Cognitive function test program and cognitive function test system

Abstract

To provide a cognitive function test program and a cognitive function test device capable of capturing deterioration of a cognitive function at an early stage.SOLUTION: A cognitive function test program executed by a computer causes the computer to execute the steps of: progressing a game associated with a task on the test of a cognitive function; receiving an input by a test subject when the game is played; measuring a cognitive function based on the input by the test subject; and outputting a result of the measurement. The task includes a task of re-recognition.SELECTED DRAWING: Figure 1

Description

[Technical Field]

[0001] The present invention relates to a cognitive function testing program and a cognitive function testing system for testing the cognitive function of a subject. [Background technology]

[0002] Conventionally, cognitive function testing devices that test the cognitive functions of subjects to diagnose cognitive disorders such as dementia have been known. For example, Patent Document 1 provides a cognitive function measurement system that can evaluate multiple cognitive functions using the same scale. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Japanese Patent Application Publication No. 2019-208758 Summary of the Invention [Problem to be solved by the invention]

[0004] However, the cognitive function measurement system described in Patent Document 1 attempts to evaluate multiple cognitive functions using the same scale, but the reproducibility of the test results is insufficient, and as a result, the diagnostic accuracy is not at a level that can be used to assist doctors in making diagnoses.

[0005] The present invention has been made to solve the above-mentioned problems, and aims to provide a cognitive function testing program and a cognitive function testing device that can detect a decline in cognitive function early. [Means for solving the problem]

[0006] In order to solve the above problems, the present invention provides a cognitive function testing program executed by a computer, which causes the computer to execute the steps of playing a game associated with a task related to testing cognitive function, accepting input from a subject while playing the game, evaluating cognitive function based on the input from the subject, and outputting the results of the evaluation, wherein the tasks include a task of evaluating memory cognitive function, and the task of evaluating memory cognitive function selects words to be memorized so that different concepts are included in one group. [Effects of the Invention]

[0007] According to the present invention, it is possible to provide a cognitive function testing program and a cognitive function testing device that can detect a decline in cognitive function at an early stage. [Brief explanation of the drawings]

[0008] [Figure 1] 1 is a diagram showing a hardware configuration of a cognitive function testing system 1. FIG. [Figure 2] FIG. 1 is a diagram showing the functional configuration of a cognitive function testing system 1. [Figure 3] 10 is a flowchart showing the operation of the administrator client terminal 300 in the cognitive function testing system 1. [Figure 4] 1 is a flowchart showing the operation of the user client terminal 100 (measurement account and doctor account) in the cognitive function testing system 1. [Figure 5] 1 is a flowchart showing the operation of the user client terminal 100 (administrative account) in the cognitive function testing system 1. [Figure 6] FIG. 1 is a table showing the types of cognitive function elements evaluated by the cognitive function testing system 1 of a particularly preferred embodiment. [Figure 7] FIG. 2 is a diagram showing a top screen. [Figure 8] This is a diagram showing the operation start screen, where you can check how to use the touch pen. [Figure 9] FIG. 10 shows the start screen of an exemplary game associated with a task assessing cognitive function, primarily orientation. [Figure 10] FIG. 10 is a diagram showing examples of specific game problems that mainly evaluate the cognitive function of orientation. [Figure 11] FIG. 10 is a diagram showing a specific start screen of a game associated with a task that mainly evaluates cognitive function of memory (immediate recognition). [Figure 12] FIG. 1 shows an example of a specific game that primarily evaluates cognitive functions of memory (immediate recognition), showing words to be memorized. [Figure 13] This is a diagram showing an example of a specific game that primarily evaluates cognitive function of memory (immediate recognition), with options shown. [Figure 14] This figure shows an example of a specific game that mainly evaluates cognitive functions such as memory (immediate recognition), and is the screen that appears when an attempt is made to select more words than the number displayed in Figure 12. [Figure 15] FIG. 10 shows a screen notifying the player that another selection will be made after the end of a game that primarily evaluates cognitive function of memory (immediate recognition). [Figure 16] FIG. 10 shows a specific game start screen associated with a task that primarily evaluates visual-spatial cognitive function. [Figure 17] FIG. 10 is a diagram showing the start screen of a specific game exercise that primarily evaluates cognitive functions of visuospatial cognition. [Figure 18] FIG. 10 is a diagram showing an explanatory screen for specific game exercises that primarily evaluate cognitive functions of visuospatial cognition. [Figure 19] FIG. 10 is a diagram showing an example of a specific game exercise that mainly evaluates cognitive functions of visuospatial cognition. [Figure 20] This figure shows the screen that is displayed when the central figure is selected in a specific game practice problem that mainly evaluates cognitive functions of visuospatial cognition. [Figure 21] FIG. 10 shows a screen that allows the user to select the repetition of specific game exercises that primarily evaluate cognitive function of visuospatial cognition. [Figure 22]FIG. 10 is a diagram showing the start screen of the actual questions in a specific game that mainly evaluates cognitive functions of visuospatial cognition. [Figure 23] FIG. 10 is a diagram showing an example of a specific game actual question that mainly evaluates cognitive functions of visual-spatial cognition. [Figure 24] FIG. 1 shows a specific start screen of a game associated with a task that primarily evaluates cognitive function of memory (delayed recognition). [Figure 25] FIG. 1 is a diagram showing an example of a specific game for evaluating cognitive functions, mainly memory (delayed recognition). [Figure 26] FIG. 1 shows a specific game start screen associated with a task that primarily evaluates cognitive functions of memory (working memory / short-term memory). [Figure 27] FIG. 1 shows the start screen of a specific game exercise that primarily evaluates cognitive function of memory (working memory / short-term memory). [Figure 28] FIG. 1 is a diagram showing an example of a specific game exercise that mainly evaluates cognitive functions of memory (working memory / short-term memory). [Figure 29] FIG. 1 is a diagram showing an example of a specific game exercise that mainly evaluates cognitive functions of memory (working memory / short-term memory). [Figure 30] FIG. 1 is a diagram showing an example of a specific game exercise that mainly evaluates cognitive functions of memory (working memory / short-term memory). [Figure 31] FIG. 10 shows a screen that allows the user to select the repetition of specific game exercises that primarily assess cognitive function of memory (working memory / short-term memory). [Figure 32] FIG. 1 is a diagram showing the start screen of the actual questions in a specific game that mainly evaluates cognitive functions of memory (working memory / short-term memory). [Figure 33] FIG. 1 shows the start screen of a specific game associated with a task that primarily assesses cognitive functions of attention. [Figure 34] FIG. 10 shows the start screen of a specific game exercise that primarily evaluates the cognitive function of attention. [Figure 35]FIG. 10 is a diagram showing an example of a specific game exercise that mainly evaluates the cognitive function of attention. [Figure 36] FIG. 10 shows a screen where repetition of specific game exercises that primarily assess cognitive function of attention can be selected. [Figure 37] FIG. 10 is a diagram showing the start screen of a real question in a specific game that mainly evaluates the cognitive function of attention. [Figure 38] FIG. 10 is a diagram showing an example of a real-game question that mainly evaluates the cognitive function of attention. [Figure 39] FIG. 10 is a diagram showing an example of a real-game question that mainly evaluates the cognitive function of attention. [Figure 40] FIG. 1 illustrates the start screen of an exemplary game associated with a task assessing cognitive functions, primarily executive functions. [Figure 41] FIG. 1 shows the start screen of a specific game exercise that primarily evaluates cognitive function, namely executive function. [Figure 42] FIG. 10 is a diagram showing an explanatory screen for specific game exercises that primarily evaluate cognitive functions of executive function. [Figure 43] FIG. 1 shows an example of a specific game exercise that primarily evaluates cognitive functions of executive function. [Figure 44] FIG. 10 shows a screen where users can select to repeat specific game exercises that primarily assess cognitive function, primarily executive function. [Figure 45] FIG. 10 is a diagram showing the start screen of the actual questions in a specific game that mainly evaluates cognitive functions of executive function. [Figure 46] FIG. 10 is a diagram showing an example of a real-game question that mainly evaluates cognitive functions of executive function. [Figure 47] FIG. 10 is a diagram showing an example of a real-game question that mainly evaluates cognitive functions of executive function. [Figure 48] FIG. 10 is a diagram showing an end screen. DETAILED DESCRIPTION OF THE INVENTION

[0009] [Embodiment 1] The cognitive function testing system according to the present disclosure is a system for providing a game that tests cognitive function to multiple users. The cognitive function testing system will be described below with reference to the drawings. Note that the present invention is not limited to these examples, but is defined by the claims, and all modifications within the meaning and scope equivalent to the claims are intended to be included in the present invention. In the following description, identical elements in the drawings will be designated by the same reference numerals, and redundant explanations will not be repeated.

[0010] <Hardware configuration of cognitive function testing system 1> FIG. 1 is a diagram showing the hardware configuration of a cognitive function testing system 1. As shown in the figure, the cognitive function testing system 1 includes a plurality of user client terminals 100, a cognitive function test diagnostic support server 200, and an administrator client terminal 300. The user client terminals 100 and the administrator client terminal 300 are connected to the cognitive function test diagnostic support server 200 via a network 2. The network 2 is a wired and wireless communication system such as the Internet. The cognitive function testing program itself according to this embodiment and data required to execute the program are stored in storage devices (not shown) of the user client terminal 100, the cognitive function test diagnostic support server 200, and the administrator client terminal 300.

[0011] The cognitive function test diagnostic support server 200 may be any computer such as a personal computer, a workstation, or a general-purpose computer, or a combination of these. The cognitive function test diagnostic support server 200 is configured to include a web server 201 that communicates via the network 2, a management server 202 that manages accounts for the cognitive function testing system 1, an application server 203 that manages games associated with tasks that evaluate each element of cognitive function, and a database 204 that stores and manages various data. The cognitive function test diagnostic support server 200 may be a single computer or multiple computers.

[0012] The database 204 of the cognitive function test diagnostic support server 200 stores facility information, which is information about the medical facility; account information, which is information about the account of the operator of the cognitive function test system 1 (doctor, subject, medical facility manager, system administrator, etc.); game registration information, which is information that registers the order in which games related to the cognitive function test are played; user log information, which is information about the operation history of the operator of the cognitive function test system 1; and game app information, which is the programs and data necessary for the operation of games related to the cognitive function test.

[0013] The user client terminal 100 may be a mobile terminal such as a smartphone, feature phone, PDA (Personal Digital Assistant), or tablet computer, or may be a desktop computer. It is desirable that the user client terminal 100 be operable with a touch panel. In FIG. 1, the user client terminal 100 is installed in a medical facility. The user client terminal 100 may also be installed in the subject's home, a nursing home, a pharmacy, a community center, or a sports club.

[0014] The user client terminal 100 performs account management for the operator of the user client terminal 100 (doctor, subject, medical facility manager, etc.), displays various reports such as test results from the cognitive function testing system 1, runs games related to cognitive function testing (measures the subject's cognitive function using a game app), and transmits the measurement results to the cognitive function test diagnostic support server 200.

[0015] The administrator client terminal 300 may be a mobile terminal such as a smartphone, feature phone, PDA (Personal Digital Assistant), or tablet computer, or may be a desktop computer. The administrator client terminal 300 may have the same configuration as the user client terminal 100, or may have a different configuration. In FIG. 1, the administrator client terminal 300 is assumed to be located in a server operation management facility.

[0016] The administrator client terminal 300 manages information about the facility where the user client terminal 100 is located, manages the accounts of the operators (system administrators, etc.) of the administrator client terminal 300, and displays various reports such as the operational status of the cognitive function testing system 1.

[0017] <Functional configuration of cognitive function testing system 1> FIG. 2 is a diagram showing the functional configuration of the cognitive function testing system 1. As shown in FIG.

[0018] The user client terminal 100 has a login unit 101 for logging in to the cognitive function testing system 1, a user selection unit 102 for selecting a user to use the cognitive function testing system 1, a game execution unit 103 for executing a game related to the cognitive function test, an end confirmation unit 104 for confirming the end of the evaluation of each element of cognitive function (execution of various games) that is the cognitive function test, a user information display unit 105 for displaying the results of the cognitive function evaluation and outputting a report, a report generation unit 106 for generating a report based on information from the user information display unit 105, a report printing unit 107 for printing the report generated by the report generation unit 106, an account information management unit 108 for issuing and managing accounts for users within the facility, a screen display / audio output unit 109 for screen display and audio output, and a touch panel information input unit 110 for accepting input from the operator via the touch panel.

[0019] The cognitive function testing system 1 assigns different accounts depending on the operator's position, and the account assigns different authority to the cognitive function testing system 1. When a user logs in using the login unit 101 with a "measurement" account (subject account) using the user client terminal 100, the user selection unit 102, game execution unit 103, and termination confirmation unit 104 become executable. When a user logs in using the login unit 101 with a "doctor" account (doctor account) using the user client terminal 100, the user selection unit 102, user information display unit 105, report generation unit 106, and report printing unit 107 become executable. When a user logs in using the login unit 101 with a "manager" account (facility manager account) using the user client terminal 100, the account information management unit 108 becomes executable.

[0020] The administrator client terminal 300 has a login unit 301 for logging in to the cognitive function testing system 1, a facility / account information management unit 302 for issuing and managing accounts for facility administrators, a report generation unit 303 for generating reports based on information from the facility / account information management unit 302, and a report printing unit 304 for printing the reports generated by the report generation unit 303.

[0021] When an administrator logs in using the administrator client terminal 300 with an "administrator" account (system administrator account) via the login unit 301, the facility / account information management unit 302, report generation unit 303, and report printing unit 304 become executable.

[0022] The web server 201 of the cognitive function test diagnostic support server 200 performs linkage between the various servers and network protocol processing for the network 2 .

[0023] The management server 202 of the cognitive function test diagnostic support server 200 has an account information processing unit 2021 that issues account authority for each account, and a facility / account information management processing unit 2022 that issues account issuing authority for the facility administrator's account.

[0024] The application server 203 of the cognitive function test diagnostic support server 200 has a user measurement processing unit 2031 that performs cognitive function measurement processing, displays the measurement results, and generates reports, a recognition level evaluation unit 2032 that evaluates the recognition level, a recognition evaluation value calculation unit 2033 that calculates the recognition evaluation value, a game application information processing unit 2034 that executes each game on the user client terminal 100 side, a game registration information processing unit 2035 that references information on games to be executed and registers information on games to be re-executed, and a game measurement processing unit 2036 that calls game applications in an order based on the game registration information and executes them on the user client terminal 100. The game measurement processing unit 2036 includes an orientation task game selection unit 20361 that selects a game for a task (orientation task) that mainly evaluates the cognitive function of orientation, a memory task game selection unit 20362 that selects a game for a task (memory task) that mainly evaluates the cognitive function of memory, an attention task game selection unit 20363 that selects a game for a task (attention task) that mainly evaluates the cognitive function of attention, an executive function task game selection unit 20364 that selects a game for a task (executive function task) that mainly evaluates the cognitive function of executive function, and a visuospatial cognition task game selection unit 20365 that selects a game for a task (visuospatial cognition task) that mainly evaluates the cognitive function of visuospatial cognition. The game registration information processing unit 2035 can adjust the number of games played by the subject and the difficulty level of the games played by the subject, based on the measurement results of the cognitive function based on the games played by the subject on the user client terminal 100. For example, if subjects who have already been found to have cognitive impairment and subjects who have already been found to have no cognitive impairment obtain the same measurement results, increasing or decreasing the number of games or adjusting the difficulty of the games, or both, can make it easier to identify differences between subjects and improve measurement accuracy. Furthermore, this adjustment can detect subjects with mild cognitive impairment, which can be useful for early detection and treatment.

[0025] The database 204 of the cognitive function test diagnostic support server 200 has a facility information storage unit 2041 that stores, in association with each other, a facility ID that identifies each facility, facility information that is information about the facility, an administrator account ID that identifies the account of the facility administrator of the facility, and the number of accounts issued for the facility.

[0026] The database 204 of the cognitive function test diagnostic support server 200 has an account information storage unit 2042 that stores, in association with each other, an account ID that identifies each account, a facility ID that identifies the facility to which the account belongs, account registration information that is information about the account, and account authority information that is information indicating the authority of the account.

[0027] The database 204 of the cognitive function test diagnostic support server 200 has a user measurement information storage unit 2043 that stores a user ID assigned to each subject in association with measurement information indicating the measurement results of that subject, i.e., that user, in each game.

[0028] The database 204 of the cognitive function test diagnostic support server 200 has a game registration information storage unit 2044 that stores, in association with each other, a user ID assigned to each subject and game execution order information (a data string arranged in the execution order of the game IDs that identify each game) that indicates the order in which the games in the questions are to be executed for that subject, i.e., that user.

[0029] The database 204 of the cognitive function test diagnostic support server 200 has a game application storage unit 2045 that stores a game ID that identifies each game, in association with the game program itself of that game and data required to execute the program.

[0030] <Operational explanation of cognitive function testing system 1> 3 is a flowchart showing the operation of the administrator client terminal 300 in the cognitive function testing system 1. When an operator, i.e., a system administrator, starts up the administrator client terminal 300 and logs in with his or her own account (step S311), the administrator client terminal 300 displays a home screen, which is an initial screen (step S312). On the home screen of the administrator client terminal 300, the system administrator selects an account management process (step S313) or a facility management process (step S319).

[0031] When the account management process (step S313) is selected, the administrator client terminal 300 accepts input from the system administrator and, based on that input, registers a new account (step S314), generates and prints a report about the account (steps S315 and S316), edits the account (step S317), and deletes the account (step S318).

[0032] When facility management processing (step S319) is selected, the administrator client terminal 300 accepts input from the system administrator and, based on that input, performs the following operations: registering a new facility (step S320), generating and printing a report about the facility (steps S321 and S322), editing the facility (step S323), and deleting the facility (step S324).

[0033] Figure 4 is a flowchart showing the operation of the user client terminal 100 in the cognitive function testing system 1, where the left side of the figure shows the processing when logging in with a measurement account, i.e., a subject account, and the right side of the figure shows the processing when logging in with a doctor account.

[0034] First, the processing when logging in with a subject account will be described. When the subject starts the user client terminal 100 and logs in with the account of the facility to which the subject belongs (step S110), the user client terminal 100 displays a user selection screen, which is the initial screen (step S111). On this user selection screen of the user client terminal 100, the subject selects his / her own account as the user (step S111). Next, a game for that user begins, that is, measurement of cognitive function begins (step S112). The number of games to be played, the difficulty level, and the order in which the games are played may be determined by the game registration information processing unit 2035 of the cognitive function test diagnostic support server 200. In this embodiment, cognitive function is measured in the following order: a game to primarily evaluate the cognitive function of orientation (step S113), a game to primarily evaluate the cognitive function of memory (immediate recognition) (step S114), a game to primarily evaluate the cognitive function of visuospatial cognition (step S115), a game to primarily evaluate the cognitive function of memory (delayed recognition) (step S116), a game to primarily evaluate the cognitive function of memory (working memory / short-term memory) (step S117), a game to primarily evaluate the cognitive function of attention (step S118), and a game to primarily evaluate the cognitive function of executive function (step S119). Note that, prior to the start of the game in any or all of steps S113 to S119, a tutorial screen is displayed to explain the rules and operation of the game, i.e., to the subject. Note that, prior to the start of the game in any or all of steps S113 to S119, practice questions may be performed. Although each game is associated with a task that assesses each of the above cognitive functions, it may not strictly assess one type of cognitive function. For example, a game that assesses executive function may be able to assess not only executive function but also visuospatial cognition. Because a single game may be able to assess multiple types of cognitive functions, this specification may refer to a game that assesses a specific type of cognitive function, but the game may also be able to assess other types of cognitive functions. Furthermore, in the case of a game that can assess both a specific type of cognitive function and another type of cognitive function, the game may be referred to as a game that primarily assesses a specific type of cognitive function. Therefore, a task may not strictly assess one type of cognitive function, and the task may be referred to as a task that primarily assesses a specific type of cognitive function.

[0035] When the measurement is completed (step S120), the measurement results are transmitted from the user client terminal 100 to the cognitive function test diagnostic support server 200 via the network 2 and stored in the user measurement information storage unit 2043 in the database 204 of the cognitive function test diagnostic support server 200. Note that the measurement results obtained when the measurement is completed in step S120 may be displayed on the user client terminal 100 currently operated by the subject in the measurement result display process in step S123 when a doctor logs in with his or her own account thereafter.

[0036] Next, the processing when logging in with a doctor's account will be described. When a doctor starts the user client terminal 100 and logs in with the account of the facility to which the doctor belongs (step S121), the user client terminal 100 displays a user selection screen, which is the initial screen (step S122). On this user selection screen of the user client terminal 100, the doctor selects his / her own account as the user (step S122). Next, the measurement results of the cognitive function measurement of the test subject who belongs to the doctor's medical facility are displayed (step S123). The measurement results displayed in step S123 may be the measurement results completed in step S119 for the test subject's account, or may be the measurement results stored in the user measurement information storage unit 2043 in the database 204 of the cognitive function test diagnostic support server 200 and received via the network 2. The doctor refers to the measurement results displayed in step S123 and inputs the next processing. The user client terminal 100 accepts the doctor's input, and based on the input, issues an instruction to perform remeasurement (step S124), selects a game to be performed in the remeasurement (step S125), generates and prints a report on the measurement results (steps S127 and S128), and ends the process (step S129). Note that, following steps S124 and S125, if remeasurement is to be performed using the user client terminal 100 currently operated by the doctor, the process may proceed from step S126 to step S112. If remeasurement is to be performed using another terminal, the process may return from step S126 to step S123, and the measurement results for, for example, another subject may be displayed.

[0037] 5 is a flowchart showing the operation of the user client terminal 100 in the cognitive function testing system 1, and shows the processing when logging in with an administrative account, i.e., a facility administrator account. When the operator, i.e., the facility administrator, starts up the user client terminal 100 and logs in with his or her own account (step S131), the user client terminal 100 displays the home screen, which is the initial screen (step S132). On the home screen of the user client terminal 100, the facility administrator selects account management processing (step S133).

[0038] When the account management process (step S133) is selected, the user client terminal 100 accepts input from the facility administrator and, based on that input, registers new accounts belonging to the facility (step S134), generates and prints reports about the accounts belonging to the facility (steps S135 and S136), edits the accounts belonging to the facility (step S137), and deletes the accounts belonging to the facility (step S138).

[0039] <Details of tasks performed by Cognitive Function Testing System 1> The cognitive function testing system 1 executes a game associated with tasks that evaluate multiple types of cognitive functions. Figure 6 is a table showing the configuration of tasks executed in a preferred embodiment of the present invention and the correspondence between the tasks and the cognitive functions that are primarily evaluated by the tasks. The system of the present invention includes tasks that evaluate executive cognitive functions in addition to the cognitive functions (orientation, memory, attention, and visuospatial cognition) evaluated by the MMSE (Mini-Mental State Examination 1), which has traditionally been used as a simple cognitive function test, and the MoCA-J, which is used to screen for MCI. In addition, the system of the present invention has tasks to evaluate at least two types of memory, immediate recognition and delayed recognition, as tasks to evaluate cognitive memory functions, and has at least one other task between the immediate recognition task and the delayed recognition task. Particularly preferred combinations of tasks and games executed in association with the tasks will be described below, but the system of the present invention is not limited to these. Task 1 in step S113, which primarily evaluates cognitive function related to orientation, involves a game in which the subject answers the date and day of the week. Task 2 in step S114, which primarily evaluates cognitive function related to memory (immediate recognition), involves a game in which the subject memorizes six words and then answers the word they memorized. Task 3 in step S115, which primarily evaluates cognitive function related to visuospatial cognition, involves a game in which the subject selects the same shape as the one shown in the center. Task 4 in step S116, which primarily evaluates cognitive function related to memory (delayed recognition), involves a game in which the subject answers the six words memorized in step S114. Task 5 in step S117, which primarily evaluates cognitive function related to memory (working memory / short-term memory), involves a game in which the subject answers the order in which displayed circles flash. Task 6 in step S118, which primarily evaluates cognitive function related to attention, involves a game in which the subject connects numbers and / or the Japanese syllabary in a specified order. Task 7 in step S119, which primarily evaluates cognitive function related to executive function, involves a game in which the subject creates a route and reaches a goal in the order of the numbers shown. In order to screen for MCI and mild dementia patients, all questions were set at an appropriate level of difficulty, such as being more difficult than the MMSE overall to prevent the ceiling effect (where many test subjects score close to perfect because the task is too easy).In addition, for many questions, correct or incorrect answers were displayed after answering, and the correct answer was displayed if the answer was incorrect, allowing participants to proceed without stress.

[0040] Fig. 7 is the top screen of the cognitive function testing system 1. When the subject selects "Next" on this top screen, the operation start screen of Fig. 8 is displayed.

[0041] Figure 8 shows the operation start screen for the cognitive function test. When the subject selects "1," "2," and "Next" on this operation start screen, it is confirmed that there are no problems with the operation of the stylus, and the screen transitions to that shown in Figure 9.

[0042] FIG. 9 shows a specific start screen of a game associated with a task that mainly evaluates the cognitive function of orientation. When the subject selects "Start" on this start screen, the game begins. In this embodiment, prior to the start of the game, an explanation of the game rules and operation method is displayed. In FIG. 9, the explanation of the game rules and operation method may be provided in text only, in text and audio, or in audio only. Orientation is the ability to judge time, place, people, etc. and understand the situation one is in. Tasks for assessing orientation include games that ask about time (season, month, date, day of the week, time of day), place (prefecture, city, town, village, building name, building floor), people (one's own name, family, friends), etc. Among these, games that ask about time are preferable.

[0043] FIG. 10 is a diagram showing a first example question in this game. FIG. 10 shows a question asking what month it is. In order to accurately grasp the degree of decline in cognitive function, mainly in orientation, the difficulty of the questions is set to increase in stages by presenting questions in order from broad to narrow temporal concepts. Temporal concepts include season, current month, day of the week, current day, and time of day, and also include the date and day of the week for tomorrow, the day after tomorrow, yesterday, and the day before yesterday in addition to today. The number of questions is preferably 3 to 10, and more preferably 4 to 7. A typical example consists of five questions. Questions 1 through 4 concern time on the day of or during the test. Question 1 asks about the month, question 2 about the date, question 3 about the day of the week, and question 4 about the time. Question 5 asks about the date or day of the week, either the day after tomorrow or the day before yesterday. Question 3 has seven options, and the other questions have 12 options. These options are preferably arranged chronologically from the left of the screen. If they are arranged randomly, other factors such as attention, perception, and judgment may contribute more than orientation. These question settings and innovations are expected to suppress learning effects and standardize difficulty, thereby improving the accuracy and reproducibility of measurement results. The number of options can be changed as appropriate, with a maximum of 4 for seasons, a maximum of 12 for months, preferably 6 to 12, a maximum of 31 for days, preferably 6 to 20, and a maximum of 7 for days of the week, preferably 6 to 30, more preferably 12 to 24.

[0044] FIG. 11 shows a specific start screen of a game associated with a task that primarily evaluates cognitive function of memory (immediate recognition). The game starts when the subject selects "Start" on this start screen. In this embodiment, prior to the start of the game, an explanation of the game rules and operation method is displayed. In FIG. 11, the explanation of the game rules and operation method may be provided in text only, in text and audio, or in audio only.

[0045] 12 is a diagram showing the first screen of a sample question 1 in a specific game that mainly evaluates the cognitive function of memory (immediate recognition). Examples of games that evaluate the cognitive function of memory (immediate recognition) include games that require participants to memorize number sequences, words, pictures, etc. and then immediately answer questions. A preferred game for memorizing words is described below. Figure 12 shows the words to be memorized by the subject. The number of words to be memorized is preferably 4 to 8, and more preferably 5 to 7. The types of words are generally selected from widely used words. In Japan, the character types include katakana, hiragana, kanji, and the alphabet, with katakana and hiragana being preferred. It is also preferable that the number of katakana words and hiragana words memorized be as equal as possible. The number of characters is preferably 2 to 5, and more preferably 3 to 4. Note that the character type and number of characters can be changed as appropriate depending on the subject's native language; for example, in English, words of 3 to 6 alphabetic characters are preferred. In a typical example, the number of words to be memorized is six, and four groups of six words each, all with different words, are prepared and preset in the system (total of 24 words). One group is then randomly selected from the four groups. It is preferable to preset 3 to 10 groups in the system. In selecting words, in order to maintain homogeneity between groups, candidate words were chosen from Gakken's "Basic Word Database of Word Recency by Meaning" based on the following selection criteria. Ultimately, we selected words that were easily connected to each other within the displayed group and that did not overlap in the initial letters of the words (we tried to spread the words as much as possible from "a" to "wa"). [Selection criteria] (1) Nouns, real things (abstract words were not selected) (2) Number of characters: 3 or 4 (including vowel sounds) (3) Intimacy level: 6 or higher (5.5 or higher for the animal and vehicle categories) (4) 3 words in "katakana" and 3 words in "hiragana". In addition, the content of the words was selected to include a variety of different concepts, such as animals, vehicles, food, and tools, within one group. The words to be memorized are selected from the words with a familiarity score of 5.5 or higher listed in Gakken's "Basic Word Database: Word Recency by Meaning." When displaying the six words, we fixed four display patterns so that the three "katakana" words or three "hiragana" words would not be biased toward one another, and one of these was selected at random for display. By using these problem settings and innovations to suppress learning effects and standardize the level of difficulty, we expect the accuracy and reproducibility of the measurement results to be improved. After a predetermined time (30 seconds in this embodiment) has elapsed while the screen in FIG. 12 is displayed, the screen in FIG. 13 is displayed.

[0046] Figure 13 is a diagram showing the second screen of Problem Example 1 in a specific game that primarily evaluates cognitive function of memory (immediate recognition). Figure 13 displays a problem in which the subject selects the words memorized in Figure 12. A group different from the one group (6 words) to be memorized is randomly selected from the remaining three groups, and 12 words, including the group to be memorized, are displayed. When displaying the 12 words, eight display patterns are fixed, and one of these is randomly selected and displayed, so that correct and incorrect words are not displayed close to each other, and so that three "katakana" words or three "hiragana" words are not displayed close to each other. It is expected that these problem settings and innovations will improve the reproducibility of the measurement results. Furthermore, when the test subject was asked to select the correct six words from the 12 words, they were only allowed to select six words (seven or more words could not be selected). This innovation is expected to improve the reproducibility of the score calculation. If an attempt is made to select more words than the number displayed in Figure 12, the screen shown in Figure 14 will be displayed.

[0047] 15 is a diagram showing the third screen of the game's question example 1. FIG. 15 displays a message that the word memorized in FIG. 12 will be selected again later. After this game, participants were asked to play a specific game to evaluate cognitive functions, mainly memory (delayed recognition). However, since it was necessary to temporarily remove participants from consciousness the memory-related game, the next game was set to be a specific game that would evaluate cognitive functions, mainly visual-spatial cognition, and take approximately 60 to 90 seconds to play. At least one game is inserted between a specific game that primarily evaluates cognitive function of memory (immediate recognition) and a specific game that primarily evaluates cognitive function of memory (delayed recognition), and the required time for this game is preferably 30 to 300 seconds, and more preferably 60 to 120 seconds.

[0048] When "Next" is selected on the screen of FIG. 15, the screen of FIG. 16 is displayed. FIG. 16 shows a specific start screen of a game associated with a task that primarily evaluates cognitive function of visuospatial cognition. The game begins when the subject selects "Start" on this start screen. In this embodiment, prior to the start of the game, an explanation of the game rules and operation method is displayed. The explanation of the game rules and operation method may be provided in text only, in text and audio, or in audio only. In this game, practice questions are given before the actual questions are given to ensure that the subjects have a consistent level of understanding of the game. By reducing the variation in the number of correct answers and the time required due to factors other than cognitive function, such as operational errors, it is expected that the reliability and reproducibility of the measurement results will be improved.

[0049] When "Start" is selected on the screen of Figure 16, the screen of Figure 17 is displayed. Figure 17 is a diagram showing the first screen of Practice Problem Example 1 of a specific game that mainly evaluates cognitive functions of visuospatial cognition. When "Start" is selected on the screen of Figure 17, the screen of Figure 18 is displayed. Figure 18 is a diagram showing the second screen of Practice Problem Example 1 of this game. In addition to the written explanation in Figure 16, the screen of Figure 18 explains how to answer questions directly on the actual question screen, and by experiencing answering questions as a task, we have made efforts to further standardize the level of understanding. When "Start answering" is selected on the screen of Figure 18, the screen of Figure 19 is displayed. Figure 19 is a diagram showing the third screen of Practice Problem Example 1 of this game. When the central shape is selected in the practice exercise in Figure 19, the screen in Figure 20 is displayed. This screen in Figure 20 prompts the user to select from the surrounding shapes if the central shape is pressed by mistake. By eliminating operational errors and reducing the variation in the required time, it is expected that the reproducibility of measurement results will increase.

[0050] When the practice questions in Figure 19 are answered, the screen in Figure 21 is displayed. Figure 21 shows the fifth screen of Practice Question Example 1, which allows the user to choose whether to do the practice questions again or proceed to the actual questions. The practice questions can be repeated in case the user does not fully understand the questions after the first attempt, for example, because they overlooked the practice method. However, in order to shorten the test time, a limit may be placed on the number of times the practice questions can be taken, such as a limit of three practice attempts. When "Practice Again" is selected on the screen in Figure 21, the practice questions for the game are displayed. When "Proceed to the Actual Test" is selected on the screen in Figure 21, the screen in Figure 22 is displayed. Figure 22 shows the first screen of the game's actual problem example 1. The actual problems were graded in difficulty, primarily to accurately assess the degree of decline in visuospatial function, with a total of three problems. The first problem consisted of three fixed types of low-difficulty figures (i.e., clearly different figures), one of which was randomly selected from the three. Six different shapes were presented as options. The second problem consisted of three fixed types of medium-difficulty figures (i.e., similar figures), one of which was randomly selected from the three. Six different shapes were presented as options. The third problem consisted of three fixed types of high-difficulty figures (i.e., mirror-image figures), one of which was randomly selected from the three. Six options were presented, including three mirror-image figures. In each problem, the rotation angle of each figure was fixed at 120 degrees or -120 degrees relative to the central figure. These problem settings and innovations are expected to suppress learning effects and standardize difficulty levels, thereby improving the accuracy and reproducibility of measurement results. When "Start" is selected on the screen in Figure 22, the screen in Figure 23 will be displayed. Figure 23 shows the second screen of actual problem example 1 of this game. There is no particular limit to the number of preset figures for each level of difficulty, but to ensure a consistent level of difficulty, it is better not to set too many, preferably 2 to 5 types, and more preferably 2 to 3 types. The number of figures shown as options when answering is preferably 4 to 10, and more preferably 5 to 8. Furthermore, the rotation angle of the selected figure relative to the figure shown in the center is preferably -150° to -30° and 30° to 150°, more preferably -60° to -130° and 60° to 130°, and the rotation angle is fixed within this range.

[0051] When the question in FIG. 23 is answered, the screen in FIG. 24 is displayed. FIG. 24 shows a specific start screen of a game associated with a task that mainly evaluates cognitive function of memory (delayed recognition). The game starts when the subject selects start on this start screen. In this embodiment, prior to the start of the game, an explanation of the game rules and operation method is displayed. The structure of the specific game that primarily assesses the cognitive function of memory (delayed recognition) is the same as the structure of the specific game that primarily assesses the cognitive function of memory (immediate recognition), and participants answer questions using the same words that they memorized in the specific game that primarily assesses the cognitive function of memory (immediate recognition) mentioned above.

[0052] When "Start" is selected on the screen in Figure 24, the screen in Figure 25 is displayed. Figure 25 is a diagram showing the first screen of Problem Example 1 of this game. Figure 25 displays a problem in which the player selects the words memorized in Figure 12. A group different from the one group (6 words) to be memorized is randomly selected from the remaining three groups, and the resulting 12 words are displayed. When displaying the 12 words, eight display patterns are fixed, and the words are displayed randomly from these patterns, so that correct and incorrect words are not displayed close to each other, and so that three "katakana" words or three "hiragana" words are not displayed close to each other. These problem settings and innovations suppress the learning effect and standardize the difficulty level, which is expected to improve the accuracy and reproducibility of the measurement results. When subjects were asked to choose six words from the 12 words, they were only allowed to choose six words (seven or more words were not allowed). This innovation is expected to improve the reproducibility of the score calculation.

[0053] When the question in FIG. 25 is answered, the screen in FIG. 26 is displayed. FIG. 26 shows a specific start screen of a game associated with a task that primarily evaluates cognitive function of memory (working memory / short-term memory). The game begins when the subject selects "Start" on this start screen. In this embodiment, prior to the start of the game, an explanation of the game rules and operation method is displayed. The explanation of the game rules and operation method may be provided in text only, in text and audio, or in audio only. In this game, practice questions are given before the actual questions are given to ensure that the subjects' understanding of the tasks is consistent. By reducing the variation in the number of correct answers and the time required due to factors other than cognitive function, such as operational errors, it is expected that the reliability and reproducibility of the measurement results will be improved.

[0054] Selecting "Start" on the screen shown in Figure 26 displays the screen shown in Figure 27. Figure 27 shows the first screen of a specific game example exercise 1, which primarily evaluates cognitive functions (working memory / short-term memory). Selecting "Start" on the screen shown in Figure 27 displays the screen shown in Figure 28. Figure 28 shows the second screen of this game example exercise 1. Figure 29 appears without any operation. Figure 29 shows the third screen of this game example exercise 1. In addition to the written explanation shown in Figure 26, the screen shown in Figure 29 explains how to answer questions directly on the actual question screen, and by experiencing answering questions as a task, we aim to further improve comprehension. Selecting "Start answering" on the screen shown in Figure 29 displays the screen shown in Figure 30. By setting this "Start answering" button, the timing for starting answering is clearly indicated and erroneous operation is prevented. Figure 30 shows the fourth screen of this game example exercise 1.

[0055] When the practice questions in Figure 30 are answered, the screen in Figure 31 is displayed. Figure 31 shows the fifth screen of Practice Question Example 1, which allows the user to choose whether to do the practice questions again or proceed to the actual questions. The practice questions can be repeated in case the user does not fully understand the questions after the first attempt, for example, because they overlooked the practice method. However, in order to shorten the test time, a limit may be placed on the number of times the practice questions can be taken, such as a limit of three practice attempts. When "Practice Again" is selected on the screen in Figure 31, the practice questions for the game are displayed. When "Proceed to the Actual Test" is selected on the screen in Figure 31, the screen in Figure 32 is displayed. FIG. 32 is a diagram showing the first screen of an example 1 of actual questions for this game. In order to accurately grasp the degree of decline in cognitive function, mainly in memory (working memory / short-term memory), the difficulty of the questions is set in stages, with a total of three questions. The number of questions is preferably 2 to 5, and more preferably 3 to 4. The number of flashes in each question is preferably 2 to 10, and more preferably 3 to 8. It is also preferable to increase the number of flashes as the questions progress. Typically, the first question has a fixed number of flashes at three, which is considered the least difficult, and one flashing pattern is randomly selected from four patterns of the same difficulty level. To ensure the same level of difficulty, if there are four lights as shown in Figure 30, there are eight patterns for each flashing pattern, including rotational symmetry (0°, 90°, 180°, 270°) and their respective mirror images. An appropriate pattern is selected from these eight patterns and set in the system in advance. For the second question, the number of flashes was fixed at 4, which is considered to be of medium difficulty, and one flashing pattern was randomly selected from four types of the same difficulty level. For the third question, the number of flashes was fixed at 5, which is considered to be of high difficulty, and one flashing pattern was randomly selected from four types of the same difficulty level. When answering each question, even if a mistake was made halfway through, the question was set up so that participants could continue to answer until the end, and the number of answers given by each participant was made consistent. It is expected that these question settings and innovations will increase the reproducibility of the measurement results and score calculations. In another typical example, the first question has a fixed number of flashes of 3, which is considered low in difficulty, and one flashing pattern is randomly selected from four patterns of the same difficulty level. To ensure the same level of difficulty, if there are four lights, as shown in Figure 29, there are eight patterns for each flashing pattern: rotationally symmetric (0°, 90°, 180°, 270°) and their respective mirror images. An appropriate pattern is selected from these eight patterns and set in the system in advance. If the first question is answered correctly, the second question has a fixed number of flashes of 4, which is considered medium in difficulty, and one flashing pattern is randomly selected from four patterns of the same difficulty level. If the first question is answered incorrectly, the second question has a fixed number of flashes of 3, which is considered low in difficulty. Similarly, if the answer is correct, the next question will have one more flash than the previous question; if the answer is incorrect, the next question will have the same number of flashes as the previous question. As a result, the blinking pattern for all three questions is selected from the following combinations: 3-3-3, 3-3-4, 3-4-4, and 3-4-5. While there is no specific limit to the number of blinks that increases with a correct answer, it is preferable not to increase it too much to sensitively detect declines in cognitive function (working memory / short-term memory). A range of 1 to 4 is preferred, with 1 to 2 being even more preferred. Even if participants made a mistake during their answers, they were still able to complete the questions, ensuring a consistent number of answers for each participant. These question settings and innovations are expected to improve the accuracy and reproducibility of the measurement results. Selecting "Start" on the screen in Figure 32 displays the questions for this game. The actual questions for this game are omitted here, as they are identical to the practice questions.

[0056] When the questions in this game are answered, the screen shown in Figure 33 is displayed. Figure 33 shows a specific start screen of a game associated with a task that primarily evaluates attentional cognitive function. The game begins when the subject selects "Start" on this start screen. In this embodiment, prior to the start of the game, an explanation of the game rules and operation methods is displayed. The explanation of the game rules and operation methods may be provided in text only, in text and audio, or in audio only. In this game, practice questions are given before the actual questions are given to ensure that the subjects' understanding of the tasks is consistent. By reducing the variation in the number of correct answers and the time required due to factors other than cognitive function, such as operational errors, it is expected that the reliability and reproducibility of the measurement results will be improved.

[0057] When "Start" is selected on the screen of Figure 33, the screen of Figure 34 is displayed. Figure 34 is a diagram showing the first screen of Practice Problem Example 1 of a specific game that mainly evaluates the cognitive function of attention. When "Start" is selected on the screen of Figure 34, the screen of Figure 35 is displayed. Figure 35 is a diagram showing the second screen of Practice Problem Example 1 of this game. By adding a dotted line between the circled number 1 and the circled number 2, we have devised a way to guide the first operation and encourage understanding. In addition, if the steps are not performed in the correct order, an "X" is displayed to clearly indicate that this is incorrect, and by restricting the steps to only be performed in the correct order, we have devised a way to prevent incorrect operation. By experiencing answering questions as a task, we have devised a way to align understanding.

[0058] When the practice questions in Figure 35 are answered, the screen in Figure 36 is displayed. Figure 36 shows the third screen of Practice Question Example 1, which allows the user to choose whether to do the practice questions again or proceed to the actual questions. The practice questions can be repeated in case the user does not fully understand the questions after the first attempt, for example, because they missed a point in the practice procedure. However, in order to shorten the test time, a limit may be placed on the number of times the practice questions can be taken, such as a limit of three practice attempts. When "Practice Again" is selected on the screen in Figure 36, the practice questions for this game are displayed. When "Proceed to the Actual Test" is selected on the screen in Figure 36, the screen in Figure 37 is displayed. Figure 37 shows the first screen of the first example of the actual game. In this game, characters and numbers are written inside circles (hereafter referred to as "balls"), and the player must connect these balls in order. The symbols used for the balls in this game include the Japanese alphabet (hiragana or katakana) and numbers (Arabic numerals, Roman numerals, etc.), which are generally understood to be in ascending order. The actual problems were graded in difficulty, with a total of three problems, primarily to accurately assess the degree of decline in cognitive function, primarily in attention. The first problem was a low-difficulty problem, requiring 10 balls to be connected with a line. The questions were fixed to the order of numbers: 1 → 2 → 3 → 4 → 5 →. The ball placement pattern was randomly selected from four patterns of the same difficulty level. Typical patterns of equal difficulty are eight patterns of rotational symmetry (0°, 90°, 180°, 270°) and their mirror images, but if the rotational symmetry angle is not restricted, more patterns are possible. Several of these patterns are selected appropriately and pre-programmed into the system. The second question is a medium-difficulty problem, requiring 14 beads to be connected with a line, and the question is fixed to the order of hiragana characters (A → I → U → E → O →). One of the bead arrangement patterns is randomly selected from four patterns of the same difficulty level. The third question is a moderate-difficulty problem, requiring 14 beads to be connected with a line, and the question is fixed to the order of numbers and hiragana characters (1 → A → 2 → I → 3 →). One of the bead arrangement patterns is randomly selected from four patterns of the same difficulty level. These problem settings and innovations are expected to suppress learning effects and standardize difficulty levels, thereby improving the accuracy and reproducibility of measurement results. The number of beads connected by the line is preferably 5 to 30, and more preferably 7 to 20. When "Start" is selected on the screen of Figure 37, the questions for this game will be displayed. Figure 38 is a diagram showing the first screen of actual question example 1 of this game. Figure 39 is a diagram showing the first screen of actual question example 2 of this game (a different question example from Figure 38).

[0059] When the questions in this game are answered, the screen in Figure 40 is displayed. Figure 40 shows a specific start screen of a game associated with a task that primarily evaluates cognitive executive functions. The game begins when the subject selects "Start" on this start screen. In this embodiment, prior to the start of the game, an explanation of the game rules and operation methods is displayed. The explanation of the game rules and operation methods may be provided in text only, in text and audio, or in audio only. In this game, practice questions are given before the actual questions are given in order to level out the subject's understanding of the task.

[0060] Selecting "Start" on the screen in Figure 40 displays the screen in Figure 41. Figure 41 shows the first screen of Exercise Example 1 of this game. Selecting "Start" on the screen in Figure 41 displays the screen in Figure 42. Figure 42 shows the second screen of Exercise Example 1 of this game. The screen in Figure 42 uses video to provide easy-to-understand operation instructions. Selecting "Start" on the screen in Figure 42 displays the screen in Figure 43. Figure 43 shows the third screen of Exercise Example 1 of this game, with gray guide lines added to make it easier to visualize the operation. By experiencing answering questions as a task, we aimed to align understanding. By minimizing variations in the number of correct answers and the time required due to factors other than cognitive function, such as operational errors, we expect the reliability and reproducibility of measurement results to be improved.

[0061] When the practice questions in Figure 43 are answered, the screen in Figure 44 is displayed. Figure 44 shows the fourth screen of Practice Question Example 1, which allows the user to choose whether to do the practice questions again or proceed to the actual questions. The practice questions can be repeated in case the user does not fully understand the questions after the first attempt, for example, because they overlooked the practice method. However, in order to shorten the test time, a limit may be placed on the number of times the practice questions can be taken, such as a limit of three practice attempts. When "Practice Again" is selected on the screen in Figure 44, the practice questions for this game are displayed. When "Proceed to the Actual Test" is selected on the screen in Figure 44, the screen in Figure 45 is displayed. Figure 45 shows the first screen of the game's actual problem example 1. The actual problems were graded in difficulty, primarily to more accurately assess the degree of decline in executive function. Three problems were included in the actual problem. The first problem was a low-difficulty problem, consisting of a 4x4 grid with one impassable area (marked with an "X"). The problem pattern (the placement of numbers and "X"s) was randomly selected from two patterns of the same difficulty level. To ensure the same level of difficulty, each route pattern had eight rotationally symmetrical patterns (0°, 90°, 180°, and 270°) and their respective mirror images. Two to eight of these patterns were appropriately selected and preprogrammed into the system. When the start and goal positions were fixed, another pattern of the same difficulty level existed for each route (a route symmetrical with respect to the line connecting the start and goal, which is the same as the mirror image of a 270° rotational symmetrical route), and it was preferable to preprogram these two patterns into the system. The second question was a medium-difficulty question, with three impassable areas ("X" areas) in a 4x4 grid, and one of two question patterns (number and "X" placements) randomly selected from two of the same difficulty level. The third question was a high-difficulty question, with four impassable areas ("X" areas) in a 6x6 grid, and one of two question patterns (number and "X" placements) randomly selected from two of the same difficulty level. Furthermore, in questions 2 and 3, when creating a route by following the order of the numbers, there was at least one location where the goal could only be reached by a roundabout route rather than the shortest route. These problem settings and innovations suppressed the learning effect and standardized the level of difficulty, which is expected to improve the accuracy and reproducibility of the measurement results. When "Start" is selected on the screen of Figure 45, the questions for this game will be displayed. Figure 46 is a diagram showing the first screen of example question 1 of this game. Figure 47 is a diagram showing the first screen of example question 2 of this game (an example question different from that in Figure 46).

[0062] After answering the questions in this game, the screen in Figure 48 will be displayed. Figure 48 is the end screen. Selecting "End" on this end screen will end the measurement in step S120 in Figure 4. In a preferred embodiment, for each question in the game, the subject's answer is displayed as correct or incorrect, and if the subject's answer is incorrect, the correct answer is displayed. Depending on the type of game, even if the system does not explicitly indicate whether an answer is correct or incorrect, it is sufficient for the subject to be able to recognize whether their answer is actually correct or incorrect, such as by reaching the goal (correct) or running out of time (incorrect).

[0063] In this embodiment, 1. Tasks related to recent memory (immediate recognition and delayed recognition), which declines early in Alzheimer's disease, were incorporated (Task 2, Task 4). 2. Practice questions were set (4 tasks: Task 3, Task 5, Task 6, and Task 7). In other words, by setting practice questions, it was possible to align the subjects' understanding of the tasks and prevent fluctuations in scores due to factors other than a decline in cognitive function. 3. We devised tasks to prevent operational errors (2 tasks: Task 5, Task 6). In other words, by modifying the questions to prevent operational errors and changing the answering method, we were able to reduce fluctuations in scores due to factors other than cognitive decline. 4. We devised problems to improve reproducibility (all tasks). In other words, we can improve accuracy by fixing the number of problems and adjusting the difficulty level. 4. All questions were designed to screen patients with mild cognitive impairment and mild dementia, and were set at an appropriate level of difficulty to prevent a ceiling effect. 5. For all questions, we created indicators (each score) that objectively evaluate the cognitive function of the corresponding task based on the correct answer rate and response time, and then created an indicator (total score) that objectively evaluates the cognitive function of the test system by combining these indicators. Furthermore, statistical processing makes it possible to calculate more optimal individual scores and total scores.

[0064] As described above, according to this embodiment, the system imposes little stress on the subject and allows testing to be performed in a short time, and the following effects can be obtained, and the system can be used to support doctors' diagnoses. 1. It can measure cognitive decline. 2. Screening for suspected dementia is possible.

[0065] [Realization by software] Each block of the functional configuration shown in FIG. 2 may be realized by a logic circuit (hardware) formed on an integrated circuit (IC chip) or the like, or may be realized by software using a CPU (Central Processing Unit).

[0066] In the latter case, the user client terminal 100, the cognitive function test diagnostic support server 200, and the administrator client terminal 300 each include a CPU that executes instructions from a program (software) that implements each function, a ROM (Read Only Memory) or storage device (collectively referred to as a "recording medium") on which the program and various data are recorded so as to be readable by a computer (or CPU), and a RAM (Random Access Memory) that deploys the program. The object of the present invention is achieved when the computer (or CPU) reads and executes the program from the recording medium. The recording medium may be a "non-transitory tangible medium," such as a tape, disk, card, semiconductor memory, or programmable logic circuit. The program may also be supplied to the computer via any transmission medium capable of transmitting the program (such as a communication network or broadcast waves). One aspect of the present invention may also be realized in the form of a data signal embedded in a carrier wave, in which the program is embodied by electronic transmission.

[0067] The present invention is not limited to the above-described embodiment, and various modifications are possible within the scope of the claims. Embodiments obtained by appropriately combining the technical means disclosed in different embodiments are also included in the technical scope of the present invention.

[0068] The embodiments disclosed herein should be considered to be illustrative in all respects and not restrictive. The scope of the present invention is defined by the claims, not by the above description, and is intended to include all modifications within the meaning and scope of the claims. [Explanation of symbols]

[0069] 1...cognitive function testing system, 2...network, 100...user client terminal, 200...cognitive function test diagnostic support server, 300...administrator client terminal.

Claims

1. A cognitive function testing program executed by a computer, The computer, A step of playing a game associated with a task related to a cognitive function test; accepting input from a subject while playing the game; assessing cognitive function based on input by the subject; outputting the evaluation result; Execute the tasks include tasks assessing cognitive functions of memory; In the task for evaluating the cognitive function of memory, words to be memorized are selected so that different concepts are included in one group. A cognitive function testing program characterized by:

2. A cognitive function testing system, The cognitive function testing system includes: a memory unit that stores a cognitive function test program; a control unit that controls the operation of the cognitive function testing system by executing the cognitive function testing program; The control unit The participants played a game that was linked to tasks related to cognitive function testing. Accepting input from the subject while playing the game; assessing cognitive function based on input by the subject; outputting the evaluation results; the tasks include tasks assessing cognitive functions of memory; In the task for evaluating the cognitive function of memory, words to be memorized are selected so that different concepts are included in one group. A cognitive function testing system characterized by:

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