, e.g. an image, this takes place taking into account the changes that, by space-acquiring and space-releasing characters, influence the distance of their lines over time. During the presentation of a learning element, text never jumps from one line or matched position to another.Each symbol set to statically masked 111 is not displayed and does not affect the positioning of other symbols. The positioning of a static high contrast 109 or static low contrast 110 symbol does not change the positioning of other symbols in the same row over time. Also, the space in the line that a disappearingly occupied with space-keeping 112 symbol is maintained when it disappears. Similarly, the space that an appearing symbol with space reservation 114 will occupy is kept free from the beginning of the presentation of the learning element.In contrast, the space in the line that a disappearing space release icon 113 has occupied at the beginning of the presentation is released when it disappears. Other symbols in the same row will respectively move closer together to take up the space left.For each symbol with space acquisition 115 appearing, the space is created immediately before or during its appearance, so that other symbols in the same row are moved to accommodate it.In the presentation check view, individual learning elements can be checked as they are visually and auditively presented during the learning sessions. This presentation mode is non-interactive - that is, it does not stop for responses and is not altered in any way by previous responses. However, presentation of the current item may be suspended or repeated. Details of how learning elements are represented are given below.For learning sessions, much of the user's task is self-explanatory. Typically, the situations to which the user must respond are in the form of questions to answer, information to be completed, features to be recognized or localized in images, named actions to be performed, etc. Nevertheless, some instructions are often required for acquiring response data. In the embodiment described herein, it is assumed that the user responds correctly only according to the instructions. Accordingly, the user only needs to signal the beginning and the end of each reaction and the device only needs to record them - but not their correctness per se. For such a scheme, a truncated version of the following instructions would be provided:Once this session begins and each learning element is presented, take care of the main visual content display area and listen to all audio content.For each element, after the initial hint information has been presented, you attempt to give as quickly as possible the correct, i.e., most appropriate or expected, response to it in a manner how a well-trained person would do. An open reaction is preferred, but an "internal" reaction is acceptable.The following instructions may be used: Rate Never; React only if You are sure that Your reaction is correct. During their trial, a set of gradually increasingly perceivable target information is presented to help them resemble or learn about the correct response.Exactly when you begin the response, put a finger on the screen; and exactly when you are ready the response, take their finger off the screen. This tells the app the time and duration of its response, which helps it determine how well we have learned this element to date.If you wish to interrupt the session, you place two or more fingers on the screen at any time. If you remove their fingers, the session continues with the next element. Their performance in the interrupted element is not evaluated. It will be presented again later. They can also do this to skip the current item, for example, if you were distracted during their presentation.This session ends once they have responded to each element quickly enough and correctly for an acceptable duration. Otherwise, the session may end if you exceed the maximum session duration, if one of them reaches a stop time set for that session, or if you choose to end them manually by typing on the "End session" screen button.By default, the session instruction view is displayed before the beginning of each session. This can be changed so that the session instead starts immediately, i.e. without displaying instructions.The session view is the location at which the method of the present invention is used to achieve its physiological effect. In this user interface, learning sessions are started during which any number of independent, unarrayed or unarrayed learning elements of a set are presented. It also allows for the detection of user responses. These reactions in turn influence the further course of the presentation.The basic process of the present invention can be illustrated by a single independent learning element.FIG. 1 shows an example of a method 100 according to the present invention and illustrates two phases of the presentation of information over time: initially, a presentation of hint information 101 is presented, here represented by a thick dashed line, which excites the user and guides to attempt retrieval of destination information. In this case, a note key and a six-tone chord are displayed. This could also be accompanied by contextual text information, such as "What is the corresponding guitar finger set?"Subsequently, gradually, clear-full representations of the destination information are presented, which are represented here by the solid line, in order to facilitate the retrieval of the destination information. The figure shows five points in time of the changing plot - each representing a higher degree of clarity completeness, from 0% 102 to 25% 103 to 50% 104 to 75% 105 to 100% 106. This gradually provides the user with an increasingly more distinct stimulus to aid in retrieving the destination information and for execution on a corresponding response.To facilitate learning of sequential information, e.g., an alphabet, the process described above may be modified and implemented via ordered groups of learning elements. The presentation of the first learning element of any sequence generally begins as above with explicit hint information, e.g., "Call each letter of the alphabet beginning with..."However, subsequent items may use the destination information of the previous learning item, e.g., "A", as the notification information for the current item, e.g., "B". Accordingly, all but the first element need not present explicit hint information. FIG. 2 illustrates two "members" of such a "concatenation process.". The thick dotted line shows the presentation of the destination information of the previous learning element, which now serve as notification information. The solid line shows the presentation of the target information to the current learning element.In order to enable sequences within learning elements, for example text information which extends over more than one line, a further concatenation variant can also be used.FIG. 3 illustrates two members of such a concatenation process. In this case, the destination information represented in one line of text represented by the thick dotted line serves as an indication of the destination information in the next line represented by the solid line.In the preferred embodiment, this corresponds to the gradual display of sequentially scanned, i.e., user read, target information in the reading direction and at the reading speed of the user. The concatenation methods described above may also be combined, which may be useful to learn the rows of each strophe of a gut within a learning element and learn the order of the strophes in an ordered set of such elements.Certain function and time criteria apply to each learning element. Here, intervals corresponding to the timings in FIG. 1 and others will be described.It should be noted that t 0 to t 1 are included whenever and immediately before notification information is presented. It serves to clearly separate the following presentation from the previous one. Its duration is nominally fixed at 1 s, so that t 1= t 0+ 1 s applies.It should be appreciated that t 1 through t 2 is the interval in which the hint information is presented to be read, visually scanned, or heard by the user. If no hint information is presented, neither this interval nor the previous interval is implemented. This information need only be presented as long as necessary to cause and control retrieval of destination information, but some types of information may remain for a longer time.For symbol arrangements, e.g., text, this interval may be based on the number of characters N c displayed and an estimate of the user's R reading speed in characters per second (cps). For R=15 cps, reading a line of 45 characters would take about 3 seconds. Low contrast characters normally used for short non-specific instructions and to provide a general context can be excluded from this count.For other static visual information and for audio information, this can be based on any potentially adjustable visual scan or listening time P, where t 2= t 1+ P applies. A value of P=3 s would presumably be sufficient for most purposes.For information on generated speech, dynamic audio data, video and movies, this would be based on their actual duration P, where t 2= t 1+ P. For practical purposes, such information can be limited to P ≤ 3 sec.When different types of information are presented simultaneously, the information with the longest duration determines the length of this interval.It should be appreciated that t 2 through t 3 represent a short gap between presentation of hint and destination information. Although this gap is not strictly necessary, its provision rather provides the user with sufficient time to respond to the hint before presenting destination information. It is here set to twice the estimated general reaction time of the user, ρ, so that t 3= t 2+ 2 ρ applies. Without measurement, ρ=0.25 s would be an appropriate estimate.It should be noted that t 3 through t 4 represent the interval in which the destination information is gradually made increasingly clear-complete, thereby effectively increasing its salience as an external stimulus to aid in the retrieval of the destination information by the user.This interval is based on the rate of change of clarity-completeness (KV) in this phase. The desired physiological effect can be achieved at different presentation rates, but should be constrained as follows: At the slowest rate, it must still be fast enough for the user KV to generally perceive as increasing, rather than appearing unchanged. At the fastest rate, it must be slow enough that when the user responds to the stimulus at a particular KV level, the change in KV during the user's response time remains relatively small--at least less than 20% of the total KV change. With respect to the total duration of this interval, the fastest rate would be more than 5p, five times the user's response time. A generally preferred, more moderate rate of change could be 20p=20(0.25 s)=5 s, which corresponds to a change of 5% within the reaction time p=0.25 s. According to these criteria, t 4= t 3+ 20 ρ applies to all information types except symbol arrangements. For symbol arrangements, t 4= t 3+ 20 ρ+(c f- c i) / R applies to take into account the sequential presentation start of individual symbols within a line at read speed.It should be appreciated that t 4 through t 5 represent the interval in which persistent, e.g., static, visual target information remains on the screen to be read or visually scanned in its final, fully clear-full form. This interval does not apply to target volatile, e.g., dynamic, audio information.For symbol arrangements, its duration corresponds to that described for the interval t 1 to t 2 : in which case only those symbols containing destination information are counted.For other static visual information, its duration corresponds to that described for the interval t 1 to t 2 : t 5= t 4+ P, except that this is target information in this case.As in the interval t 1 to t 2 when different types of information are simultaneously presented, the type of information with the longest duration determines the length of this interval.The time t 5 corresponds to the ending time for the presentation of this learning element. The length of the time period thereafter may be affected by the reaction time (beginning) and duration of the user's reaction, as well as absolute time limits for the reaction.In the presentation of each learning element, the appearance or playing of its content corresponds to specific criteria unique to its information type in order to implement the method of the invention. For example, there are substantial differences between "persistent" information such as illustrated symbol arrays and "transitory" information such as computer generated speech.When symbol arrays are displayed, they remain available until they are removed. In contrast, when speech is generated, each sound is currently available, but no longer exists next. However, these differences are not as pronounced for the user: displayed text is typically read spontaneously in an order similar to generated speech being heard. In both cases, the user perceives the information over time and collects it, despite the above-mentioned differences in representation.The following describes the manner in which each type of information can be presented in a learning element when it is not altered by either the user's response or the presentation algorithm itself based on the user performance predictions.Initially, static visual cue information was presented with addition. These include illustrated symbol arrangements which are generated from characters with the marking "static with high contrast" 109 and "static with low contrast" 110 and from unlabeled images 124. The equation below, shown in Figure 4, describes the presentation timing of such information.The function s(t) provides a stimulus value s for this information as a function of time t. If s=0, the information is not displayed; if s=1, it is displayed normally. The rationale for this interval is as follows: t 1 to t 5 denotes the time period that includes both the hint and destination presentation phases in which the information is presented and remains visible. The presentation of the information in this way fulfils several purposes. First, all information of this type shown serves as hint information, although some portions may be more critical and specific than others. Second, some or all of the information may also be grouped with, and thus part of, the displayed destination information. Third, the user can arbitrarily selectively watch portions of the static visual information, so that portions representing only notification information can be easily ignored later when viewing target information. And finally, by leaving this information visible, rather than abruptly removing it, the deflection that could be caused by the rapid removal of no longer needed information is avoided.Initially, static audio hint information was presented. This includes static sounds 129 (when applied to a time point in an acoustic waveform). The equation below, shown in Figure 5, describes the presentation timing of such information.If s = 0, the sound is not played; if s = 1, it is played normally. The rationale for this interval is as follows: This audio hint information is limited to the interval from t 1 to t 2 to avoid any overlap and potential conflict with subsequently presented audio destination information.Initially, dynamic hint information was presented. This includes generated speech 116, dynamic audio information 129 when applied to an interval in a waveform, and video or movie information 124 when applied accordingly. Such information is volatile in nature and is conveyed over time, which is reflected in the equation below shown in Figure 6. In this figure, the thick broken line represents the proportion of the actively and cumulatively switched information, while the thin broken line merely indicates whether or not information is transmitted.Here, the function s(t) provides a stimulus value "reproduction completion value" s for dynamic information depending on the time t. If s=0, the information is not reproduced. When the information is played, s represents the portion of the entire shot (or generated speech) that was played until time t. At the time when s = 1, the reproduction is completed. The return from s to zero (0) indicates that the information is no longer being played. The rationale for this interval is as follows: t 1 to t 2 is the interval in which this hint information is presented. It cannot be retained because dynamic information is inherently volatile.The initially presented hint image and the subsequently presented destination include an image provided with a marker confined to a point of interest 127. The first row of the table in Figure 13 summarizes the features of this mode of destination information presentation and shows images corresponding to five levels of clarity of completeness. Four simultaneous functions are involved in presenting this information, as illustrated by the slightly offset lines in Figure 7, to make their paths more distinguishable:The equation below, represented by the thick dashed line in FIG. 7, describes the presentation timing of the pointer image in which a target location of interest subsequently appears. This equation is substantially the same as the above for initially presented static visual information.The function s 1( t) provides a stimulus value s 1 for the image as a function of time t. Its numerical designation distinguishes it from the three other concurrently executing functions described below. If s is 1= 0 the image is not displayed; if s is 1= 1 it is fully displayed but subsequently modified as described below. The rationale for this interval is as follows: t 1 to t 5 marks the duration over which an image is presented within which to confine to a point of interest. Accordingly, the image serves as both the notification information and the context for the presentation of the destination information, i.e. the setting information, and this interval comprises both the notification and destination presentation phases.The solid line shows the time profile of a parameter which influences the size of the region in which the target site can be localized.The function s 2( t) provides the parameter control value s 2 for this area as a function of the time t. What characterizes this area is that the part of the image within it remains relatively unchanged, while the area outside it is partially attenuated, i.e. blown and tinted. In addition, there is no sharp boundary between this and the surrounding region. Rather, the center-to-environment relationship is defined by a circular Gaussian distribution whose standard deviation σ radius incrementally decreases over time, from σ max·aoi at s 2= 1 to just above 0. If s is 2= 0 point of interest information is no longer provided because it is replaced with other location information, as shown below.The term σ max·aoi corresponds to half the distance between the point of interest and the furthest corner of the image.If the function s 3 below does not cause any change, the opacity o of the image at each point depends exclusively on the distance D to the point of interest and the time-dependent value s 2If the function s 3 below does not cause any change, the hue of the image at each point also depends exclusively on the distance D to the point of interest and the value s 2 :A nominal minimum opacity o min= 1 / 2 and a nominal maximum hue tint c max·tint= 1 / 3 in combination are typically sufficient to make the environment clearly distinguishable from the point of interest.The effect of such a point of interest without a clear border, where reduced opacity and increased hue characterise the areas outside it, is to provide the user with information about the point of interest - but not to an extent that makes it easy for the user to guess the point indirectly. If instead a circular point of interest and its surrounding area were sharply divided at a certain radius, the user could easily conclude that the point of interest is in the center-almost independent of the size of the circle.The rationale for the function's time course is as follows: t 1 to t 3 is the time period preceding the presentation of the destination information. During this phase, as shown below, the control value s 3, prevents the current value from providing information to the point of interest. Accordingly, the value of s 2 is arbitrarily set to s 2= 1 from where it decreases in the next phase.t 3 to t 4 marks the interval in which the point of interest continuously decreases from its maximum to its minimum value, as described above. Note, however, that at the beginning and end of this interval, this effect is modulated by s 3.From t 4 this function no longer provides point of interest information, since it has already been replaced by arrow head information controlled by s 4.The alternate long and short dash line shows the time profile of the parameter for modulating the opacity and hue effects of s 2. Its purpose is to allow a smooth transition from unapplied to applied effects and then back from applied to unapplied effects, since these are replaced by an emerging dart over s 4.The function s 3( t) provides the parameter control value s 3 as a function of the time t. If s is 3= 0 the effects of the function s 2( t) are completely cancelled; if s is 3= 1 their effects are completely applied. Modulated opacity o mod= 1 + s 3( o-1) and modulated hue c tint·mod= s 3( c tint).The rationale for the time course of this function is as follows: t 3 to t x marks the interval in which the opacity and hue effects of s 2 are gradually applied. This serves to smoothly initiate these effects at the starting point. The time t x= t 3+ X, where X represents a sufficient amount of time to allow a smooth transition from the unchanged image to the tinted image and out of the original large area of interest faded image.t x to t y marks the interval in which the opacity and hue effects of s 2 are fully applied throughout.t y to t 4 marks the interval in which the opacity and hue effects of s 2 are gradually removed. This serves to smooth out these effects while replacing them with the phase-by-phase inserted arrow head as shown below. The time t 4= t y+ Y, where Y represents a sufficient time period to allow a smooth transition from the attenuated image effect to the arrow head. The time t y is based on the size of the arrow tip: it occurs when the radius of the point of interest σ aoi corresponds to the length of the arrow tip.The line with short dash lines shows the time profile of the parameter which causes the appearance of an arrow tip at the point of interest.The function s 4( t) provides the parameter control value s 4 for the appearance of the arrow head as a function of the time t. If s is 4= 0 the arrow head is completely transparent, i.e. invisible; if s is 4= 1 it is completely opaque, i.e. clearly visible. The arrow tip starts to fade in at time t y when the target area radius σ aoi corresponds to the length of the arrow tip, and ends the fading in at time t 4. Thereafter, the image and the arrow head remain unchanged until the offset time t 5. The opacity of the arrow tip is o=s 4.These four functions cooperate to display an image, gently attenuate the area outside the point of interest in the image, gradually reduce the size of that point of interest, and then gradually transition from focusing on the point in this manner to accurately display the point with an arrow head.Initially presented and subsequently disappeared pointer destination symbols include displayed symbol arrays consisting of characters marked as disappearing with space retention 112 and disappearing with space release 113. The second row of the table in Figure 13 summarizes the features of this mode of destination information presentation and shows images corresponding to five levels of clarity of completeness. To emphasize the sequential application of the effect, these images override the difference in opacity between adjacent symbols. The equation below, shown in Figure 8, describes the presentation timing of such information. The figure actually shows three lines representing characters at three different positions.The function s c( c, t) provides the stimulus parameter control value s c for the disappearing symbol generated from the character at position c as a function of time t. The positions of the first c i and the last c f of the changing characters (appearing or disappearing) as well as the reading speed R also enter this equation. There is no uniform s value for disappearing symbols as a whole, because their insertion times differ according to the adjustment of the reading speed.Such disappearing symbols are initially presented statically, but gradually disappear subsequently. The only change parameter is opacity o, with the simple relationship o = s c. Therefore, if s is c= 0 the disappearing symbol is completely transparent, i.e. invisible; if s is c= 1 it is completely opaque, i.e. clearly visible. During the interval after s c= the opacity decreases incrementally until s c= 0 is reached.The rationale for each interval is as follows: t 1 to t 3 is the time period during which the disappearing symbols perform the same indication function as initially presented static visual information described above.t 3 to t 4 extends from the start of the change based on the first appearing or disappearing sign c i at time t 3, to the end of the change of the last c f at time t 4. The speed of disappearance of each symbol does not depend on the number or distribution of the changing symbols. Rather, the total duration of this interval is determined by the positions of the characters marked as changing and by the reading speed of the user.Destination symbol information presented subsequently includes displayed symbol arrangements consisting of characters marked as appearing with space reservation 114 and appearing with space acquisition 115. The third row of the table in Figure 13 summarizes the features of this mode of destination information presentation and shows images corresponding to five levels of clarity of completeness. To emphasize the sequential application of the effect, these images override the difference in opacity and blur between adjacent symbols. This information is presented subsequently and appears incremental. The equation below, shown in Figure 9, describes the presentation timing of such information. The figure actually shows three lines representing characters at three different positions.The function s c( c, t) provides the stimulus parameter control value s c for the appearing symbol generated from the character at position c as a function of time t. The positions of the first c i and the last c f of the changing characters (appearing or disappearing) as well as the reading speed R also enter this equation. There is no uniform s value for appearing symbols as a whole, because their insertion times differ according to the adjustment of the reading speed.Such appearing symbols are presented below and appear gradually. Appearance symbols change in both blur and opacity. Blurring allows the symbols to be indistinguishable to varying extents from each other. In addition, starting all elements with zero opacity eliminates initial differences that would otherwise be recognizable even with blur from their "darkness", i.e., the occupied pixels. The change parameters are the opacity o, where o = s c and the standard deviation value of the Gaussian blur σ, where σ = (1-s c) σ max.If s is c= 0 the symbol appearing is completely transparent, i.e. invisible, and blurred at σ max.If s is c= 1 it is completely opaque and not blurred. The maximum standard deviation of blur σ max is set to the lowest value which would make the symbols indeterminable for the given font size and reading conditions. A blur σ max of about 1⁄2 of the nominal font size would be a good first approximation.From s c= 0 the opacity increases and the blur decreases incrementally until s c= 1 is reached where it is maintained until the end of the presentation of the element. The rationale for the relevant intervals is as follows: As for disappearing symbols, t 3 to t 4 extend from the beginning of the change, based on the first appearing or disappearing sign c i at time t 3, to the end of the change of the last c f at time t 4. The speed of appearance of each symbol does not depend on the number or distribution of the changing symbols. Rather, the total duration of this interval is determined by the positions of the characters marked as changing as well as by the user's reading speed. t 4 through t 5 is the interval over which this target information remains in its final, fully clear-complete form on the screen to be read.Subsequently presented target image information includes static images marked as overlaid 126 when applied accordingly. The fourth row of the table in Figure 13 summarizes the features of this mode of destination information presentation and shows images corresponding to five levels of clarity of completeness. This information is presented subsequently and appears incremental. The equation below, shown in Figure 10, describes the presentation timing of such information.The function s(t) provides the stimulus parameter control value s for the appearing image as a function of the time t.Such an appearing image is subsequently presented and gradually appears. This appearing image varies in both blur and opacity. Blurring allows the image to be ambiguous to varying degrees with respect to its content; starting with zero opacity eliminates any initial detections that could otherwise be made based on hue, degree of saturation, or brightness. The change parameters are the opacity o, where o = s, and the standard deviation value of the Gaussian blur σ, where σ = (1-s)(σ max holds. If s=0, the image is completely transparent, i.e., invisible (and blurred at σ max ). If s = 1, it is completely opaque and not blurred. The maximum standard deviation of blur σ max is set to the lowest value which would make most image details in view of the image size and the viewing conditions indeterminable. A blur σ max of about 1⁄2 of the smallest image dimension would be a good first approximation.From s = 0 the opacity increases and the blur decreases incrementally until s = 1 is reached where it is maintained until the end of the presentation of the element. The rationale for the relevant intervals is as follows: t 4 to t 5 is the interval over which this destination information remains in its final, fully clear form on the screen to be viewed.Subsequently presented static target audio information includes timing samples from audio recordings marked as overlaid static sounds 130, when applied accordingly. The fifth row of the table in Figure 13 summarizes the features of this mode of destination information presentation and shows waveforms corresponding to five levels of clarity of completeness. This information is subsequently presented and increases incrementally in volume (dB). The equation below, shown in Figure 11, describes the presentation timing of such information.Function s(t) provides the stimulus parameter control value s for the increasing volume of a sound as a function of time t. The only change parameter is the audio volume v, where v = sv max holds. If s = 0, the sound is not played; if s = 1, it is played back with its volume v max being picked up. This maximum may also be limited by the general volume controls of the device. From s=0, the volume of the sound increases incrementally until s=1 is reached, after which it is set. The rationale for the relevant intervals is as follows: t 3 to t 4 comprises the entire presentation of the sound during which the volume gradually increases. After this period, the sound reproduction is stopped. Since the sound should be perceived as being easily producible, there is no need to maintain it.Subsequently, dynamic target audio information was presented. This comprises short, continuous text passages marked as introduced generated spoken text 118 and short samples of audio recordings, e.g. lasting 3 s, marked as introduced 131. The sixth row of the table in Figure 13 summarizes the features of this mode of destination information presentation and shows waveforms corresponding to five levels of clarity of completeness. This information is presented in two or more repetitions below. At each repetition, except the last, the audio is filtered with a high roll-off low pass filter at successively higher cutoff frequencies. Each repetition is separated from the others by a short silence to facilitate its perception as being distinct. The volume of each repetition is also normalized so that the low pass filtering does not reduce its audibility. The equation below, shown in Figure 12, describes the presentation timing of such information.The function s(t) provides the stimulus parameter control value s for the repeated, stepwise presentation of dynamic audio information as a function of the time t. The only change parameter is the cut-off frequency ω of the low-pass filter. If s = 0, the audio is not played; if s = 1, it is played normally without filtering. Starting from s>0, the cut-off frequency at which the audio is filtered during the reproduction increases gradually with each repetition. At s=1 it is played back a last time without filtering. Considering the limitations of human hearing and distinctiveness of speech sounds, a practical formula for the cutoff frequency would be as follows:For most purposes, it has little use to present target information with a low pass filter at cutoff frequencies ω ≥ 7.040 Hz, rather than filtering it at all (represented as ω = ∞). Therefore, regardless of the number of steps N involved, all limit values are in the range 220 Hz<ω<7.040 Hz.To illustrate the resulting cut-off frequencies for different step numbers, ifN=5, ω=44 Hz, 880 Hz, 1,760 Hz, 3,520 Hz, ∞;N=4, ω≈ 523 Hz, 1.245 Hz, 2.960 Hz, ∞;N=3, ω≈698 Hz, 2.217 Hz, ∞; andN=2, ω≈1.245 Hz, ∞.For a recording with a reproduction time of P=1.25 s, which corresponds to a total CC rate of 20 p=5 s, the number of steps is N=4. Accordingly, the recording would be played back first with a low-pass filter at a cut-off frequency of ω≈ 523 Hz, then with a cut-off frequency of ω≈ 1.245 Hz, then with ω≈ 2.960 Hz, and finally it would be played back unfiltered (ω= ∞). The rationale for the relevant interval is as follows:The interval between t 3 and t 4 depends on the reproduction time P of the recording and the number of steps N, where t 4= t 3+ NP holds. During this interval, increasing amounts of information are continuously presented. For a moderately clocked interval with a duration of approximately 20 p=20(0.25 s)=5 s, the number of steps N is adjusted based on the playback duration P such that NP≈20 p=5 s applies.Video or movie target information presented subsequently includes short, e.g., 3 second long samples of video or movie information marked as introduced 126, if applied accordingly. The seventh row of the table in Figure 13 summarizes the features of the video component of this mode of destination information presentation and shows images corresponding to five levels of clarity of completeness. When sound is included, i.e., a movie, the video component is treated as described herein, and the audio component is treated as described in the section "Target Dynamic Audio Information Presented below" immediately above. This information is presented in two or more repetitions below. At each repetition, except the last, the video is increasingly less blurred and blurred. Each repetition is separated from the others by a short fade to the background to facilitate its perception as being distinct.The equation below, shown in Figure 12, describes the presentation timing of such information. This function and the associated figure are identical to those in the preceding section. The difference here lies in the parameters controlled by the function.Function s(t) provides the stimulus parameter control value s for the repeated, stepwise presentation of dynamic visual information as a function of time t. The parameters involved are opacity and blur. If s = 0, the visual information is not played; if s = 1, it is played normally without fading or blurring. From s>0, the degree of fading and blurring of the visual information decreases stepwise at each repetition. The opacity o = s for 0<s≤ 1. the standard deviation of blur σ = (1-s) σ max for 0<s<1; and at s=1 no blur is applied. The maximum standard deviation of blur (σ max is set to the lowest value that makes most image details indeterminable based on the image size and the viewing conditions. A blur σ max of about 1⁄2 of the smallest image dimension would be a good first approximation.As with dynamic audio information presented below, the interval between t 3 and t 4 depends on the playback time P of the recording and the number of steps N, where t 4= t 3+ NP applies. During this interval, increasing amounts of information are continuously presented. For a moderately clocked interval with a duration of approximately 20 p=20(0.25 s)=5 s, the number of steps N is adjusted based on the playback duration P such that NP≈20 p=5 s applies.Referring now to Figure 28, there is shown a system 200 for minimum stimulation of retrieval of target information from a user's memory. The system 200 includes an output device 201, a processor 203, and a memory 205.

Claims

A method (100) for minimal stimulation of the retrieval of target information from the memory of a user, the method (100) comprising the steps of: - outputting notification information on an output device, - outputting target information on the output device, wherein notification information is output from a first point in time (t 1) to at least a second point in time (t 2) wherein target information is output from a third point in time (t 3) to at least a fourth point in time (t 4) wherein the third point in time (t 3) is later than the second point in time (t 2), wherein the target information is dynamically changed in the time period from the third time point (t 3) to the fourth time point (t 4) so that an amount of perceivable target information displayed by the output device increases in this time period.The method (100) of claim 1, characterized in that the amount of target perceivable information is continuously increased from the third time (t 3) to the fourth time (t 4).The method (100) according to claim 1 or 2, characterized in that the increase of the amount of perceivable target information is stopped, either at a fifth time (t i), when a specific user response is provided by the user, or at a fourth time (t 4).Method (100) according to one of the preceding claims, characterized in that the quantity of perceptible target information is increased by the reduction of a degradation of the target information.The method (100) according to any one of the preceding claims, characterized in that a rate of change at which the target information is changed in the time period such that an amount of perceivable target information presented by the output device increases from the third time point (t 3) to the fourth time point (t 4) is changed dynamically within the time period based on physical properties of the target information and / or on a user response provided by the user.The method (100) of claim 5, characterized in that the rate of change is increased in proportion to a weakness of a signal of the target information at each spatial or temporal frequency, such that the rate of change is higher at spatial or temporal frequencies that transmit less information.The method (100) of any preceding claim, characterized in that the target information comprises visual representations of an image that has been altered to focus on a location of interest, wherein the image is visually degraded in the peripheral regions, and wherein the size of the visually degraded peripheral regions is altered over time such that an information region comprising the perceivable target presented by the output device narrows from the third time (t 3) to the fourth time (t 4).The method (100) of any preceding claim, characterized in that the target information comprises audio representations of information, wherein the audibility of the audio representations is varied over time such that an amount of perceivable target information presented by the output device increases from the third time (t 3) to the fourth time (t 4).The method (100) according to any one of the preceding claims, characterized in that a plurality of ordered stimuli are presented, the plurality of ordered stimuli comprising a first stimulus and at least one second stimulus after the first stimulus, wherein the first stimulus comprises hint information and target information, and wherein each second stimulus comprises only target information.Method (100) according to any of the preceding claims, characterized in that user response data for displayed target information is acquired and stored, wherein the user response data comprises a degree of change of the target information at a response time at which a user response is provided.The method (100) of claim 10, characterized in that the performance of a user is assigned to a performance level based on the user response data.The method (100) according to any one of the preceding claims, characterized in that a number of stimuli associated with a number of learning elements, each comprising specific hint information and specific destination information, the number of stimuli being used for creating a prediction of user performance, and learning notifications and / or recommendations associated with the created prediction are issued.The method (100) of claim 12, characterized in that one or more of the following actions are performed based on the predicted user performance: a number of learning elements are removed from a session, a number of learning elements are ordered in a representation sequence, and the type of representation is adjusted to the number of learning elements.The method (100) according to any of the preceding claims, characterized in that the hint information is represented as part of an information packet, and wherein the hint information is dynamically identified as such based on a user response.The method (100) of claim 14, characterized in that the user response is measured by an eye tracker.A system (200) for minimal stimulation of the retrieval of target information from a user's memory, the system (200) comprising: - an output device (201), - a processor (203), - a memory (205), the memory (205) storing instructions that cause the processor (203) to perform a method (100) according to any one of claims 1 to 15.A program product, the program product comprising program code means for causing a computing unit to perform a method (100) according to any one of claims 1 to 15 when the program code means are executed by the computing unit.A computer readable medium comprising instructions which, when executed by a computer, cause the computer to perform a method according to any one of claims 1 to 15.Use of a method (100) according to any one of claims 1 to 15 and / or a system according to claim 16 and / or a program product according to claim 17 and / or a computer readable medium according to claim 18 for performing a test of a user's performance in retrieving destination information from memory.Use of a method (100) according to one of Claims 1 to 15 and / or a system according to Claim 16 and / or a program product according to Claim 17 and / or a computer-readable medium according to Claim 18 as a learning aid.

Images