Display body, memory performance improvement device, and program

Abstract

To provide a display body for improving the ability of an infant to memorize voice information.SOLUTION: A display body (50) includes: a first display screen (100) which displays a text to be read aloud by a questioner and an instruction text; a second display screen (200) which displays a plurality of images which express the content of the text and are shown to an infant; a third display screen (300) which displays two or more images among a first question and the plurality of images and a non-expression image which does not express the content as a first answer image group and asks which of the first answer image groups is an image which does not express the content; and a second answer image group which displays one article image corresponding to one article and a plurality of similar article images corresponding to similar articles of the same type as the one article, which are included in the second question and the plurality of images, as a second answer image group. And a fourth display screen 400 for asking which is one article image included in the content from the second answer image group.SELECTED DRAWING: Figure 6

Description

[Technical Field]

[0001] The present invention relates to a display, a memory capacity improving device, and a program. [Background technology]

[0002] Patent Document 1 discloses the following patent invention with the aim of providing educational materials that enable a wide range of brain training to be performed experientially through tasks with simple preparation and methods (see the specification, paragraph "0006" and "Claims 1" in Patent Document 1). "It is an educational material for brain training, A question and answer section, which is a question and answer creation section, displays a grid of N rows and N columns (N is an integer of 2 or more), Supplementary teaching materials for answering the question and answer section; It is equipped with A part of the square has a frame including letters and two or more of the squares as an indication to lead to an answer, The letters are displayed within the frame lines, and the squares in which the letters and the frame lines are displayed are squares used for answers, The supplementary teaching materials are a set of character pieces each showing one type of character and each of which is a size that fits into one of the squares, The number of types of characters is N or more, The solver can use the character pieces to arrange the character pieces in a correct way under the condition that N types of characters are arranged one by one in each row and column of the squares in the question and answer section, and under the added condition that the character pieces that satisfy the content of the characters are arranged in the squares where the frame lines are displayed, This is an educational teaching material that allows the user to train their brain power by trying to reach the correct placement. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Patent No. 7153976 Summary of the Invention [Problem to be solved by the invention]

[0004] The educational material according to the patented invention of Patent Document 1 presents a problem to a child and has the child place multiple character pieces in a pre-prepared grid to satisfy the condition. As a result, the child learns the importance of avoiding overlaps and the logic of uniquely determining placement, thereby training the child's brain power (see paragraph "0010" of the specification of Patent Document 1). In other words, the educational material according to the patented invention of Patent Document 1 is one of multiple educational themes, and is considered to be intended to improve logical thinking ability in relation to conditions.

[0005] The inventor of the present application has actually provided early childhood education using commercially available educational materials, and has also conducted experimental research on educational materials for early childhood. As a result, he has completed an invention that dramatically improves the ability of young children to organize and accurately understand the stories (texts) they hear, among other educational themes.

[0006] One of the objects of the present invention is to provide a display that improves the ability of young children to remember audio information. [Means for solving the problem]

[0007] The display body of the first embodiment is A display that improves a child's ability to memorize audio information, a first display screen that displays a sentence that will become the audio information when read aloud by the question setter and an instruction to have the question setter read the sentence aloud; a second display screen that displays a plurality of images that represent fragments of the content of the sentence, are arranged in the order of the sentences that make up the sentence, and are shown to the child only while the question setter is reading the sentence aloud; a third display screen that displays a first question that is read aloud by a question setter and that the child answers, and at least two or more images from the plurality of images and one non-representation image that is different from any of the plurality of images and does not represent the content, as a first answer image group, and the first question asks which image from the first answer image group does not represent the content; a fourth display screen that displays, as a second answer image group, a second question that is read aloud by a question setter for the child to answer, and an image of an object corresponding to an object included in one of the plurality of images, and a plurality of similar object images that are not included in any of the plurality of images and each correspond to a similar object of the same type as the object, and the second question asks which of the second answer image group is an image of an object included in the content; Equipped with. The display body of the second embodiment is A display that improves a child's ability to memorize audio information, a first display screen that displays a sentence that will become the audio information when read aloud by the question setter and an instruction to have the question setter read the sentence aloud; a second display screen that displays a plurality of images that represent fragments of the content of the sentence, are arranged in the order of the sentences that make up the sentence, and are shown to the child only while the question setter is reading the sentence aloud; a third display screen that displays a first question that is read aloud by a question setter and that the child answers, and at least two or more images from the plurality of images and one non-representation image that is different from any of the plurality of images and does not represent the content, as a first answer image group, and the first question asks which image from the first answer image group does not represent the content; a fourth display screen that displays, as a second answer image group, a second question to be read aloud by a question setter and for the child to answer, a partial image corresponding to a part or all of one of the plurality of images, and a plurality of different images that are not included in any of the plurality of images and that represent different types from the part or all of the image, and the second question asks which partial image from the second answer image group is included in the content; Equipped with. The display body of the third embodiment is In the display of the first embodiment, Furthermore, the fourth display screen is a fourth display screen that displays, as a third group of answer images, a partial image that corresponds to part or all of one of the plurality of images and a plurality of different images that are not included in any of the plurality of images and that represent different types from the part or all of the image, and the second question asks which partial image from the third group of answer images is included in the content. The display body of the fourth embodiment is In the display of any one of the first to third aspects, The plurality of images displayed on the second display screen are each surrounded by a frame of a different color. One embodiment of a memory capacity improving device includes: A display according to any one of the first to third aspects, a control unit that controls the display body and displays the second display screen, the third display screen, and the fourth display screen in the order of their description, one display screen at a time at a predetermined time interval; Equipped with. In one embodiment, the program Using one embodiment of the memory capacity improving device, The control unit a first display function for displaying the first display screen on the display unit; a second display function that displays the second display screen on the display unit after the first display function; a third display function of displaying the third display screen on the display unit after the second display function; a fourth display function of displaying the fourth display screen on the display unit after the third display function; Execute the following. [Effects of the Invention]

[0008] The displays of the first to fourth aspects can improve the ability of young children to remember audio information. One embodiment of the memory enhancement device can improve a child's ability to memorize audio information. One embodiment of the program can improve a young child's ability to retain audio information. [Brief explanation of the drawings]

[0009] [Figure 1] 1 is a schematic diagram of a memory capacity improving device according to a first embodiment. [Figure 2] 4 is an example of a first display screen in the first embodiment. [Figure 3] 10 is an example of a second display screen in the first embodiment. [Figure 4] 10 is an example of a third display screen in the first embodiment. [Figure 5] 10 is an example of a fourth display screen in the first embodiment. [Figure 6] FIG. 3 is a flowchart of a program according to the first embodiment. [Figure 7] 10 is an example of a second display screen according to the second embodiment. [Figure 8] FIG. 10 is a flowchart of a program according to a third embodiment. [Figure 9] FIG. 10 is a schematic diagram of a memory capacity improving system according to a fourth embodiment. [Figure 10] FIG. 10 is a flow diagram of a program for generating a learning forward model according to the fourth embodiment. [Figure 11] FIG. 10 is a flowchart of a program according to a fourth embodiment. [Figure 12] FIG. 10 is a flow diagram of a first modified example of the second embodiment. [Figure 13] FIG. 10 is a flow diagram of a second modified example of the second embodiment. DETAILED DESCRIPTION OF THE INVENTION

[0010] Overview The concept of the present invention will be explained below, and then first to fourth embodiments and several modified examples will be explained with reference to the drawings.

[0011] <<Concept of the invention (the idea underlying the invention)>> The concept of the present invention will be described below. The concept of the present invention was created by the inventor of the present application through his actual experience of teaching early childhood using commercially available educational materials for early childhood education, and through his further experimental research into educational materials for early childhood education. When humans simply listen to a story, they quickly forget it or are unable to remember it accurately. However, if they visualize the story in their heads and remember it, it becomes harder to forget. The inventors of the present invention have observed the story memory of many young children using various methods, and are convinced that the difference between young children who are good at story memory and those who are not is whether they can visualize the story in their heads. The present invention is intended to enable young children to form an image in their mind of the story they hear, thereby further improving their ability to remember the story.

[0012] First Embodiment The configuration, functions, and operations of the memory capacity improving device 10 (see FIG. 1) of the first embodiment will be described below, followed by a description of the effects of the first embodiment.

[0013] <Configuration and Function of Memory Improvement Device> FIG. 1 is a schematic diagram of a memory capacity improving device 10 (an example of a computer) according to the first embodiment. The memory capacity improving device 10 includes, for example, a computer main body 20 (an example of a control unit), a keyboard 30, a mouse 40, and a monitor 50 (an example of a display unit). The memory ability improvement device 10 is for improving a child's ability to memorize audio information. Although the name of the memory ability improvement device 10 is unusual, it can be realized by running software (program PG) described below using a general-purpose computer, as shown in Figure 1.

[0014] [Computer, keyboard and mouse] The computer main body 20 is wirelessly connected to a keyboard 30 and a mouse 40 which function as input devices and operation devices, and a monitor 50 which functions as a display device.

[0015] The computer main body 20 has a processing unit 22 (an example of which is a CPU (Central Processing Unit)) and a storage unit 24 (an example of which is a RAM (Random Access Memory)). The computer main body 20 also has, for example, a speaker 26 and a microphone 28. The processing unit 22 reads out data stored in the storage unit 24 and performs arithmetic processing. The data includes, for example, an application AP. The application AP includes a program PG, a data file DF, and various libraries LB.

[0016] Figure 2 shows a display screen 100 (an example of a first display screen) of the first embodiment, Figure 3 shows a display screen 200 (an example of a second display screen) of the first embodiment, Figure 4 shows a display screen 300 (an example of a third display screen) of the first embodiment, and Figure 4 shows a display screen 400 (an example of a fourth display screen) of the first embodiment. One of the functions of the program PG is to display a plurality of display screens 100, 200, 300, and 400 on the monitor 50 using the memory capacity improving device 10. The program PG is a main part of the first embodiment, and its specific functions will be explained later in the explanation of the operation.

[0017] 〔monitor〕 As described above, the monitor 50 functions as a display device. When the program PG is executed, the monitor 50 displays the display screens 100, 200, 300, and 400 based on the learning data stored in the data file DF.

[0018] The above is a description of the configuration and functions of the memory capacity improving device 10 of the first embodiment.

[0019] <Memory enhancement device operation> Next, the operation of the memory capacity improving device 10 of the first embodiment will be described with reference to Figures 1 to 6. Figure 6 is a flow diagram of the program PG of the first embodiment. Below, each step of the program PG shown in Figure 6 (as an example, S10 means step 10) will be described.

[0020] [S10] First, an operator (for example, a mother of a young child) starts the memory improvement device 10 and then starts the program PG, which displays a selection screen for multiple questions on the monitor 50 (see FIG. 1). Then, when the operator selects a question from the selection screen, S10 begins. For example, when the operator selects question 21 from among the multiple questions, a display screen 100 of question 21 is displayed on the monitor 50 (see FIG. 2). The display screen 100 displays, as an example, (1) a sentence 110 (an example of a sentence that becomes audio information when read aloud by the question setter), and (2) an instruction statement 120 that causes the question setter to read the sentence 110 aloud. Here, the sentence 110 corresponds to, for example, a short story to be told to a young child. The instruction sentence 120 is a sentence written for the question setter, and is written in two places, for example. The first section (top) contains, for example, an explanation of how to read the sentence 110, a description of doing the first question with the child after reading the sentence 110, and the purpose of the first question. The description of how to read the sentence 110 is intended to alert the question setter to read the sentence 110 slowly while showing the child multiple images 210 displayed on the display screen 200 (see FIG. 3). The description of the purpose of the first question is intended to help the question setter understand that having the child listen to the sentence 110 read aloud will help them visualize the sentence 110. The second section (bottom) contains, for example, an explanation of how to read passage 110, a message to do question 2 with the child after reading passage 110, and the purpose of question 2. The explanation of how to read passage 110 includes, for example, a warning to read faster than question 1 without showing display screen 100 (see FIG. 2), display screen 200 (see FIG. 3), and display screen (see FIG. 5) on monitor 50.

[0021] The question setter may be, for example, the infant's mother, who is an example of the operator, or may be set on the computer main body 20 on a screen when the program PG is started. In the former case, the text 110 and instructions 120 on the display screen 100 are intended to be read by the infant's mother. In this case, the computer main body 20 acquires the voices of the mother and infant through the microphone 28, analyzes the voices through the processing unit 22, and notifies the next action by voice from the speaker 26. In the latter case, the computer main body 20, which acts as the question setter, acquires the voices of the infant and mother through the microphone 28, analyzes the voices (analyzes their meaning) through the processing unit 22, and produces the voice of the question setter through the speaker 26, thereby progressing through the program PG. In this case, the infant's mother may store her own voice in the computer main body 20 and have the stored voice produced through the speaker 26. The following description of the first embodiment is based on the assumption that the question setter is the computer main body 20.

[0022] [S20] In S20, after S10, i.e., after displaying display screen 100 (see Figure 2) on monitor 50, display screen 100 and display screen 200 (see Figure 3) are displayed side by side on monitor 50, and while showing the child multiple images 210 on display screen 200, the question setter reads sentence 110 aloud slowly and has the child listen to sentence 110. In this case, the multiple images 210 on the display screen 200 are not simply displayed, but are displayed so that the child will notice the image corresponding to the content being read aloud in the sentence 110. For example, only the outer frame of the image is surrounded by a red frame. 3, the plurality of images 210 on the display screen 200 represent fragments of the content contained in the sentence 110 and are arranged in the chronological order of the sentences that make up the sentence 110 (in the order of image 211, image 212, image 213, image 214, image 215, and image 215). The plurality of images 210 on the display screen 200 are shown to the child only while the question setter is reading the sentence 110 aloud.

[0023] [S30] S30 is a decision step that is performed after S20. If the child has previously correctly answered the first question 310 (see FIG. 5) about the content of the sentence 110, which will be described later, the process proceeds to S60, and if not, the process proceeds to S40. If it is the child's first time, there is no case where the child has correctly answered the first question 310, so the process proceeds to S40.

[0024] [S40] In step S40, after step S30, the monitor 50 displays the display screen 300 (see FIG. 4), and the child is prompted to answer a first question 310 relating to the content of the text 110. The display screen 300 includes a first question 310 to be read aloud by a question setter and answered by a child, and a first group of answer images 320.

[0025] The first answer image group 320 is composed of at least two or more images (three images 211, 214, and 216 in the example of Figure 4) from the multiple images 210 on the display screen 200 and one non-expression image 321 that is different from any of the multiple images 210 and does not express the content of the sentence 110. The first question 310 asks which image from the first answer image group 320 does not express the content of the sentence 110, that is, which is the single non-expression image 321.

[0026] [S50] S50 is a decision step that is performed after S40, and if the result of S40 shows that the child has correctly answered the first question 310 this time, the process proceeds to S60. On the other hand, if the child has not correctly answered the first question 310, the process proceeds to S20.

[0027] If the child does not answer the first question 310 correctly in S50, that is, if a negative determination is made in S50, the process returns to S20. Next, if a negative determination is made in S30, S40 is executed again.

[0028] [S60] If the child correctly answers the first question 310 in S50, i.e., if a positive judgment is made in S50, S60 causes the monitor 50 to display the display screen 400 (see Figure 5) and has the child answer the second question 410 regarding the content of the sentence 110. The display screen 400 includes a second question 410 (questions 411, 412, 413) that the question setter reads aloud for the child to answer, and a second answer image group 420 (answer image group 421, 422, 423).

[0029] The answer image group 421 is composed of a partial image (image 211 in Figure 5 as an example) that corresponds to part or all of one of the multiple images 210, and multiple dissimilar images (images 211A and 211B in Figure 5 as examples) that are not included in any of the multiple images 210 and that each represent a different type from part or all of one of the multiple images 210. Question 411 asks which partial image from answer image group 421 is included in the content of sentence 110, that is, which image 211 is.

[0030] Furthermore, the answer image group 422 is composed of a single object image 212A corresponding to a single object (for example, a roof) included in one image (for example, image 212) of the multiple images 210, and multiple similar object images (212B, 212C) that are not included in any of the multiple images 210 and each correspond to a similar object of the same type as the single object (in this case, a roof of a different color). Question 412 asks which of answer image group 422 is an image of an article included in the content of sentence 110, that is, image 212A.

[0031] The answer image group 423 is composed of a partial image (image 215A in Figure 5 as an example) that corresponds to part or all of one of the multiple images 210, and multiple dissimilar images (images 215B and 215C in Figure 5 as examples) that are not included in any of the multiple images 210 and that each represent a different type from part or all of one of the multiple images 210. Question 413 asks which partial image from answer image group 423 is included in the content of sentence 110, that is, image 215A.

[0032] [S70] S70 is a judgment step performed after S60, and ends if the result of S60 shows that the child has correctly answered the second question 410 this time. On the other hand, if the child has not correctly answered the second question 410 (questions 411, 412, 413), the process proceeds to S20. After S20 is performed again, a positive judgment is made in S30 and S60 is performed again.

[0033] The above is a description of the operation of the memory capacity improving device 10 of the first embodiment.

[0034] <Effects> Next, the effects of the first embodiment will be described.

[0035] [First effect] The first effect will be explained by comparing the first embodiment with the following three embodiments (first comparative embodiment, second comparative embodiment, and third comparative embodiment).

[0036] (First comparative example) The first comparative embodiment differs from the first embodiment in that when multiple images 210 on the display screen 200 are shown to an infant, images 211, 212, 213, 214, 215, and 216 are not displayed simultaneously, but only the images corresponding to the audio content of the sentence 110 are displayed one by one.

[0037] (Second comparative example) The second comparative embodiment differs from the first embodiment in that each image in the first group of answer images 320 on the display screen 300 is displayed one by one, and then the user is asked whether each image matches the content of the text 110, and in that each image in the second group of answer images 420 on the display screen 400 is displayed one by one, and then the user is asked whether each image matches the content of the text 110.

[0038] (Third comparative example) The third comparative example is a combination of the first and second comparative examples. That is, the third comparative embodiment differs from the first embodiment in that (1) when multiple images 210 on display screen 200 are shown to a young child, images 211, 212, 213, 214, 215, and 216 are not displayed simultaneously, but only the images corresponding to the audio content of sentence 110 are displayed one by one, and (2) each image of first answer image group 320 on display screen 300 is displayed one by one, and the child is then asked whether each image matches the content of sentence 110, and each image of second answer image group 420 on display screen 400 is displayed one by one, and the child is then asked whether each image matches the content of sentence 110.

[0039] The inventors had 30 young children study the same questions using the program PG shown in Figure 6 for the first embodiment, the first comparative embodiment, the second comparative embodiment, and the third comparative embodiment, and investigated the time it took from start to finish. The longer it took, the longer it took to answer or the higher the rate of incorrect answers. The results of the above investigation showed that the first embodiment, the first comparative embodiment, the second comparative embodiment, and the third comparative embodiment were favorable in that order.

[0040] The inventors considered this result as follows. In the third comparative example, the child sees only one image at a time when the sentence 110 is read aloud, and the subsequent questions are also one image at a time. Therefore, when memorizing the sentence 110, the child has difficulty associating the multiple images that represent the content of the sentence 110 as a whole, and furthermore, when answering each question, the child is unable to compare and select from fragmented memories. Although the first and second comparative examples were better than the third comparative example, it was difficult to utilize the association with other images when memorizing the text 110 or answering each question. In contrast, the first embodiment is superior to the first, second and third comparative forms in that when memorizing the sentence 110, the young child can memorize a set of multiple images (scenes) that express the content of the sentence 110 in fragments, and when answering each question, the child can answer based on the multiple images memorized as a set.

[0041] As described above, the first embodiment can improve an infant's ability to memorize audio information compared to the first to third comparative embodiments.

[0042] [Second effect] The second effect will be explained by comparing the first embodiment with the following fourth comparative embodiment.

[0043] (Fourth comparative example) The fourth comparative embodiment differs from the first embodiment in that even if the first question 310 is not answered correctly, the player can proceed to answering the second question 410. That is, the flow diagram of the program PG in the first embodiment (see FIG. 6) does not include decision steps S30 and S50. Furthermore, if there is an incorrect answer to any question after the answer to the second question 410 has been completed, a negative decision is made in decision step S70, and the process returns to S20 (see FIG. 6) again.

[0044] The inventors conducted a study of the first embodiment and the fourth comparative embodiment with 30 young children using the same problems, and investigated the time it took from start to finish. As a result of the above investigation, the first embodiment was found to be better than the fourth comparative embodiment.

[0045] The inventors consider this result as follows. In the fourth comparative example, even if a child does not answer the first question 310 correctly, he or she must answer the second question 410. The first question 310 tests whether the child understands the overall flow of the content of the passage 110, and the second question 410 tests whether the child accurately understands the finer points of the content. Therefore, if a child does not answer the first question 310 correctly, the child will be asked to assess the accuracy of the finer points of the content without understanding the overall flow of the content. In fact, most children who did not answer the first question 310 correctly also did not answer the second question 410 correctly. In contrast, in the first embodiment, if a child fails to answer the first question 310 correctly, he or she cannot answer the second question 410 (see FIG. 6 ). If the child fails to answer the first question 310 correctly, the child must listen to the sentence 110 again and answer the first question 310. Even if the child fails to answer the first question 310 correctly multiple times, the child can eventually arrive at the correct answer by listening to the sentence 110 while looking at multiple images 211, 212, 213, 214, 215, and 216 again. After being able to answer the first question 310 correctly, that is, after understanding the overall flow of the content of the sentence 110, the child proceeds to answer the second question 410, which asks about the details of the content. Therefore, it is believed that the child who learned in the first embodiment is able to pay attention to the details after understanding the sentence 110 as a whole, compared to the child who learned in the fourth comparative embodiment.

[0046] As described above, the first embodiment can improve the ability of young children to memorize audio information compared to the fourth comparative embodiment.

[0047] The above is a description of the effects of the first embodiment. The above is also a description of the first embodiment.

[0048] Second Embodiment Next, a second embodiment will be described. In the following description, it should be noted that when components of the second embodiment are similar to those of the first embodiment, the same names, symbols, etc. are used.

[0049] <Configuration, Functions, and Operation of Memory Improvement Device> FIG. 7 shows a display screen 200A (another example of the second display screen) according to the second embodiment. The only difference between the first and second embodiments is that images 211, 212, 213, 214, 215, and 216, which represent fragments of the content contained in text 110, are surrounded by frames 231, 232, 233, 234, 235, and 236 of different colors. Here, the colors of the frame 231, the frame 232, the frame 233, the frame 234, the frame 235, and the frame 236 are, for example, red, blue, purple, green, yellow, and orange.

[0050] <Effects> Next, the effects of the second embodiment will be described by comparing the second embodiment with the following two embodiments (the first embodiment and the fifth comparative embodiment).

[0051] The fifth comparative example is a modification of the first comparative example. The only difference between the first comparative example and the fourth comparative example is that images 211, 212, 213, 214, 215, and 216, which represent fragments of the content of text 110, are surrounded by frames 231, 232, 233, 234, 235, and 236 of different colors.

[0052] The inventors investigated the time taken from start to finish by having 30 children study the same questions using the program PG shown in Fig. 6 for the second embodiment, the first embodiment, and the fifth comparative embodiment. The longer it took, the longer it took to answer or the higher the rate of incorrect answers. As a result of the above investigation, the second embodiment was found to be the best, and the first embodiment and the fifth comparative embodiment were at approximately the same level.

[0053] The inventors consider these results as follows. Prior to the above investigation, the inventor had used commercially available educational materials to educate his own children when they were young, and this experience was the impetus for creating the second embodiment. Here, the above-mentioned educational materials for early childhood education consist of (1) a sample on which pictures of different fruits, animals, musical instruments, sports equipment, etc. are printed in multiple squares arranged vertically and horizontally (e.g., 8 rows x 15 columns), (2) a printed material in which each square of the sample is blank, and (3) multiple cards on which pictures of different fruits, animals, musical instruments, sports equipment, etc. are printed. The teaching material for early childhood education is used in the following manner: (1) after instructing an infant to memorize the sample and showing the sample for a set period of time, (2) having the infant place the cards in the squares of the printed material in the same arrangement as the sample. When the inventor was using this educational material for early childhood education to teach his child memory, the child was unable to memorize all the pictures in the squares no matter how many times he tried.The inventor then wondered if there was a better way to do this, and tried various methods, such as teaching the child to memorize one line at a time, but was unable to actually improve the child's memory. However, the inventor later prepared multiple strips of transparent film of different colors and covered each row of the sample with a different colored strip of transparent film. When the inventor had children try the above-mentioned educational materials for early childhood education, the rate of correct answers increased dramatically. After conducting similar tests on various problems, the inventor discovered that children's memory improved dramatically when they memorized multiple pictures in a row in combination with the color of the strip. It was also found that children could memorize the correspondence between the order of the rows and the color of the transparent film strip separately from the multiple grid pictures.

[0054] As a result of the above investigation, the reason why the second embodiment was better than the first embodiment is considered to be as follows: In the second embodiment, unlike the first embodiment, images 211, 212, 213, 214, 215, and 216, which represent fragments of the content contained in text 110, are surrounded by frames 231, 232, 233, 234, 235, and 236 of different colors (see FIGS. 3 and 7). Therefore, the infant memorizes the image 211, the image 212, the image 213, the image 214, the image 215, and the image 216 in combination with the frame 231, the frame 232, the frame 233, the frame 234, the frame 235, and the frame 236, respectively. As a result, infants can more accurately remember the chronological order of the images (image 211, image 212, image 213, image 214, image 215, and image 215) than in the first embodiment without frames (see FIG. 3). Furthermore, by more accurately remembering the chronological order of the images, infants can organically link and understand the images. Furthermore, when many young children studied the first embodiment after continuing with the second embodiment several times, most of them recorded a high rate of correct answers even though there were no frames 231, 232, 233, 234, 235, or 236. It is likely that many of the young children who recorded such a high rate of correct answers had acquired the ability to imagine and memorize frames of different colors in their minds.

[0055] As described above, the second embodiment can improve the ability of young children to memorize audio information compared to the first embodiment.

[0056] Since the results of the fifth comparative embodiment were almost the same as those of the first embodiment, it can be said that the fifth comparative embodiment is superior to the first comparative embodiment. The differences between the fifth comparative embodiment and the first comparative embodiment are as described above. From this point of view, it can be said that the act of assigning different colors to each image that fragmentarily expresses the content of the sentence 110 (for example, by surrounding them with frames of different colors) itself significantly improves the memory of young children.

[0057] The above is the description of the second embodiment.

[0058] Third Embodiment Next, a third embodiment will be described. In the following description, it should be noted that when components of the third embodiment are similar to those of the first and second embodiments, the same names, symbols, etc. are used.

[0059] FIG. 8 is a flow diagram of the program PGA of the third embodiment. The third embodiment differs from the first embodiment only in that the program PG is changed to the program PGA.

[0060] Between S10 and S20, the program PGA includes S15, which sets the counter to n=1 and m=1 (respectively, the first time). In addition, in S30, S40, and S50, the first question 310 (nth version) is displayed. If a negative judgment is made in S50, i.e., if the first question 310 (nth version) is not answered correctly, n is changed to n+1 in S55, and the program proceeds to S20 and S30 again. However, the first question 310 for the second time is changed to the first question 310 (second version). Similarly to the first question 310 (nth version), S60 and S70 also display the second question 410 (mth version). If a negative judgment is made in S70, i.e., if the second question 410 (mth version) is not answered correctly, m is changed to m+1 in S75, and the program proceeds to S60 again after a positive judgment is made in S20 and S30. Here, when the values ​​of n and m are changed, the program PGA modifies each problem before the change into a problem of the same level. For example, if the first problem 310 (first version) is the display screen 300 of FIG. 4, the first problem 310 (second version) may, for example, change the number of mice in one non-representation image 321 to one. Also, if the second problem 410 (first version) is the display screen 400 of FIG. 5, the second problem 410 (second version) may, for example, change the color of the house 212B or the house 212C on the screen 422.

[0061] By doing this, when a child answers the first question 310 or the second question 410 again, the child can answer a different question for the same sentence 110 than the previous one. From another perspective, it is possible to prevent a child from answering by not selecting an image that was mistakenly selected last time. Therefore, according to the third embodiment, when a child answers each question again, the child can be made to solve a new question. Furthermore, because the child solves a new question, it is possible to prevent the child from getting bored (to have fun).

[0062] The above is the description of the third embodiment.

[0063] Fourth Embodiment Next, a fourth embodiment will be described with reference to Figs. 9 to 11. Fig. 9 is a schematic diagram of a memory capacity improvement system 500 according to the fourth embodiment. Fig. 10 is a flow diagram of a program PGB for generating a learning forward model according to the fourth embodiment. Fig. 11 is a flow diagram of a program PGC according to the fourth embodiment. In the following description, it should be noted that when the components of the fourth embodiment are similar to those of the first to third embodiments, the same names, symbols, etc. are used.

[0064] <Configuration of memory improvement system> As shown in FIG. 9, the memory capacity improvement system 500 is a client-server network system including a plurality of user terminals 600A, 600B, 600C, 600D, . . . , a server 700, and a communication network NW. Here, the multiple user terminals 600A, 600B, 600C, 600D, etc. are clients that correspond to the monitor 50 and part of the computer main body 20 in the first embodiment. The server 700 corresponds to the remaining part of the computer main body 20. The server 700 and the multiple user terminals 600A, 600B, 600C, 600D, etc. are communicatively connected via a communication network NW. An example of the communication network NW is an Internet line. In FIG. 9, the number of user terminals 600A, 600B, 600C, and 600D is four as an example, but the number may be five or more.

[0065] The server 700 has a function of using the program PGB to store and analyze the learning results of the children according to the program PG executed by the plurality of user terminals 600A, 600B, 600C, 600D, . . .

[0066] <Memory Improvement System Operation> Next, the operation of the memory performance improvement system 500 will be described. First, the program PGB executed by the server 700 will be described with reference to FIG.

[0067] [S110] In S110, after each child finishes answering each question, each user terminal 600A, 600B, 600C, 600D, etc. sequentially transmits the child and their learning results to the server 700 via the communication network NW and stores them in the memory unit 710 of the server 700. As a result, all of the learning results of the multiple children are stored in the server 700. The period for storing the learning results is, for example, the learning period for each child to take a school entrance exam (for example, six months).

[0068] [S120] Next, the achievements of each child are transmitted from each of the user terminals 600A, 600B, 600C, 600D, . . . to the server 700 via the communication network NW and stored in the memory unit 710 of the server 700. As a result, the achievements of a plurality of children are stored in the server 700. Here, the achievements refer to, for example, the exam results of each child (difficulty of the school they were accepted into, the deviation score of the school they were accepted into, etc.).

[0069] [S130] The server 700 then calculates the correlation between the performance of all the children stored in the storage unit 710, the percentage of correct answers for all questions by each child, and the study time. As a result, it is possible to calculate numerically (percentages) which questions need to be answered correctly, how much study time is required, etc., in relation to the outcome (difficulty level of the school that was accepted). The calculation results are stored in the storage unit 710.

[0070] [S140] Next, the server 700 generates a learning order model for each question for each outcome based on the calculation results of S130. For example, if there are 100 days until the exam, the server 700 generates a model that determines which questions need to be answered correctly by when in order to achieve a certain outcome. This concludes the explanation of the program PGB.

[0071] Next, the program PGC executed by the server 700 together with each of the user terminals 600A, 600B, 600C, 600D, . . . will be described with reference to FIG. The program PGC may be an application that runs on each user terminal 600A, 600B, 600C, 600D, etc. in cooperation with the server 700, or may be a so-called web application that runs on a browser.

[0072] [S210] For example, when a mother of a child studying using user terminal 600A runs program PGC, a goal setting screen (not shown) is displayed for inputting a target result (for example, the school to apply to). When the mother inputs the school to be taken, the server 700 finds the exam date for that school from an external server (not shown) via the communication network NW and identifies the period until the exam. Next, the server 700 creates an individual learning model for the target outcome and the identified period until the exam using the learning sequence model generated by the program PGB.

[0073] [S220] S220 is performed after S210. In S220, the program PG of the first embodiment is used to have the child study the first question selected in the individual learning model.

[0074] [S230] S230 is a judgment step that is performed after S210. In S230, it is judged whether the child was able to complete the first question easily. "Easily" is judged based on whether the child can complete the first question as planned when completing the individual learning model. Even if the child makes multiple mistakes and it takes a long time to complete the first question, it is judged that the child was able to complete it easily if the time was long enough to complete it as planned. If it is determined that the operation was easy, that is, if the determination is affirmative, the process proceeds to S240. On the other hand, if it is determined that the operation was not easy, that is, if the determination is negative, the process proceeds to S235.

[0075] [S235] S235 is for practicing questions that are easier than question 1. Here, an example of an easy question is a question that, as a result of executing program PGB (see FIG. 10), is answered correctly by a plurality of children at a higher rate than question 1. Another example of an easy question may be a question that is easier for children to answer correctly by, for example, modifying the sentence 110 of question 1 to half its length and reducing the number of selectable images in each question. Another example of an easy question may be a combination of the above two examples of questions (i.e., two questions). Another example of an easy question may be a combination of multiple questions that are easier than question 1 and have different levels of difficulty. The practice time in S235 may be, for example, after the question is finished, or may be, for example, a predetermined time. Also, the predetermined time may be, for example, based on the correct answer rate of the first question, the time used for the first question, etc., and may be set longer as the correct answer rate is lower or the time used is longer. When the practice of S235 is completed, S220 is executed again.

[0076] [S240~S255] S240 is performed when a positive determination is made in S230. S240, S250, and S255 correspond to S220, S230, and S235, respectively, and differ from S220, S230, and S235 in that the question the child solves is changed from question 1 to question 2.

[0077] [S260~S275] S260 is performed when a positive determination is made in S250. S260, S270, and S275 correspond to S240, S250, and S255, respectively, and differ from S240, S250, and S255 in that the question the child solves is changed from question 2 to question 3.

[0078] [S2t1~S2t3] S2t1 to S2t3 are a set of steps for the final problem in the individual learning model. S2t1 is performed when a positive judgment is made in the previous judgment step (for example, a step such as S270 that judges whether the child was able to solve the (t-1)th problem easily). S2t1 to S2t3 correspond to S260, S270, and S275, respectively, and differ from S260, S270, and S275 in that the problem the child solves has changed from the third problem to the tth problem (meaning the tth problem). Also, if a positive judgment is made in St2, the program PGC ends. The PGC program is designed to be conducted multiple times over several days, so if a child stops midway through one day, the program will resume from where it was interrupted the next time.

[0079] <Effects> Next, the effects of the fourth embodiment will be described.

[0080] [First effect] In the fourth embodiment, the program PGB causes the memory ability improvement system 500 to analyze the past learning results of multiple children and generate a learning order model of the target result (see FIG. 10). Then, the program PGB provides an individual learning model to a child who will study to achieve the target result (see FIG. 11). Therefore, according to the fourth embodiment, it is possible to improve the ability of young children to remember audio information by imagining a target outcome.

[0081] [Second effect] In the fourth embodiment, if the program PGB does not make each question easy, the child is given the opportunity to practice an easier question, and then the individualized learning model can proceed. Therefore, according to the fourth embodiment, by having the infant practice at an appropriate time, the infant's ability to memorize audio information can be improved.

[0082] The above describes the fourth embodiment.

[0083] <<Multiple Modifications>> As described above, the present invention has been described using the first to fourth embodiments as examples, but the forms falling within the technical scope of the present invention are not limited to these embodiments and also include the following several modified examples.

[0084] In each embodiment, the memory capacity improving device 10 includes a computer main body 20, a keyboard 30, a mouse 40, and a monitor 50 (see FIG. 1). However, the memory capacity improving device 10 may also be a tablet terminal, a notebook computer, an electronic paper terminal, a personal digital assistant, or the like.

[0085] Also, an example of a display medium is the monitor 50. However, as long as the contents of the display screens 100, 200, 300, and 400 can be displayed, an example of a display medium does not have to be the monitor 50, and may be electronic paper or printed matter.

[0086] In the fourth embodiment, the program PG (see FIG. 6) is executed in each step (S220, S240, etc.) of the program PGC (see FIG. 11). However, the program PGA (see FIG. 8) may be executed instead of the program PG.

[0087] In the program PGB of the fourth embodiment, a learning order model for the results is generated based on the past learning results of multiple children and their achievements (see FIG. 10), and then an individual learning model is created to execute the program PGC. However, after the individual learning model is generated, a text for that model may be created.

[0088] In the second embodiment, the images 211 to 216 are surrounded by frames 231 to 236 of different colors. However, as long as it is possible to associate each image with a different color and have the child memorize it, the means for associating each image with a color does not have to be the frames 231 to 236. For example, it may be a transparent film or a differently shaped figure attached to each image.

[0089] The second embodiment (see FIG. 7) has been described as a modified example of the first embodiment. However, the second embodiment has a unique effect of enabling young children to memorize the images 211 to 216 (plurality of fragmentary images) that express the content of the sentence 110 in fragments more accurately. Therefore, the feature of the second embodiment, in which each image that fragmentarily represents the content of the sentence 110 is assigned a different color (for example, by surrounding it with a frame of a different color), may be applied to something other than the program PG (see Figure 6). Several variations on this are as follows:

[0090] (First modified example of the second embodiment) For example, the second embodiment is one in which display screen 200 (an example of the second display screen) in program PG is replaced with display screen 200A (an example of the second display screen), but it may also be as shown in flow chart FL in Fig. 12. In the flow chart in Fig. 12, after display screen 200A is shown to the child while the child listens to question sentence 110 (S311), the child is asked about the memory contents (S312). In this case, the questions used to ask about the memory contents may be different from those in program PG.

[0091] (Second Modification of the Second Embodiment) Also, as shown in the flow chart FLA in Figure 13, the influence of the color frames on multiple questions (Question 1, Question 2, ...) may be gradually reduced so that young children can gradually memorize without relying on the different frames 231 to 236 (color frames). For example, in the first question (S310), each image 211-216 may be surrounded by a frame 231-236 (color frame) of a different color as shown in Fig. 7, and from the second question (S320) onwards, the thickness of the color frame may be gradually reduced, and the color frame may be eliminated in the last question (for example, question 9 in S390). Also, for example, the display time of the color frame on the display screen may be shortened as the questions progress.

[0092] (Third modified example of the second embodiment) In the second embodiment and its first and second modifications, the images 211 to 216 are surrounded by different frames 231 to 236 (color frames) to correspond to the images and colors. However, frames are not necessary as long as the images and colors can be corresponded to each other. For example, one or more lines, polygons, circles, or similar colored marks may be used. That is, the different frames 231 to 236 (color frames) are examples of different color marks. Furthermore, the shape of the frame does not have to surround each of the images 211 to 216 all the way around, as in the frames 231 to 236 (see FIG. 7 ). For example, the frame may be surrounded by a solid line but partially disconnected, may surround each of the images 221 to 216 all the way around using dashed lines or other lines instead of solid lines, or may resemble parentheses arranged in pairs on both the left and right or top and bottom of each of the images 211 to 216.

[0093] As described above, this specification has described several embodiments and several modified examples, but the content of each modified example may be applied to several embodiments and other modified examples. For example, in each modified example of the second embodiment, the display does not have to be the monitor 50, and may be electronic paper or printed matter.

[0094] Furthermore, the display devices of the above-mentioned multiple embodiments and multiple modified examples, the memory ability improvement devices equipped with the display devices, and the programs (hereinafter referred to as the present embodiments, etc.) have been described as being intended to improve the ability of young children to memorize audio information. However, this embodiment may also be used for people older than infants, such as children, pupils, and students (here, infants, children, pupils, and students are referred to as learners), in addition to infants. For example, the display of the first embodiment described above may be a display of a modified version of the first embodiment as follows. The display body of the first modified example is 1. A display that improves a learner's ability to remember audio information, comprising: a first display screen that displays a sentence that will become the audio information when read aloud by the question setter and an instruction to have the question setter read the sentence aloud; a second display screen that displays a plurality of images that represent fragments of the content of the passage, are arranged in the order of the sentences that make up the passage, and are shown to the learner only while the question setter is reading the passage aloud; a third display screen that displays, as a first answer image group, a first question to be read aloud by a question setter and for the learner to answer, at least two or more images from the plurality of images and one non-representation image that is different from any of the plurality of images and does not represent the content, and the first question asks which image from the first answer image group does not represent the content; a fourth display screen that displays, as a second answer image group, a second question to be read aloud by a question setter and for the learner to answer, an article image corresponding to an article included in one of the plurality of images, and a plurality of similar article images that are not included in any of the plurality of images and each correspond to a similar article of the same type as the article, and the second question asks which article image from the second answer image group is included in the content; Equipped with. The display of the first modified example is simply a display of the first modified example in which "child" is replaced with "learner." As in this case, by making a similar substitution to the display of the second and third modified examples, the display of the second modified example and the display of the fourth modified example may be obtained, respectively. The same applies to the memory ability improvement device and program. As described above, techniques for improving young children's memory can be used for learners other than young children. [Explanation of symbols]

[0095] 10 Memory improvement device 100 display screen (example of first display screen) 110 sentences 120 Instructions 20 Computer main body 200 Display screen (example of second display screen) 200A display screen (example of the second display screen) 21 problems 210 images 210A Image 211 images 211A Image 212 images 212A One item image 213 images 214 images 215 images 231 slots 232 slots 233 slots 234 slots 235 slots 236 slots 22 Processing section 24 Memory section 26 speakers 28. Mike 30 keyboards 300 display screen (an example of a third display screen) 310 Problem 1 320 First Answer Image Set 321 Non-representational images 40 Mouse 400 display screen (an example of the fourth display screen) 410 Second Problem 411 Problem 420 Second Answer Image Set 421 Second Answer Image Set 422 Second Answer Image Set 423 Second Answer Image Set 50 monitors 500 Memory Improvement System 600A User Terminal 600B User Terminal 600C User Terminal 600D User Terminal 700 servers 710 Storage section AP Application DF data file LB various libraries PG Program NW communication network PGA Program PGB Program PGC Program

Claims

1. A display that improves a child's ability to memorize audio information, a first display screen that displays a sentence that will become the audio information when read aloud by the question setter and an instruction to have the question setter read the sentence aloud; a second display screen that displays a plurality of images that represent fragments of the content of the sentence, are arranged in the order of the sentences that make up the sentence, and are shown to the child only while the question setter is reading the sentence aloud; a third display screen that displays, as a first answer image group, a first question that is read aloud by a question setter and for the child to answer, and at least two or more images from the plurality of images and one non-representation image that is different from any of the plurality of images and does not represent the content, and the first question asks which image from the first answer image group does not represent the content; a fourth display screen that displays, as a second answer image group, a second question that is read aloud by a question setter for the child to answer, and an image of an article corresponding to an article included in one of the plurality of images, and a plurality of similar article images that are not included in any of the plurality of images and each correspond to a similar article of the same type as the article, and the fourth display screen that displays, as the second answer image group, the second question that asks which image of an article is included in the content from the second answer image group; Equipped with Display body.

2. A display that improves a child's ability to memorize audio information, a first display screen that displays a sentence that will become the audio information when read aloud by the question setter and an instruction to have the question setter read the sentence aloud; a second display screen that displays a plurality of images that represent fragments of the content of the sentence, are arranged in the order of the sentences that make up the sentence, and are shown to the child only while the question setter is reading the sentence aloud; a third display screen that displays, as a first answer image group, a first question that is read aloud by a question setter and for the child to answer, and at least two or more images from the plurality of images and one non-representation image that is different from any of the plurality of images and does not represent the content, and the first question asks which image from the first answer image group does not represent the content; a fourth display screen that displays, as a second answer image group, a second question to be read aloud by a question setter and for the child to answer, a partial image corresponding to a part or all of one of the plurality of images, and a plurality of different images that are not included in any of the plurality of images and that represent different types from the part or all of the image, and the second question asks which partial image from the second answer image group is included in the content; Equipped with Display body.

3. Furthermore, the fourth display screen displays, as a third answer image group, a partial image corresponding to a part or all of one of the plurality of images and a plurality of different images that are not included in any of the plurality of images and that represent different types from the part or all of the image, and the second question asks which partial image from the third answer image group is included in the content. The display according to claim 1 .

4. The plurality of images displayed on the second display screen are each surrounded by a frame of a different color. The display according to any one of claims 1 to 3.

5. The display body according to any one of claims 1 to 3, a control unit that controls the display body and displays the second display screen, the third display screen, and the fourth display screen in the order of their description at a predetermined time interval; A memory improvement device comprising:

6. Using the memory capacity improving device according to claim 5, The control unit a first display function for displaying the first display screen on the display unit; a second display function of displaying the second display screen on the display unit after the first display function; a third display function of displaying the third display screen on the display unit after the second display function; a fourth display function of displaying the fourth display screen on the display unit after the third display function; Execute program.

Images