Apparatus and method for cognitive training of user

Abstract

To provide an apparatus and a method for cognitive training of a user.SOLUTION: A method for cognitive training of a user according to one embodiment of the present invention comprises: generating classes and tasks for training a cognitive function of a user according to a cognitive curriculum defined on the basis of a cognitive function required for a cognitive development level of the user and at least one tag mapped with the cognitive function; providing the generated classes and tasks to the user; and customizing the cognitive curriculum on the basis of result data obtained through performance of the provided classes and tasks by the user.SELECTED DRAWING: Figure 1

Description

[Technical field]

[0001] The present invention relates to an apparatus and method for cognitive training of a user. [Background technology]

[0002] Developing children's cognitive skills is very important for improving the learning process and academic achievement of children and adolescents. Children with cognitive disabilities have difficulty not only living their daily lives independently, but also structuring and organizing their environment because they have difficulty processing meaningful stimuli provided by the environment. Cognitive training aims to activate the potential of such children and reduce the disruption of activities that are meaningful to them. The primary goal of cognitive training is to improve the child's ability to perform daily activities and academic activities by improving cognitive disabilities, thereby enabling them to perform activities that are valuable to them and at the same time perform independent activities, thereby improving the quality of life and optimizing the performance of meaningful activities. However, despite the importance of such cognitive training, effective treatment methods and training tools have not yet been developed.

[0003] Conventional cognitive training techniques do not systematically define the basic cognitive skills that children need most. Cognitive training stages are not systematically defined for cognitive skills whose specific developmental processes are not defined. Also, unlike fields such as mathematics, where learning concepts and learning stages are well defined, the cognitive training field does not have a definition of a systematic developmental process or a curriculum for learning, so systematic cognitive training suited to children's developmental age is not being carried out. Summary of the Invention [Problem to be solved by the invention]

[0004] An embodiment of the present invention aims to provide a user cognitive training device and method for systematically providing cognitive training by customizing a cognitive curriculum for a user for cognitive functions for which a specific developmental process is not defined.

[0005] However, the problem to be solved by the present invention is not limited thereto, and can be variously expanded to environments within the scope of the present invention. [Means for solving the problem]

[0006] According to one embodiment of the present invention, a method for training a user's cognitive function performed by a user's cognitive training device is provided, the method including: generating lessons and assignments for training the user's cognitive function according to a cognitive curriculum defined based on cognitive functions required for the user's cognitive development level and at least one tag mapped to the cognitive function; providing the generated lessons and assignments to the user; and customizing the cognitive curriculum based on performance result data performed by the user for the provided lessons and assignments.

[0007] The tasks include at least one sub-task necessary to complete a target task, and the at least one sub-task is provided to the user with a level of difficulty that increases stepwise from a lowest level task to the target task.

[0008] The step of generating lessons and assignments includes generating lessons and assignments by combining the cognitive functions and the at least one tag in different ways.

[0009] The step of customizing the cognitive curriculum verifies whether the difficulty level structure of the provided lessons and tasks matches the user's cognitive development level based on the performance result data performed by the user, and customizes the difficulty level structure of the tasks.

[0010] The step of customizing the cognitive curriculum includes tracking the user's cognitive development level for a cognitive function and at least one tag mapped to the cognitive function based on performance result data performed by the user.

[0011] The step of customizing the cognitive curriculum includes tracking the user's cognitive development level based on performance result data performed by the user, and customizing the cognitive curriculum to match the user's developmental age target value based on the tracked user's cognitive development level.

[0012] The step of customizing the cognitive curriculum reconfigures the content of a lesson or the difficulty of an assignment for a next lesson according to performance result data of a previous lesson.

[0013] The method further includes a step of temporarily providing stepping stone content to the user that provides an opportunity for additional training on a specific difficulty task when it is determined that the user needs additional training to improve his / her performance level on a specific difficulty task of the class content based on the performance result data performed by the user.

[0014] The method further includes a step of providing an optimized prompt required by the user at the user's cognitive development level to complete the provided task, and the type or intensity of the prompt is determined based on at least one of a plurality of performance result data performed by the user.

[0015] The method further includes providing reinforcement as a compensation for a positive reinforcement scheme when the provided task is successful, the type or strength of the reinforcement being determined based on at least one factor associated with the provided task.

[0016] Meanwhile, according to another embodiment of the present invention, a user cognitive training device is provided, which includes: a user input / output module that performs input / output operations related to cognitive training with a user; a memory that stores one or more programs; and a processor that executes the stored one or more programs; wherein the processor generates lessons and assignments for training the user's cognitive functions according to a cognitive curriculum defined based on cognitive functions required for the user's cognitive development level and at least one tag mapped to the cognitive functions, provides the generated lessons and assignments to the user, and customizes the cognitive curriculum based on performance result data of the user for the provided lessons and assignments.

[0017] The tasks include at least one sub-task necessary to complete a target task, and the at least one sub-task is provided to the user with a level of difficulty that increases stepwise from a lowest level task to the target task.

[0018] The processor generates lessons and assignments that combine each of the cognitive capabilities and the at least one tag differently from one another.

[0019] The processor verifies whether the difficulty level configuration of the provided lessons and tasks matches the cognitive development level of the user based on the performance result data performed by the user, and customizes the difficulty level configuration of the tasks.

[0020] The processor tracks the user's cognitive development level for at least one tag mapped to a cognitive function based on performance result data performed by the user.

[0021] The processor tracks the user's cognitive development level based on performance result data performed by the user, and customizes the cognitive curriculum to match the user's developmental age target values ​​based on the tracked user's cognitive development level.

[0022] The processor reconfigures the next lesson content or assignment difficulty level according to the performance result data of the previous lesson.

[0023] When the processor determines that the user needs additional training to improve the performance level of a particular difficulty task of the class content based on the performance result data performed by the user, the processor temporarily provides the user with stepping stone content that provides an opportunity for additional training on the particular difficulty task.

[0024] The processor provides an optimized prompt required by the user at the user's cognitive development level to complete the provided task, and the type or intensity of the prompt is determined based on at least one of a plurality of performance result data performed by the user.

[0025] The processor provides reinforcement as compensation in a positive reinforcement scheme when the provided task is successful, and the type or strength of the reinforcement is determined based on at least one factor associated with the provided task. Effect of the Invention

[0026] The disclosed technology may have the following effects. However, this does not mean that a specific embodiment should include all of the following effects or should include only the following effects, and therefore the scope of the disclosed technology should not be understood to be limited thereby.

[0027] The embodiment of the present invention can provide a systematic cognitive training by customizing a cognitive curriculum for a user for a cognitive function for which a specific developmental process is not defined.

[0028] The embodiment of the present invention defines goals according to the user's developmental age based on the actual performance result data of the user, tracks the user's cognitive function development level, and provides a customized cognitive curriculum to build up basic cognitive functions to higher cognitive functions.

[0029] The embodiment of the present invention can provide customized lessons that match the user's performance results by reconstructing lesson content for each lesson based on lesson performance result data of the previous lesson.

[0030] In the embodiment of the present invention, the lesson progress flow for each lesson is configured to be different depending on the user's input and performance result data, so that customized lessons that fit the user's performance results can be presented.

[0031] Embodiments of the present invention can provide users with customized step-by-step prompts or reinforcement based on lesson content. [Brief description of the drawings]

[0032] [Figure 1] 3 is a flow diagram of a method for training a user's cognition according to an embodiment of the present invention. [Diagram 2] FIG. 2 is a diagram showing cognitive functions used in a cognitive curriculum in accordance with one embodiment of the present invention and at least one tag mapped to the cognitive function. [Diagram 3] FIG. 13 is a graph showing the target achievement rate by cognitive function and age in months. [Figure 4] 4 is a flow chart illustrating a method for customizing lesson content and a cognitive curriculum in a cognitive training method according to an embodiment of the present invention. [Diagram 5] 11 is a diagram illustrating a customization operation of lesson contents and a cognitive curriculum for each lesson in the cognitive training method according to an embodiment of the present invention. [Figure 6] 1 is a flow chart showing a method for setting customized lesson questions according to an embodiment of the present invention. [Figure 7]FIG. 2 illustrates a method for providing tokens for behavioral reinforcement according to an embodiment of the present invention. [Figure 8] FIG. 2 is a diagram showing an example task 1 used in a user cognitive training method according to an embodiment of the present invention. [Figure 9] FIG. 2 is a diagram showing an example task 1 used in a user cognitive training method according to an embodiment of the present invention. [Figure 10] FIG. 2 is a diagram showing an example task 1 used in a user cognitive training method according to an embodiment of the present invention. [Figure 11] FIG. 2 is a diagram showing an example task 1 used in a user cognitive training method according to an embodiment of the present invention. [Figure 12] FIG. 2 is a diagram showing an example task 1 used in a user cognitive training method according to an embodiment of the present invention. [Figure 13] The Robot Laboratory Task will be explained as Task Example 2 used in the user cognitive training method. [Figure 14] The Robot Laboratory Task will be explained as Task Example 2 used in the user cognitive training method. [Figure 15] The Robot Laboratory Task will be explained as Task Example 2 used in the user cognitive training method. [Figure 16] The Robot Laboratory Task will be explained as Task Example 2 used in the user cognitive training method. [Figure 17] The Robot Laboratory Task will be explained as Task Example 2 used in the user cognitive training method. [Figure 18] The Robot Laboratory Task will be explained as Task Example 2 used in the user cognitive training method. [Figure 19] The Robot Laboratory Task will be explained as Task Example 2 used in the user cognitive training method. [Figure 20] FIG. 13 is a diagram showing another example task 3 used in the user cognitive training method according to an embodiment of the present invention. [Figure 21] FIG. 13 is a diagram showing another example task 3 used in the user cognitive training method according to an embodiment of the present invention. [Figure 22]13A and 13B are diagrams illustrating an example of the lowest level of difficulty and stepping stone content used in a user cognitive training method according to an embodiment of the present invention. [Diagram 23] 1 is a configuration diagram of a user's cognitive training device according to an embodiment of the present invention; DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0033] The present invention can be modified in various ways and can have various embodiments, and a specific embodiment will be illustrated in the drawings and described in detail in the detailed description. However, this does not limit the present invention to a specific embodiment, and it can be understood that the present invention includes all modifications, equivalents, or alternatives included in the technical idea and technical scope of the present invention. In describing the present invention, if a detailed description of related publicly known technology is considered to make the gist of the present invention unclear, the detailed description will be omitted.

[0034] Terms such as "first" and "second" may be used to describe various components, but the components are not limited to the terms. The terms are used only to distinguish one component from another component.

[0035] The terms used in the present invention are merely used to describe certain embodiments and are not intended to limit the present invention. The terms used in the present invention are selected from currently widely used general terms while considering the functions of the present invention, but these may change depending on the intentions of engineers in the field, precedents, or the emergence of new technologies. In addition, in certain cases, there are terms arbitrarily selected by the applicant, and in this case, the meanings are described in detail in the description of the relevant invention. Therefore, the terms used in the present invention should be defined based on the meanings that the terms have and the overall content of the present invention, rather than simply the names of the terms.

[0036] The singular expression includes the plural expression unless the context clearly indicates otherwise. In the present invention, the terms "comprise" or "have" and the like are intended to specify the presence of features, numbers, steps, operations, components, parts, or combinations thereof described in the specification, and should be understood not to preclude the presence or additional possibility of one or more other features, numbers, steps, operations, components, parts, or combinations thereof.

[0037] Hereinafter, embodiments of the present invention will be described in detail with reference to the accompanying drawings. In the description with reference to the accompanying drawings, the same or corresponding elements are given the same drawing numbers, and duplicated description thereof will be omitted.

[0038] FIG. 1 is a flow diagram of a method for training a user's cognition according to an embodiment of the present invention.

[0039] A method for training a user's cognition according to an embodiment of the present invention is performed by a user's cognitive training device.

[0040] In step S101, the cognitive training device generates lessons and assignments for training the user's cognitive functions according to a cognitive curriculum defined based on the cognitive functions required for the user's developmental age and at least one tag mapped to the cognitive functions.

[0041] In step S102, the cognitive training device provides the generated lessons and assignments to the user.

[0042] In step S103, the cognitive training device customizes a cognitive curriculum based on performance result data of the user's performance on the provided lessons and tasks.

[0043] FIG. 2 is a diagram illustrating cognitive functions used in a cognitive curriculum according to an embodiment of the present invention and at least one tag mapped to the cognitive function.

[0044] Unlike fields such as mathematics, where learning concepts and stages are well defined, cognitive fields have no definition of a systematic developmental process or a curriculum for learning.

[0045] The cognitive curriculum according to an embodiment of the present invention is defined based on a cognitive function and at least one tag (e.g., attribute tag, knowledge tag, daily skill tag, adaptive behavior tag, etc.) mapped to the cognitive function. The cognitive training device may generate lessons and assignments based on the cognitive function and at least one tag mapped to the cognitive function. For example, a cognitive curriculum may be defined by selecting basic cognitive functions most necessary for children aged 24 to 84 months. Training stages may be defined for cognitive functions for which a specific developmental process is not defined. In this way, in the cognitive training method according to an embodiment of the present invention, basic cognitive functions to be acquired during this period may be defined by focusing on children (e.g., 24 to 84 months, etc.), and optimal training stages for acquiring each cognitive function may be defined. In addition, the cognitive training device may classify main concepts to be known at a user's developmental age into cognitive functions and at least one tag mapped to the cognitive function, and generate assignments to handle the corresponding elements evenly. When planning lesson content, the cognitive training device may first select cognitive functions that the lesson content will mainly handle, and generate lesson content according to difficulty level, reflecting the acquisition stage of each cognitive function.

[0046] As an example, we examine the process of defining, validating and revising tasks included in the cognitive curriculum.

[0047] First, the cognitive training device defines a target task based on a cognitive function required for the user's developmental stage or preselected and at least one tag that maps to the cognitive function.

[0048] Second, the cognitive training device first determines what sub-steps must be taken to accomplish a target task, and what small unit tasks must be accomplished.

[0049] Third, the cognitive training device configures the lowest level of the target task so that learning begins with the easiest or simplest small-unit task among the sub-elements of the target task. In this case, the cognitive training device can configure a difficulty system so that the target task is gradually approached by adding one or two elements to the small-unit task, which is the lowest level. The cognitive training device can use an arbitration method in which the target task, which is a higher-level performance task, is subdivided and provided to the user in a manner similar to the DTT (Discrete Trial Training) method, so that the user is trained one element at a time in stages.

[0050] As an example, we will look at a task example that learns from the simplest sub-element of a target task, or from a simple small-unit task to approach the target task. For example, the target task is to move ice on a road with the minimum number of operations.

[0051] The technologies required to solve the above-mentioned target problem are divided into the following stages:

[0052] 1.1 Understanding how to move blocks

[0053] 2.2 Understand how to move vertically placed blocks

[0054] 3. Understanding the goal (moving ice off the road)

[0055] 4. Blocks that are not related to the goal are not manipulated.

[0056] 5. Ability to switch between different types of blocks when they appear at the same time

[0057] 6.2 Understand how to move blocks placed horizontally

[0058] 7. The technique to determine what is the last operation required to move the ice on the road (no obstructions)

[0059] 8. A technique to determine what two-step chain operation is required to move ice on a road with the minimum number of operations (there is an interference factor)

[0060] 9. Ability to move blocks according to their type when three types of blocks appear at once

[0061] 10. A technique to determine what two-step chain operation is required to move ice on the road with the minimum number of operations (no interference)

[0062] 11. A technique to determine what two or more steps of chain operation are necessary to move ice on the road with the minimum amount of operations.

[0063] The cognitive training device can configure small unit problems according to the level of difficulty so that sub-elements of the target task can be dealt with in a stepwise manner.

[0064] Meanwhile, the cognitive training device can ascertain and verify whether the difficulty level is configured to gradually increase step by step from a low level based on the actual performance result data of the user performing the task.

[0065] For example, the cognitive training device can determine through the performance result data whether there are sections with large differences in difficulty level, or whether the tasks have been appropriately subdivided to create a difficulty level system that allows for gradual learning.

[0066] With this difficulty customization logic, users can settle into a difficulty level optimized for them for each class and task. At this time, the cognitive training device can perform an analysis to grasp the average age and distribution of users settled into each difficulty level. The cognitive training device can verify the difficulty level configuration by grasping the average retention period for each difficulty level and the difficulty level change transition, and can modify and improve it as necessary.

[0067] As described above, the lesson assignments, i.e., problems, used in the cognitive training method may be individually selected and configured from cognitive functions and at least one tag mapped to the cognitive functions. A problem may be configured by mixing a plurality of elements, mainly cognitive functions and at least one tag mapped to the cognitive functions. An example of such a problem configuration will be examined.

[0068] First, even if specific problems deal with the same cognitive functions, the problem generation and design methods can be different depending on the combination of cognitive functions they are in. For example, problem example 1 dealing with visual-spatial reasoning ability and spatial construction as cognitive functions and problem example 2 dealing with visual-spatial reasoning ability and visual perception skills (including visual discrimination and object perception) can be generated differently.

[0069] Second, problems dealing with the same cognitive function but different attribute tags can be generated differently. For example, problems dealing with auditory attention, auditory memory, associative memory, visual discrimination, etc. can be generated differently depending on the attribute tags. For example, a problem example dealing with a "color" attribute tag and a problem example dealing with a "number" attribute tag can be generated differently.

[0070] Third, problems that deal with some of the same cognitive functions may be generated with different "cognitive function" and "knowledge" tags. For example, a problem dealing with the cognitive function of perception of spatial relations may be generated by training both perception of spatial relations and auditory memory, and a problem example dealing with spatial concepts such as up, down, left, and right may be generated. Also, a problem dealing with the cognitive function of perception of spatial relations may be generated by training both perception of spatial relations and working memory, and a problem example dealing with order concepts may be generated.

[0071] Figure 3 shows the rate of goal achievement by cognitive function and age in months.

[0072] The cognitive training device according to one embodiment of the present invention defines age-specific goals based on the actual performance result data of the user, tracks the cognitive function development level of the user (e.g., a child, etc.), and provides a customized cognitive curriculum to firmly build up basic cognitive functions to higher-level cognitive functions.

[0073] For example, a cognitive training device can define the cognitive functions that should be developed according to a child's age, and if the child has not yet reached the required level for that age, the device can slowly train the child from the lower levels to build a solid foundation.

[0074] Thereafter, the cognitive training device can continuously verify and refine the age-based goals based on the user's actual performance result data. In the example of the achievement ratio of the target by age and by cognitive function shown in FIG. 3, the achievement ratio is expressed in 6-month units, but is not limited to a specific age unit. For example, it can be set to 100.00%, xx.00%, or 0.00% by age for each of the cognitive functions Aaa to Abc. The cognitive training device can continuously refine the achievement ratio of the target by age and by cognitive function as the user's performance result data accumulates.

[0075] In addition, the cognitive training device can grasp not only the cognitive function but also the performance level difference due to at least one tag mapped to the cognitive function being handled. This enables a more advanced curriculum customization mechanism. Here, since each class is provided with the cognitive function being handled and at least one tag mapped to the cognitive function, the cognitive training device can grasp the developmental age achievement level not only by the cognitive function but also by at least one tag mapped to the cognitive function. For example, among problems dealing with memory, performance level differences can occur in the technique of memorizing visual elements such as colors and shapes and the technique of memorizing numbers. Alternatively, developmental information on concept understanding, knowledge comprehension level, etc. can be grasped, such as when visual information processing is generally good but information processing for numbers is less skilled compared to the developmental age. In this way, the cognitive training device can customize the cognitive curriculum by tracking the developmental level of cognitive functions in multiple aspects.

[0076] FIG. 4 is a flow chart illustrating a method for customizing lesson contents and a cognitive curriculum in a cognitive training method according to an embodiment of the present invention.

[0077] In step S201, the cognitive training device starts a cognitive training application by a user executing the application.

[0078] In step S202, the cognitive training device provides onboarding content to the user to perform a preparation process for use of the cognitive training app.

[0079] In step S203, the cognitive training device performs a first diagnostic test through input / output operations with the user.

[0080] In step S204, the cognitive training device analyzes the results of the first diagnostic test and assigns a difficulty level of the second diagnostic test.

[0081] In step S205, the cognitive training device performs a second diagnostic test through input and output operations with the user.

[0082] In step S206, the cognitive training device analyzes the results of the second diagnostic test to customize a customized lesson curriculum for each user.

[0083] In step S207, the cognitive training device provides the user with individually customized lesson content according to an individually customized lesson curriculum.

[0084] In step S208, the cognitive training device analyzes the lesson results based on the performance result data performed by the user.

[0085] In step S209, the cognitive training device customizes the lesson curriculum to suit the user based on the performance result data performed by the user, and performs the process again from step S207 of providing the user-customized lesson content.

[0086] FIG. 5 is a diagram illustrating a customization operation of lesson contents and a cognitive curriculum for each lesson in the cognitive training method according to an embodiment of the present invention.

[0087] First, the customization operation of the lesson contents and cognitive curriculum for each lesson proceeds with lesson contents and diagnostic tests together at the beginning of a lesson, and sets the assigned difficulty level for the next lesson based on the diagnostic test results. After that, the customization operation of the lesson contents and cognitive curriculum for each lesson provides lesson contents and can set the assigned difficulty level for the next lesson based on the lesson results.

[0088] In the example, the customization operation of the lesson content by session and the cognitive curriculum is assumed to have lesson contents A to I, and a daily curriculum is assumed to have three required contents (customized lessons). However, one embodiment of the present invention is not limited to a specific lesson content or a specific number of contents.

[0089] In step S301, the cognitive training device starts a cognitive training app in response to a user's execution of the app, and provides onboarding content to the user. Here, the onboarding content allows the child user to adapt to the structure and UI of the app and input / output modules, and learn operations such as tab, drag, and drag-and-drop required when using the app. The onboarding content appears once at the beginning of app execution and does not appear thereafter.

[0090] In step S302, the cognitive training device provides the first lesson contents A to I and performs the first diagnostic test. The cognitive training device provides a home screen corresponding to the date of each lesson. For example, the first day home screen is a screen where a lesson corresponding to the curriculum for one day can be entered, and the user can enter the lesson by clicking on a thumbnail of the lesson. Here, diagnostic tests are performed for all lessons in the first and second lessons. Children can select and complete one lesson from the curriculum for one day in any order. The number of lessons included in the curriculum for one day may differ for each child. Three lessons are the basic setting at the beginning. At this time, selection-type contents can be additionally provided. Selection-type contents are play contents that increase the degree of freedom compared to customized lessons, and are not required curricula. Selection-type contents can be played only when the child wants. A first diagnostic test is performed for each lesson content.

[0091] In step S303, after the first lesson content and the diagnostic test are completed, the cognitive training device analyzes the result of the first diagnostic test to set an assigned difficulty level for the second diagnostic test.

[0092] In step S304, the cognitive training device provides the second lesson contents A to I and performs the second diagnostic test. The cognitive training device performs the lesson contents and the diagnostic test in the second time as in the first time.

[0093] In step S305, after the second lesson content and the diagnostic test are completed, the cognitive training device analyzes the result of the second diagnostic test to set an assigned difficulty level for the third diagnostic test.

[0094] In step S306, the cognitive training device provides the third lesson contents A to I.

[0095] In step S307, after the third lesson content is completed, the cognitive training device analyzes the third lesson result to set the difficulty level of the fourth lesson content.

[0096] In step S308, the cognitive training device provides the fourth lesson contents A to I, and sets the difficulty level of the fifth lesson content based on the result of the fourth lesson. After that, the cognitive training device repeats the next lesson in the same way as the previous lesson.

[0097] FIG. 6 is a flow chart showing a method for setting customized lesson questions according to an embodiment of the present invention.

[0098] 6 shows an example of a method for setting customized lesson questions according to an embodiment of the present invention, in which 1 to 4 level prompts and 1 to 2 level reinforcers are set. The method is not limited to specific level prompts and specific level reinforcers for each question in each session.

[0099] 6, in step S401, the cognitive training device conducts n-1 lessons. The number of lesson contents may range from 1 to n, and the number of lessons per lesson may vary from person to person.

[0100] In step S402, the cognitive training device verifies whether the user submits a correct answer to the question on the first attempt.

[0101] In step S403, the cognitive training device provides a two-tiered reinforcer if the user submits a correct answer to the question on the first attempt.

[0102] In step S404, the cognitive training device provides a one-stage prompt if the user fails to provide a correct answer to the question in the first attempt. Here, there are maximum allowable values ​​for the number of incorrect answers and the number of operations, and the cognitive training device can forcefully terminate the lesson when the maximum allowable values ​​are exceeded. Maximum allowable values ​​for the number of incorrect answers and the number of operations are defined for each question / set for each lesson.

[0103] In step S405, the cognitive training device verifies whether the user submits a correct answer to the question on the second attempt.

[0104] In step S406, the cognitive training device provides a one-level reinforcer if the user provides a correct problem answer on the second attempt. The cognitive training device provides a one-level reinforcer, which is lower than the two-level reinforcer provided on the first attempt, for providing a correct problem answer on the second attempt.

[0105] In step S407, the cognitive training device provides a two-stage prompt if the user fails to provide a correct problem answer on the second attempt. The cognitive training device provides a two-stage prompt that is higher than the one-stage prompt provided on the first attempt because the user failed to provide a correct problem answer on the second attempt.

[0106] In step S408, the cognitive training device may provide up to a maximum number of prompts (eg, four or so) after repeated attempts to answer the question.

[0107] Thereafter, in step S409, the cognitive training device records at least one performance result data (eg, the number of incorrect answers, the pattern of incorrect answers, the time required, the number of operations, and the operation method, etc.) for each question or each question set.

[0108] In step S410, the cognitive training device adjusts the difficulty level of the nth lesson for each target skill based on the n-1th lesson data.

[0109] In this way, the cognitive training device can analyze the lesson performance result data of the previous lesson and reconstruct the lesson content of the next lesson according to the analysis result every time. Here, the cognitive training device can reconstruct the number of lesson appearances in a lesson, the frequency of lesson appearances, or the difficulty level of each lesson.

[0110] In addition, the cognitive training device can proceed with the lesson progress flow for each session differently depending on the user input and performance result data. The cognitive training device can check how many attempts the user has until completing the task, i.e., the number of incorrect answers. For some lesson contents, the cognitive training device can apply different prompts and reinforcers depending on the time required for each task and the number of user operations. In other words, the cognitive training device can apply the type or size of the prompt and the type or strength of the reinforcer taking into account at least one performance result data (e.g., the number of incorrect answers, the pattern of incorrect answers, the time required, the number of operations, and the operation method, etc.).

[0111] When examining the prompting operation, at least one performance result data can determine the strength of the prompt. As a basic principle of the prompting operation, the cognitive training device can provide small help at first and then provide larger help so that the child can complete the task by himself / herself. Alternatively, the cognitive training device can provide an appropriate level of help, providing large help at first and then providing smaller help so that the child can complete the task by himself / herself according to the performance level.

[0112] In addition, the cognitive training device can provide step-by-step prompts customized for each lesson content. For example, providing only a verbal prompt is the weakest level of step 1 prompt, and the higher the level, the more mixed the prompts can be. In other words, the cognitive training device can provide two or more visual prompts at the same time, provide visual prompts together with verbal instructions, or later provide behavioral prompts that guide children to select the correct answer, allowing the child to experience solving a problem by himself / herself.

[0113] Meanwhile, in terms of the reinforcer level, the cognitive training device can provide reinforcers to the user in a positive reinforcement manner. The positive reinforcement manner is to provide a level of reinforcement that increases in accordance with the effort put into completing a task. Therefore, the cognitive training device can provide a stronger reinforcer when the user successfully completes a task without any prompts, and a weaker reinforcer when the user completes the task with the help of the provided prompts.

[0114] In the above, the Discrete Trial Training (DTT) method refers to a method of dividing a difficult task into manageable steps, where a given step can be repeatedly presented until the child is completely mastered.

[0115] A prompt indicates the provision of an appropriate level of assistance to elicit a desired response depending on the difficulty of the task and the assessed level of assistance needed.

[0116] Reinforcement refers to providing a reward for a correct response, thus motivating a child to perform the correct response in the future.

[0117] The cognitive training device can provide prompts or reinforcers in a digital mediation environment to help children with delayed cognitive development acquire basic cognitive functions. The cognitive training device can also acquire basic cognitive functions by applying the Discrete Trial Training (DTT) method to a digital environment. The cognitive training device can subdivide tasks corresponding to cognitive functions into multiple stages and elements, provide the most basic level of tasks that children can perform in the early stages, and gradually increase cognitive skills through reinforcers and prompts. Here, staged training is performed from the most simplified tasks to more advanced tasks according to the detailed areas of cognitive functions, and the cognitive training device can select appropriate prompts to provide to the user according to real-time performance result data obtained during the user's task performance process.

[0118] In other words, the cognitive training device can provide the user with customized prompts of an appropriate level when needed, and when a task corresponding to a cognitive function is successful, provide reinforcement (e.g., compensation, desired play, praise, etc.) accordingly, thereby further improving cognitive function.

[0119] The DTT actions, prompts and reinforcer delivery actions provided by the cognitive training device will now be described in detail.

[0120] A cognitive training device can train new cognitive functions by dividing cognitive functions into smaller steps. The cognitive training device breaks down tasks that a child cannot currently perform and starts training with easy and simple steps. The cognitive training device can provide a prompt if a child makes an incorrect response when performing a task or is unable to complete the task within a certain time. The cognitive training device can help a child complete a task by providing the appropriate level of prompts for task completion.

[0121] The cognitive training device can provide a reinforcer for behavioral reinforcement upon successful performance. In this case, the cognitive training device can immediately provide a reinforcer for behavioral reinforcement (e.g., a reward such as praise or a reinforcer) when the task is successfully performed.

[0122] Thereafter, the cognitive training device repeats the above process until the child is proficient at one stage, gradually decreasing the volume and amount of prompts provided. If the child is able to complete the task independently without the prompts, the cognitive training device advances to the next stage. At this time, a 3-5 second pause is provided between each task so that the child can clearly see when the task begins and ends.

[0123] A closer look at prompts shows that they provide systematic help to enable the user to perform the relevant technique by themselves. The cognitive training device provides the minimum prompts necessary for the user to perform the target task. This prevents the user from becoming dependent on the provided help.

[0124] Here, the cognitive training device can identify the most effective prompting method for the child in order to provide the minimum number of prompts required, and can combine various prompting methods to provide the combined prompts to the user.

[0125] For example, a verbal prompt may be provided by repeating a specific instruction. A verbal prompt may provide an alternative command or provide a verbal cue. A visual / visual prompt may provide a cue that the user can see to provide information about the correct answer. A gestural prompt may provide a cue that directly points to the correct answer. In addition, a hint may be used that is maintained after its appearance, or a hint may be provided temporarily and then disappear to provide an opportunity for the child to independently complete the problem. The cognitive training device may customize the type or degree of the prompt based on the child's performance result data in order to provide the most effective prompt from among these various methods.

[0126] Alternatively, cognitive training devices can provide reinforcement as compensation in a positive reinforcement scheme, which refers to increasing a behavior by providing a user-preferred stimulus immediately after the occurrence of a targeted behavior.

[0127] For positive reinforcement, first, the cognitive training device can provide immediate positive reinforcement, which can be coupled to immediate compensation immediately after task performance.

[0128] Second, the cognitive training device can provide positive reinforcement according to the difficulty of the task or the number of times it is performed, etc. The cognitive training device can provide a greater reward to the user when the user attempts a new task or a task that is more difficult than an existing task.

[0129] Third, the cognitive training device can provide positive reinforcement incrementally. For example, the cognitive training device can provide a small compensatory response each time the user completes a small task, and a larger compensatory response when the user completes multiple small tasks.

[0130] Fourth, the cognitive training device can provide consistent positive reinforcement. The cognitive training device can provide praise upon completion of a problem set.

[0131] Fifth, the cognitive training device can provide sufficient positive reinforcement to the user. For example, the cognitive training device can provide the user with a play zone upon completion of all the target lessons for the day. The cognitive training device can allow the user to freely play as desired within the play zone.

[0132] Sixth, the cognitive training device may provide a reinforcer with a high preference by grasping a user's preference. For example, the cognitive training device may grasp a user's preference for a particular play and provide the play with a high preference as a reinforcer. In this case, the cognitive training device may provide content that allows a child's preference for a reinforcer to be grasped within a play zone (free play space) where the user can play as desired. The cognitive training device may grasp a child's preference for a material, a play method, a play experience element, etc. based on data such as a child's content choice, activity level, and content stay time. Here, it is effective to grasp a child's preference and provide a reinforcer with a high preference for a more difficult task. If the same reward is given when an easy task is performed and when a difficult task is performed, the effect of the reinforcer may decrease or a dependency on the reinforcer may occur. The cognitive training device may receive information on a child's preference for each content or perceived difficulty from a caregiver and grasp a reported preference together with the child's play data.

[0133] Meanwhile, cognitive training devices use a process known as fade out, which gradually reduces cues that help with the reactions needed to complete a task, allowing the subject to later respond without the cues.

[0134] For example, a fishing problem can be presented in which the child is asked to find an object that has the same shape or color as the example. Since the child is instructed to alternate between finding the same color and the same shape, cognitive shifts are required. Or, since the child must listen to instructions and complete the task by matching the instructions, auditory attention and memory are required.

[0135] Here, the cognitive training device can provide many devices that guide children to the correct answer and provide reinforcement for guessing despite the above-mentioned difficulties at a low stage for children who have difficulty solving problems due to (1) not yet establishing the concept of shape or color, (2) difficulty in cognitive conversion, and (3) lack of attention and memory for auditory information. The cognitive training device can help children to complete the task by themselves by gradually removing clues as the difficulty of the task increases through such prompts and reinforcement.

[0136] The cognitive training device can develop new behavior by continuously reinforcing behaviors that are closer to the target behavior, as in the behavior shaping method. This is called the progressive approach method. For example, the cognitive training device can be applied to a snail-finding task in which the target movement speed and the time to be sustained are gradually increased. The cognitive training device can move the target at a slow speed for 2.5 seconds, and then move the target at a fast speed for 8 seconds or more.

[0137] Now, a customized lesson hint system used in the cognitive training method according to an embodiment of the present invention will be described.

[0138] First, hints refer to a device that provides help to minimize the failure experience of children in performing problems and to enable them to perform problems by themselves. The cognitive training device can provide customized lesson hints in an errorless learning method. Errorless learning is a learning strategy that contrasts with trial-and-error learning or error-based learning. Children with cognitive disorders are more likely to associate and remember the errors they make with the results of their actions. In other words, they are more likely to remember the incorrect answers they make than to remember the clues provided by the therapist or the subsequent correction process. This is because they remember their own actions much more clearly than the help of others. Through errorless learning, they learn by acting on their own rather than being told or shown by someone else. The goal is to minimize the opportunities to make mistakes and also minimize the mistakes that remain in their memory. For this, the therapist must provide as many prompts as necessary so that the learner can minimize errors and not go through too many trial and error processes.

[0139] Second, the cognitive training device may provide a maximum prompt in a tutorial for each problem type, and then change to a minimum prompt. The tutorial for each problem type may proceed from a maximum prompt to a minimum prompt, assuming that the child does not have the required skills. That is, the cognitive training device may provide the largest hint and then gradually reduce the size of the hint to provide an opportunity for the child to practice the basics so that the child can solve the problem by himself / herself. Here, the cognitive training device may provide the same tutorial every time, or may later provide a customized tutorial in consideration of the child's customized lesson usage cycle.

[0140] Third, the cognitive training device can provide hints in a problem by changing the minimum prompt and then the maximum prompt, as opposed to the tutorial. For example, the prompts are mainly composed of 1 to 3 or 4 level hints, and the condition for the prompts to appear is mainly based on the number of incorrect answers, but in some types, the condition may be the number of operations or exceeding a time limit.

[0141] Fourth, the cognitive training device helps children to finish with the experience of solving the problem by themselves. Therefore, the cognitive training device can provide a problem type that is a modified task that is very easy as a hint for the final stage. This is a similar concept to beginners performing modified movements when exercising. The modified task in the final stage is a task that has been modified to a level where the difficulty is greatly reduced by removing most of the options or a task that children generally cannot fail.

[0142] Fifth, hinting methods can be categorized into verbal prompts, visual prompts, behavioral prompts, modeling, and transformational tasks.

[0143] Sixth, hints for each problem type can be defined by customizing them to each type. For example, since a specific example problem requires sustained visual concentration and visual tracking ability, the more a user fails a task, the more time the user has to concentrate. For that reason, the cognitive training device can immediately provide a modified task with a significantly lowered level of difficulty or a significantly reduced concentration time if the user fails the first attempt. In addition, the step-by-step structure of hints varies for each problem type, but generally, a mixed prompt form can be provided from the second step onwards. For example, the cognitive training device can provide a method of providing additional hints to previous step hints, such as providing a visual prompt with additional verbal instructions, or providing an additional visual prompt to a modified task after a modified task with a lowered level of difficulty is introduced.

[0144] FIG. 7 is a diagram illustrating a method for providing tokens for behavior reinforcement according to an embodiment of the present invention.

[0145] The cognitive training device can utilize a token system to reinforce the user's behavior. As shown in Figure 7, a star is awarded for each target lesson completed in a day. When three stars are collected, the user is granted access to the play zone, where free play is possible.

[0146] 8 to 12 are diagrams illustrating a task example 1 used in a user cognitive training method according to an embodiment of the present invention.

[0147] As shown in FIG. 8 to FIG. 12, a snail-hunting task will be described as an example task 1 used in the cognitive training method for a user.

[0148] The snail-finding task requires participants to carefully watch which of three or four snail nests the snail will enter and to concentrate and follow the snail nests as they move. Because the snail nests are mixed up, participants must have visual control to avoid being distracted by the empty snail nests, and the visual tracking function to follow the object with their eyes is required. The more difficult the task, the longer the time to concentrate and the faster the movement speed when the snail nests are mixed up.

[0149] As shown in FIG. 9, a snail nest in which part of a snail can be seen can be provided as a visual prompt.

[0150] As shown in FIG. 10, a gestural prompt can be provided that highlights a particular snail's nest and instructs the user to click on it.

[0151] As shown in Figures 11 and 12, reinforcers can be provided to the user in response to task completion with immediate visual and auditory rewards.

[0152] 13 to 19 are diagrams illustrating another example task 2 used in a user cognitive training method according to an embodiment of the present invention.

[0153] As shown in FIG. 13 to FIG. 19, a robot laboratory task will be described as a second example task used in the user's cognitive training method.

[0154] As shown in Figure 13, the robotics laboratory task is to find a completed shape by combining two or three given pieces. It requires participants to know how to combine the pieces, and also to have spatial perception ability, including construction ability, to determine the completed shape when the pieces are combined.

[0155] Robot lab problems can be defined to exercise progressively higher cognitive functions as the user's target age increases.

[0156] As shown in Figure 14, when the target age is 24-36 months, at the lowest current stage, an object is cut in half and two pieces are placed with a small gap between them. The goal of the problem is to grasp the completed form of the object when these two pieces are combined. At this stage, object perception is mainly required from the visual perception function, and construction ability and reasoning ability are not yet required.

[0157] As shown in Figure 15, for the second stage, when the target age is 37-48 months, a higher level of visual perception function and basic spatial ability is required than in the previous stage. This is the stage where the child must see the shape of an object divided into two pieces arranged diagonally and grasp the completed shape of the object when the two pieces are joined together.

[0158] As shown in Figure 16, for the three stages, when the target age is 49~72 months, examples are given in which the positions of two pieces of an object are changed up and down or left and right. A higher level of construction ability is required compared to the previous stage, where the participants can imagine the shape of the pieces combined by looking at the examples.

[0159] As shown in Figure 17, for the four stages, when the target age is 73-78 months, examples are given with the positions of the three pieces of the object shuffled. This is the highest stage, which requires advanced spatial construction and reasoning abilities to be able to imagine the shape of the pieces when they are joined by looking at the examples.

[0160] Examples of reinforcement are shown in Figures 18 and 19. As shown in Figure 18, a small compensatory response can be provided each time a small task is completed. As shown in Figure 19, a larger compensatory response can be provided when multiple small tasks are completed.

[0161] 20 and 21 are diagrams illustrating another example task 3 used in a user cognitive training method according to an embodiment of the present invention.

[0162] As shown in FIG. 20 and FIG. 21, a fishing task will be described as an example task 3 used in the user's cognitive training method.

[0163] As shown in Figure 20, the fishing task requires a change in behavior due to a change in instructions. In order to train the switch between finding the same color (2001) and finding the same shape (2002, 2003), the task can be structured to initially provide large cues to aid in the response, which are then gradually reduced.

[0164] For example, only the correct answer may be provided as an option. The difficulty level is designed so that any child who has not yet established a concept of shape or has difficulty in cognitive shifting can answer correctly and reinforcement is provided for the correct answer. Alternatively, a question may be presented with the same instructions and correct answer as in the previous step. Alternatively, a question may be presented with different instructions from the previous step but the same correct answer. Alternatively, a question may be presented with the same instructions as in the previous step but with different options. Alternatively, a question may be presented as a B-level question with more options than the A-level questions.

[0165] As shown in FIG. 21, visual cues can be used. The cognitive training device can provide visual prompts in various ways depending on the digital format. For example, in the same color search problem, the shape can be erased (2101) so that only the example color is highlighted, or in the same shape search problem, the color can be erased (2102) so that only the example shape is highlighted.

[0166] FIG. 22 is a diagram illustrating an example of the lowest level of difficulty and stepping stone content used in a method for training user cognition in accordance with an embodiment of the present invention.

[0167] When it is determined that the user needs additional training to improve the performance level of a task of a particular difficulty of class content based on the performance result data performed by the user, the cognitive training device can temporarily provide the user with stepping stone content that provides an opportunity for additional training for the task of a particular difficulty. Here, the stepping stone content is a task that provides additional training required for the user to perform a particular class well. The stepping stone content is content that is matched to a particular difficulty level of the particular class, and can be temporarily provided according to the performance result data of the user.

[0168] As shown in the example in Figure 22, the lesson "Pochanpochan" is a problem in which a child looks at four partially obstructed objects and finds the paired identical object, which is a task for training object perception and visual-spatial reasoning functions. The example screen at the top of Figure 22 is an example screen (2201) of the lowest difficulty level of "Pochanpochan."

[0169] If it is determined through the performance result data that the user is having difficulty performing the lowest level of difficulty or that additional training is required, the cognitive training device can provide the user with stepping stone content for step 1 of “Pochanpochan.” The example screen at the bottom of Fig. 22 is an example screen (2202) of stepping stone content for the lowest level of difficulty (e.g., step 1) of “Pochanpochan.”

[0170] The cognitive training device can temporarily include and provide the stepping stone content in the lesson structure within the lesson from the point in time when it is determined based on the performance result data that additional training is required for the cognitive functions required by 'Pochanpochan' and the tags mapped to the cognitive functions. Thereafter, the cognitive training device can continuously provide the stepping stone content, and can remove it from the lesson structure from the point in time when it is determined based on the performance result data that the stepping stone content is no longer required.

[0171] That is, stepping stone content is content that appears temporarily when a user advances to the next level of difficulty in a particular task and additional training is required for some cognitive functions and other mapped tags handled by the task. Such stepping stone content has a buffering effect when the task difficulty level increases, and can provide the user with additional practice opportunities for skills that are difficult to solve or that he or she has not yet mastered. Such stepping stone content can be temporarily provided when a specified condition is met based on the user's performance result data. If it is determined that the stepping stone content is no longer necessary based on the performance result data, the stepping stone content will not appear any more.

[0172] FIG. 23 is a diagram showing the configuration of a cognitive training device for a user according to an embodiment of the present invention.

[0173] 23, a user cognitive training device 100 according to an embodiment of the present invention includes a user input / output module 110, a memory 120, and a processor 130. However, not all of the components shown in the figure are required. The user cognitive training device 100 may be realized with more components than those shown in the figure, or may be realized with fewer components.

[0174] The specific configuration and operation of each component of the user's cognitive training device 100 in FIG. 23 will now be described.

[0175] The user input / output module 110 performs input / output operations related to the user and cognitive training.

[0176] The memory 120 stores one or more programs associated with cognitive training of a user.

[0177] The processor 130 executes one or more programs stored in the memory 120. The processor 130 generates lessons and assignments for training the cognitive functions of the user according to a cognitive curriculum defined based on the cognitive functions required for the cognitive development level of the user and at least one tag mapped to the cognitive functions, provides the generated lessons and assignments to the user, and customizes the cognitive curriculum based on performance result data of the user for the provided lessons and assignments. Here, the at least one tag mapped to the cognitive functions may include an attribute tag, a knowledge tag, a daily skill tag, an adaptive behavior tag, etc.

[0178] According to an embodiment, the task includes at least one sub-task required to complete the target task, and the at least one sub-task may be provided to the user with increasing difficulty levels from the lowest task to the target task.

[0179] According to an embodiment, the processor 130 can generate lessons and assignments that combine each of the cognitive features and the at least one tag differently from one another.

[0180] According to the embodiment, the processor 130 may verify whether the difficulty configuration of the lessons and tasks provided based on the performance result data performed by the user matches the cognitive development level of the user, and customize the difficulty configuration of the tasks. Here, the difficulty customization does not only mean that the difficulty is always increased, but also that the processor 130 may automatically lower the difficulty when the cognitive development level of the user regresses and the performance level becomes low. Thus, the user can check the cognitive development level again from a low stage and increase it.

[0181] According to an embodiment, the processor 130 may track the user's cognitive development level for the cognitive functions and at least one tag mapped to the cognitive functions based on the performance result data performed by the user.

[0182] According to the embodiment, the processor 130 may track the cognitive development level of the user based on the performance result data performed by the user, and customize the cognitive curriculum to match the user's developmental age target value based on the tracked cognitive development level of the user. Here, the age-based or month-based target value may be an index when tracking and understanding the user's developmental status. However, in customizing the cognitive curriculum, the developmental age may be a more important measure than the user's physical age. The processor 130 may perform a method of customizing the cognitive curriculum to match the developmental age.

[0183] According to an embodiment, the processor 130 may reconfigure the content of a lesson or the difficulty of an assignment for a next lesson according to the performance result data of a previous lesson.

[0184] According to an embodiment, when it is determined that the user needs additional training due to an increase in the difficulty of the lesson content based on the performance result data performed by the user, the processor 130 may provide additional practice opportunities for the increased difficulty.

[0185] According to the embodiment, the processor 130 provides the user with an optimized prompt required by the user at the cognitive development level to complete the provided task, and the type or strength of the prompt can be determined based on at least one of a plurality of performance result data performed by the user. Here, the optimized prompt required by the user does not mean that the prompt is unconditionally small, but does not provide excessive hints beyond the user's needs. The prompt can be adjusted based on at least one of data on many more elements, such as the number of incorrect answers, the pattern of incorrect answers, the time required, the number of operations, and the operation method.

[0186] According to the embodiment, the processor 130 provides reinforcement as a compensation in a positive reinforcement manner when the provided task is successful, and the type or strength of the reinforcement may be determined based on at least one factor related to the provided task. Here, the reinforcer may be determined based on at least one factor among various factors such as the characteristics of the task, the difficulty of the task, the number of times it has been performed, the user preference, the cognitive function handled in the corresponding time, the knowledge tag, and the attribute tag.

[0187] Meanwhile, a non-transitory computer-readable storage medium for storing instructions that, when executed by a processor, cause the processor to perform a method, the method including: generating lessons and assignments for training the user's cognitive functions according to a cognitive curriculum defined based on cognitive functions required for a user's cognitive development level and at least one tag mapped to the cognitive functions; providing the generated lessons and assignments to the user; and customizing the cognitive curriculum based on performance result data performed by the user for the provided lessons and assignments. may be provided.

[0188] Meanwhile, according to an embodiment of the present invention, the various embodiments described above may be embodied as software including instructions stored in a machine-readable storage medium. The machine is a device capable of calling up instructions stored in the storage medium and operating according to the called instructions, and may include an electronic device (e.g., electronic device (A)) according to the disclosed embodiments. When instructions are executed by a processor, the processor may perform a function corresponding to the instructions directly or using other components under the control of the processor. The instructions may include code generated or executed by a compiler or an interpreter. The machine-readable storage medium may be provided in the form of a non-transitory storage medium. Here, "non-transitory" means that the storage medium is tangible without including a signal, and does not distinguish between data being stored semi-permanently or temporarily in the storage medium.

[0189] According to an embodiment of the present invention, the methods according to the various embodiments described above may be provided in a computer program product. The computer program product may be traded between a seller and a buyer as a commodity. The computer program product may be distributed in the form of a device-readable storage medium (e.g., compact disc read only memory (CD-ROM)) or online via an application store (e.g., Play Store™). In the case of online distribution, at least a portion of the computer program product may be at least temporarily stored in a storage medium such as a memory of a manufacturer's server, an application store server, or an intermediary server, but may be temporarily generated.

[0190] Also, according to an embodiment of the present invention, the various embodiments described above may be implemented in a recording medium readable by a computer or a similar device using software, hardware, or a combination thereof. In some cases, the embodiments described herein may be implemented in the processor itself. In a software implementation, the embodiments, such as the procedures and functions described herein, may be implemented in separate software modules. Each of the software modules may perform one or more functions and operations described herein.

[0191] Meanwhile, computer instructions for performing the processing operations of the device according to the various embodiments described above may be stored in a non-transitory computer-readable medium. When the computer instructions stored in such a non-transitory computer-readable medium are executed by a processor of a particular device, the particular device performs the processing operations of the device according to the various embodiments described above. The non-transitory computer-readable medium means a medium that stores data semi-permanently and can be read by the device, rather than a medium that stores data for a short period of time such as a register, cache, memory, etc. Specific examples of the non-transitory computer-readable medium include CDs, DVDs, hard disks, Blu-ray disks, USBs, memory cards, ROMs, etc.

[0192] In addition, each of the components (e.g., modules or programs) according to the various embodiments described above may be composed of one or more entities, and some of the corresponding subcomponents described above may be omitted, or other subcomponents may be included according to the various embodiments. Alternatively or additionally, some components (e.g., modules or programs) may be integrated into one entity and perform the same or similar functions as those performed by the corresponding components before being integrated. Operations performed by modules, programs, or other components according to the various embodiments may be performed sequentially, in parallel, iteratively, or phasically, or at least some operations may be performed in a different order, omitted, or other operations may be added.

[0193] Although the preferred embodiments of the present invention have been illustrated and described above, the present invention is not limited to the specific embodiments described above, and various modifications may be made by a person having ordinary skill in the art to which the disclosure pertains without departing from the gist of the present invention as claimed in the claims, and such modifications should not be understood individually from the technical ideas and perspectives of the present invention. [Explanation of symbols]

[0194] 100 Cognitive training device 110 User I / O Module 120 Memory 130 processors

Claims

1. A method for training a user's cognitive function, the method comprising: generating lessons and exercises for training the cognitive functions of the user according to a cognitive curriculum defined based on the cognitive functions required for the cognitive development level of the user and at least one tag mapped to the cognitive functions; providing the generated lessons and assignments to the user; and A method for cognitive training a user, comprising: customizing the cognitive curriculum based on performance result data of the user on the provided lessons and assignments.

2. The cognitive training method for a user according to claim 1, wherein the tasks include at least one small-unit task necessary to complete a target task, and the at least one small-unit task is provided to the user with difficulty levels gradually increasing from a lowest task to the target task.

3. The step of generating lessons and assignments includes: The method of claim 1 , further comprising: generating lessons and assignments by combining the cognitive functions and the at least one tag in different ways.

4. The step of customizing the cognitive curriculum includes: The cognitive training method for a user according to claim 1, further comprising verifying whether the difficulty level configuration of the provided lessons and tasks matches the cognitive development level of the user based on the performance result data performed by the user, and customizing the difficulty level configuration of the tasks.

5. The step of customizing the cognitive curriculum includes: The method of claim 1 , further comprising tracking the cognitive development level of the user with respect to a cognitive function and at least one tag mapped to the cognitive function based on performance result data performed by the user.

6. The step of customizing the cognitive curriculum includes: The method for cognitive training of a user according to claim 1, further comprising: tracking the cognitive development level of the user based on performance result data performed by the user; and customizing the cognitive curriculum to match the user's developmental age target value based on the tracked cognitive development level of the user.

7. The step of customizing the cognitive curriculum includes: The method for training a user's cognition according to claim 1 , further comprising reconstructing the content of a lesson or the difficulty of an assignment for a next lesson according to performance result data for a previous lesson.

8. The cognitive training method of claim 1, further comprising a step of temporarily providing the user with stepping stone content that provides an opportunity for additional training on a specific difficulty task when it is determined that the user needs additional training to improve their performance level on a specific difficulty task of the class content based on the performance result data performed by the user.

9. 2. The method of claim 1, further comprising the step of providing an optimized prompt required by the user at the user's cognitive development level to complete the provided task, the type or strength of the prompt being determined based on at least one of a plurality of performance result data completed by the user.

10. The method for cognitive training of a user according to claim 1, further comprising the step of providing reinforcement as compensation for a positive reinforcement method when the provided task is successful, the type or strength of the reinforcement being determined based on at least one factor associated with the provided task.

11. a user input / output module that performs input / output operations related to the user and cognitive training; memory for storing one or more programs; and a processor for executing the one or more stored programs; The processor, Generate lessons and assignments for training the user's cognitive functions according to a cognitive curriculum defined based on cognitive functions required for the user's cognitive development level and at least one tag mapped to the cognitive functions; providing the generated lessons and assignments to the user; A cognitive training device for a user that customizes the cognitive curriculum based on performance result data of the user on the provided lessons and assignments.

12. The cognitive training device for a user according to claim 11, wherein the tasks include at least one sub-task necessary to complete a target task, and the at least one sub-task is provided to the user with difficulty levels increasing stepwise from a lowest task to the target task.

13. The processor, 12. The apparatus of claim 11, wherein lessons and assignments are generated by combining each of the cognitive functions and the at least one tag in different ways.

14. The processor, The cognitive training device for a user according to claim 11, further comprising: a processor for executing a cognitive training program for a user that performs cognitive training for the user based on the performance result data of the user;

15. The processor, The cognitive training device of claim 11, further comprising: a cognitive function and a cognitive development level of the user for at least one tag mapped to the cognitive function based on performance result data performed by the user.

16. The processor, The cognitive training device for a user according to claim 11, further comprising: a cognitive training program for training a cognitive curriculum for a user, the cognitive curriculum being customized to match a developmental age target value of the user based on the tracked cognitive developmental level of the user, the cognitive developmental level of the user being tracked based on the performance result data of the user.

17. The processor, The cognitive training device for a user according to claim 11, further comprising: reconfiguring the content of a lesson or the difficulty of an assignment of a task in a next session according to performance result data of a previous session.

18. The processor, The cognitive training device for a user according to claim 11, further comprising: a stepping stone content that provides an opportunity for additional training on a specific difficulty task temporarily provided to the user when it is determined that the user requires additional training to improve the performance level of the specific difficulty task of the class content based on the performance result data performed by the user.

19. The processor, The cognitive training device for a user according to claim 11, further comprising: a cognitive training device that provides the user with a prompt that is optimized for the user's cognitive development level to complete the provided task, the type or strength of the prompt being determined based on at least one of a plurality of performance result data completed by the user.

20. The processor, The cognitive training device for a user according to claim 11, wherein, if the provided task is successful, reinforcement is provided as compensation in a positive reinforcement method, and the type or strength of the reinforcement is determined based on at least one factor associated with the provided task.

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