Apparatus and method for cognitive training of user

Abstract

The present invention relates to an apparatus and a method for cognitive training of a user. A method for cognitive training of a user according to one embodiment of the present invention comprises the steps of: generating classes and tasks for training a cognitive function of a user according to a cognitive curriculum defined on the basis of a cognitive function required for a cognitive development level of the user and at least one tag mapped to the cognitive function; providing the generated classes and tasks to the user; and customizing the cognitive curriculum on the basis of result data obtained by performance of the provided classes and tasks by the user.

Description

User cognitive training device and method

[0001] The present invention relates to a device and method for cognitive training of a user.

[0002] Research related to this patent was conducted with the support of the Korea Health Industry Development Institute (Research Project Name: Support for Technology Commercialization of Innovative Medical Device Companies, Research Project Name: Establishment of Big Data-Based Developmental Monitoring Map and Overseas Exploratory Clinical Research for Development of Digital Therapeutics for Pediatric Developmental Disorders, Project Identification Number: 1465039515) under the supervision of the Ministry of Health and Welfare.

[0003] Developing children's cognitive skills is crucial for improving the learning process and academic achievement of children and adolescents. Children with cognitive disabilities not only struggle to independently perform daily tasks, but also struggle to process meaningful stimuli from their environment, making it difficult for them to structure and organize their environments. Cognitive training aims to unlock these children's potential and reduce disruption to meaningful activities. The primary goal of cognitive training is to improve cognitive impairments, thereby enhancing children's ability to perform daily activities and academics, enabling them to engage in meaningful activities, and promoting independence. This, in turn, aims to improve their quality of life and optimize their ability to engage in meaningful activities. However, despite the critical importance of cognitive training, effective treatment methods and training tools are currently lacking.

[0004] Conventional cognitive training techniques lack a systematic definition of the fundamental cognitive skills most essential for children. For cognitive skills whose specific developmental processes are not defined, cognitive training stages are not systematically defined. Furthermore, unlike fields like mathematics, where learning concepts and stages are well-defined, cognitive training lacks a systematic definition of developmental processes or a curriculum for learning. Consequently, systematic cognitive training tailored to children's developmental stages is lacking.

[0005] Embodiments of the present invention aim to provide a cognitive training device and method for a user, which allows the user to customize a cognitive curriculum and systematically provide cognitive training for cognitive functions for which a specific developmental process has not been defined.

[0006] However, the problem to be solved by the present invention is not limited to this, and may be expanded in various ways in environments that do not deviate from the spirit and scope of the present invention.

[0007] According to one embodiment of the present invention, a user's cognitive training method performed by a user's cognitive training device may be provided, the method including: a step of generating classes and tasks for training the user's cognitive functions according to a cognitive curriculum defined based on a cognitive function required for the user's cognitive development level and at least one tag mapped to the cognitive function; a step of providing the generated classes and tasks to the user; and a step of customizing the cognitive curriculum based on performance result data performed by the user for the provided classes and tasks.

[0008] The above task includes at least one sub-task required to perform the target task, and the at least one sub-task may be provided to the user with a level of difficulty that gradually increases from the lowest task to the target task.

[0009] The step of generating the above classes and assignments may generate the classes and assignments by differently combining the above cognitive functions and the at least one tag.

[0010] The step of customizing the above cognitive curriculum can be performed by verifying whether the difficulty level of the provided classes and assignments matches the cognitive development level of the user based on the performance result data performed by the user, thereby customizing the difficulty level of the assignments.

[0011] The step of customizing the above cognitive curriculum can track the user's level of cognitive development for cognitive functions and at least one tag mapped to the cognitive functions based on performance result data performed by the user.

[0012] The step of customizing the above cognitive curriculum may include tracking the user's cognitive development level based on performance result data performed by the user, and customizing the cognitive curriculum based on the tracked user's cognitive development level to match the user's developmental age target.

[0013] The step of customizing the above cognitive curriculum can reconfigure the difficulty of the assigned class content or assignments for the next session based on the performance result data of the previous session.

[0014] The above method may further include a step of temporarily providing stepping stone content that provides an additional training opportunity for a specific difficulty task to the user, if it is determined based on performance result data performed by the user that the user requires additional training to improve the performance level for a specific difficulty task of the class content.

[0015] The method further includes a step of providing an optimized prompt required by the user at the user's cognitive development level to perform the provided task, and the type or intensity of the prompt can be determined based on at least one performance result data among a plurality of performance result data performed by the user.

[0016] The method further includes a step of providing reinforcement in the form of positive reinforcement when the provided task is successfully completed, and the type or intensity of the reinforcement can be determined based on at least one element related to the provided task.

[0017] Meanwhile, according to another embodiment of the present invention, a user's cognitive training device may be provided, including: a user input / output module for performing input / output operations related to a user and cognitive training; a memory for storing one or more programs; and a processor for executing the one or more stored programs, wherein the processor generates classes and tasks for training the user's cognitive functions according to a cognitive curriculum defined based on a cognitive function required for the user's cognitive development level and at least one tag mapped to the cognitive function, provides the generated classes and tasks to the user, and customizes the cognitive curriculum based on performance result data performed by the user for the provided classes and tasks.

[0018] The above task includes at least one sub-task required to perform the target task, and the at least one sub-task may be provided to the user with a level of difficulty that gradually increases from the lowest task to the target task.

[0019] The processor can generate lessons and assignments by combining the cognitive function and the at least one tag differently from each other.

[0020] The processor can verify whether the difficulty level of the provided classes and assignments matches the user's cognitive development level based on the performance result data performed by the user, and customize the difficulty level of the assignments.

[0021] The processor can track the user's cognitive development level for cognitive functions and at least one tag mapped to the cognitive functions based on performance result data performed by the user.

[0022] The processor can track the user's cognitive development level based on performance result data performed by the user, and customize the cognitive curriculum to suit the user's developmental age target based on the tracked user's cognitive development level.

[0023] The above processor can reconstruct the assignment difficulty of the class content or assignment of the next round based on the performance result data of the previous round.

[0024] The processor may, based on performance result data performed by the user, temporarily provide stepping stone content to the user, providing an additional training opportunity for a specific difficulty task, if it is determined that the user requires additional training to improve the level of performance for a specific difficulty task in the class content.

[0025] The processor may provide an optimized prompt required by the user at the user's cognitive development level to perform the provided task, and the type or intensity of the prompt may be determined based on at least one performance result data among a plurality of performance result data performed by the user.

[0026] The above processor provides reinforcement as a reward in the form of positive reinforcement when the provided task is successfully completed, and the type or intensity of the reinforcement can be determined based on at least one element related to the provided task.

[0027] The disclosed technology may have the following effects. However, this does not mean that a particular embodiment must include all or only the following effects, and thus the scope of the disclosed technology should not be construed as being limited thereby.

[0028] Embodiments of the present invention can systematically provide cognitive training and customize a cognitive curriculum for users for cognitive functions for which a specific developmental process has not been defined.

[0029] Embodiments of the present invention can define goals according to the user's developmental age based on actual performance result data performed by the user, track the developmental level of the user's cognitive function, and provide a customized cognitive curriculum so that the user can build up from basic cognitive function to higher cognitive function.

[0030] Embodiments of the present invention can provide customized classes tailored to the user's performance results by reconstructing the class content for each session based on the class performance result data of the previous session.

[0031] Embodiments of the present invention can provide customized classes tailored to the user's performance results by configuring the class progress flow for each session differently according to the user's input and performance result data.

[0032] Embodiments of the present invention may provide users with customized step-by-step prompts or reinforcements for each lesson content.

[0033] Figure 1 is a flowchart of a user's cognitive training method according to one embodiment of the present invention.

[0034] FIG. 2 is a diagram illustrating a cognitive function used in a cognitive curriculum according to one embodiment of the present invention and at least one tag mapped to the cognitive function.

[0035] Figure 3 is a diagram showing the achievement rate of goals by cognitive function and age.

[0036] Figure 4 is a flowchart illustrating a method for customizing class content and cognitive curriculum in a cognitive training method according to one embodiment of the present invention.

[0037] FIG. 5 is a diagram showing the operation of customizing class contents and cognitive curriculum for each session in a cognitive training method according to one embodiment of the present invention.

[0038] Figure 6 is a flowchart illustrating a method for creating customized lessons according to one embodiment of the present invention.

[0039] FIG. 7 is a diagram illustrating a token provision method for behavior reinforcement according to one embodiment of the present invention.

[0040] FIGS. 8 to 12 are diagrams showing example 1 of a task used in a user's cognitive training method according to one embodiment of the present invention.

[0041] As illustrated in Figures 13 to 19, the Robot Research Institute task will be described as task example 2 used in the user's cognitive training method.

[0042] FIG. 20 and FIG. 21 are diagrams showing another example 3 of a task used in a user's cognitive training method according to one embodiment of the present invention.

[0043] FIG. 22 is a diagram showing an example of the lowest difficulty level and stepping stone content used in a user cognitive training method according to one embodiment of the present invention.

[0044] Figure 23 is a configuration diagram of a user's cognitive training device according to one embodiment of the present invention.

[0045] The present invention is capable of various modifications and embodiments. Specific embodiments are illustrated in the drawings and described in detail in the detailed description. However, this is not intended to limit the present invention to specific embodiments, and it is to be understood that all modifications, equivalents, and alternatives included within the technical spirit and scope of the present invention are included. In describing the present invention, if a detailed description of a related known technology is judged to obscure the gist of the present invention, the detailed description will be omitted.

[0046] Terms like "first" and "second" may be used to describe various components, but these terms do not limit the components themselves. These terms are used solely to distinguish one component from another.

[0047] The terminology used in this invention is solely for the purpose of describing specific embodiments and is not intended to limit the invention. The terminology used in this invention has been selected from widely used, current terms, taking into account the functions of the invention. However, this may vary depending on the intentions of those skilled in the art, precedents, or the emergence of new technologies. Furthermore, in certain cases, the applicant may arbitrarily select terms, in which case their meanings will be described in detail in the relevant description of the invention. Therefore, the terms used in this invention should not be defined simply as names of terms, but rather based on their meanings and the overall content of the invention.

[0048] Singular expressions include plural expressions unless the context clearly dictates otherwise. In the present invention, terms such as "comprise" or "have" are intended to indicate the presence of a feature, number, step, operation, component, part, or combination thereof described in the specification, but should be understood not to preclude the possibility of the presence or addition of one or more other features, numbers, steps, operations, components, parts, or combinations thereof.

[0049] Hereinafter, embodiments of the present invention will be described in detail with reference to the attached drawings. In describing with reference to the attached drawings, identical or corresponding components are assigned the same drawing numbers, and redundant descriptions thereof will be omitted.

[0050] Figure 1 is a flowchart of a user's cognitive training method according to one embodiment of the present invention.

[0051] A user's cognitive training method according to one embodiment of the present invention is performed by a user's cognitive training device.

[0052] In step S101, the cognitive training device generates classes and tasks for training the user's cognitive functions according to a cognitive curriculum defined based on cognitive functions required for the user's developmental age and at least one tag mapped to the cognitive functions.

[0053] In step S102, the cognitive training device provides the generated lessons and tasks to the user.

[0054] In step S103, the cognitive training device customizes the cognitive curriculum based on performance result data performed by the user for the provided classes and tasks.

[0055] FIG. 2 is a diagram illustrating a cognitive function used in a cognitive curriculum according to one embodiment of the present invention and at least one tag mapped to the cognitive function.

[0056] Unlike fields such as mathematics, where learning concepts and stages are well defined, cognitive fields do not have a systematic definition of developmental processes or a curriculum for learning.

[0057] A cognitive curriculum according to one embodiment of the present invention is defined based on cognitive functions and at least one tag (e.g., attribute tags, knowledge tags, daily skills tags, adaptive behavior tags, etc.) mapped to the cognitive functions. The cognitive training device can generate classes and tasks based on the cognitive functions and at least one tag mapped to the cognitive functions. For example, the cognitive curriculum can be defined by selecting the most necessary basic cognitive functions for children aged 24 to 84 months. Training stages can be defined for cognitive functions for which a specific developmental process has not been defined. As such, a cognitive training method according to one embodiment of the present invention focuses on children (e.g., 24 to 84 months of age), defining the basic cognitive functions to be acquired during this period, and defining optimal training stages for acquiring each cognitive function. In addition, the cognitive training device can classify key concepts to be learned at a user's developmental age into cognitive functions and at least one tag mapped to the cognitive functions, and generate tasks to evenly cover the corresponding elements. When planning class content, the cognitive training device can first select the cognitive functions that will be primarily covered in the class content, and create class content by difficulty level by reflecting the acquisition stage of each cognitive function.

[0058] As an example, we will examine the process of defining, verifying, and revising tasks included in the cognitive curriculum.

[0059] First, the cognitive training device defines a target task based on the cognitive function required for the user's developmental age or pre-selected and at least one tag that maps to the cognitive function.

[0060] Second, the cognitive training device first determines what sub-steps must be taken to perform the target task and what sub-tasks must be performed.

[0061] Third, cognitive training devices prioritize learning the simplest or most basic sub-tasks within the target task by structuring the lowest level of the target task. At this point, the cognitive training device can configure a difficulty level that gradually approaches the target task by adding one or two elements at a time from the lowest level sub-task. Similar to the Discrete Trial Training (DTT) method, cognitive training devices can utilize an intervention approach whereby the target task, which is a high-level performance task, is broken down into smaller pieces and presented to the user, allowing for step-by-step training on each element.

[0062] For example, let's look at an example task that involves learning from the simplest or most basic sub-tasks within the target task to get closer to the target task. For example, let's say the target task is to remove ice from a road with minimal manipulation.

[0063] The step-by-step description of the skills required to solve the above objective task is as follows.

[0064] 1. Understand how to move a single block

[0065] 2. Understand how to move the vertically placed two-block block.

[0066] 3. Understanding the goal (moving ice off the road)

[0067] 4. Behavioral control of not manipulating blocks that are not related to the goal

[0068] 5. Ability to switch between two types of blocks when they appear on the same board

[0069] 6. Understand how to move the horizontal two-block block.

[0070] 7. Skill in determining what immediate maneuvers are essential to clear ice on the road (without any obstructions).

[0071] 8. Skills for determining what a two-step chain of operations is to remove ice on the road with minimal manipulation (with interference factors)

[0072] 9. Ability to switch to move blocks according to their type when three types of blocks appear on the same board.

[0073] 10. A technique for determining what a two-step chain of operations is to remove ice on the road with minimal manipulation (without any obstructions).

[0074] 11. A technique for determining what two or more steps of chain manipulation are necessary to remove ice on the road with minimal manipulation.

[0075] The cognitive training device can be configured to structure small problems by difficulty level so that the sub-elements of the above target task can be addressed step by step.

[0076] Meanwhile, the cognitive training device can determine and verify whether the difficulty level is set to gradually increase from a low level to a higher level through actual performance results data from the user performing the task.

[0077] For example, a cognitive training device can determine whether there are sections with large gaps in difficulty through performance result data from the user's performance, and whether the difficulty system has been configured to appropriately divide the task to enable step-by-step learning.

[0078] This difficulty customization logic allows users to settle into a level of difficulty that's optimal for them, class by class and task by task. The cognitive training device can then conduct analysis to determine the average age and distribution of users who settle into each level of difficulty. The cognitive training device can then analyze the average duration of stay at each level of difficulty and trends in difficulty changes to verify the difficulty configuration and, if necessary, modify and enhance it.

[0079] As described above, the tasks, or problems, used in cognitive training methods can be individually selected and structured from cognitive functions and at least one tag mapped to those functions. Problems can be structured primarily by combining multiple elements from cognitive functions and at least one tag mapped to those functions. Let's examine examples of such problem structures.

[0080] First, even if a specific problem addresses the same cognitive function, the problem creation and design methods may differ depending on the combination of cognitive functions involved. For example, problem Example 1, which addresses visuospatial reasoning and spatial construction, may be created differently from problem Example 2, which addresses visuospatial reasoning and visual perception skills (specifically, visual discrimination and object perception).

[0081] Second, problems that address the same cognitive function but handle different attribute tags can be generated differently. For example, problems that address auditory attention, auditory memory, associative memory, and visual discrimination can differ depending on the attribute tags used. For example, examples of problems that address the "color" attribute tag and examples of problems that address the "number" attribute tag can be generated differently.

[0082] Third, although some cognitive functions are covered, the "cognitive function" and "knowledge" tags can be included together and created as distinct problems. For example, a problem addressing the cognitive function of perception of spatial relations could be created that trains both perception of spatial relations and auditory attentional memory, while also addressing spatial concepts such as up, down, left, and right. Furthermore, a problem addressing the cognitive function of perception of spatial relations could be created that trains both perception of spatial relations and working memory, while also addressing the concept of order.

[0083] Figure 3 is a diagram showing the achievement rate of goals by cognitive function and age.

[0084] A cognitive training device according to one embodiment of the present invention can define monthly goals based on actual performance result data performed by the user, track the level of cognitive function development of the user (e.g., child, etc.), and provide a customized cognitive curriculum so that the user can build up from basic cognitive functions to higher-level cognitive functions.

[0085] For example, a cognitive training device can define the cognitive functions that a child should develop according to his or her age, and if the child has not yet reached the level appropriate for his or her age, the device can slowly train the child from a lower level to build a solid foundation.

[0086] Thereafter, the cognitive training device can continuously verify and refine the monthly target based on the user's actual performance result data. In the example of the monthly target achievement rate for each cognitive function shown in Fig. 3, it is expressed in 6-month units, but is not limited to a specific monthly unit. For example, each of the cognitive functions Aaa to Abc can be set to 100.00%, xx.00%, or 0.00% for each month. As the user's performance result data accumulates, the cognitive training device can continuously refine the monthly target achievement rate for each cognitive function.

[0087] Furthermore, the cognitive training device can identify performance differences based not only on cognitive functions but also on at least one tag mapped to the cognitive function being covered. This can enable a more advanced curriculum customization mechanism. Since each class is equipped with at least one tag mapped to the cognitive function covered and the cognitive function, the cognitive training device can identify developmental attainment levels based not only on cognitive functions but also on at least one tag mapped to the cognitive function. For example, among memory-related tasks, performance differences may occur in skills for remembering visual elements such as colors and shapes and skills for remembering numbers. Alternatively, developmental information such as conceptual understanding and knowledge comprehension levels, such as a case where a student is generally proficient in visual information processing but lacks proficiency in number processing for their developmental age, can also be identified. In this way, the cognitive training device can track the developmental level of cognitive functions across multiple dimensions and customize the cognitive curriculum.

[0088] Figure 4 is a flowchart illustrating a method for customizing class content and cognitive curriculum in a cognitive training method according to one embodiment of the present invention.

[0089] In step S201, the cognitive training device starts the cognitive training app according to the user's app execution.

[0090] In step S202, the cognitive training device provides onboarding content to the user to perform a preparation process for using the cognitive training app.

[0091] In step S203, the cognitive training device performs a first diagnostic test through input / output operations with the user.

[0092] In step S204, the cognitive training device analyzes the results of the first diagnostic test and assigns a difficulty level for the second diagnostic test.

[0093] In step S205, the cognitive training device performs a second diagnostic test through input / output operations with the user.

[0094] In step S206, the cognitive training device analyzes the results of the second diagnostic test and customizes a customized class curriculum for each user.

[0095] In step S207, the cognitive training device provides the user with individually customized class content according to an individually customized class curriculum.

[0096] In step S208, the cognitive training device analyzes the class results based on the performance result data performed by the user.

[0097] In step S209, the cognitive training device customizes the class curriculum to the user based on the performance result data performed by the user, and performs the process again from step S207 to provide the user-customized class content.

[0098] FIG. 5 is a diagram showing the operation of customizing class contents and cognitive curriculum for each session in a cognitive training method according to one embodiment of the present invention.

[0099] First, the personalized learning content and cognitive curriculum for each session involves conducting lesson content and a diagnostic test at the beginning of each class, with the results of the diagnostic test used to determine the difficulty level for the next session. Subsequently, the personalized learning content and cognitive curriculum for each session provides lesson content and can then be used to determine the difficulty level for the next session based on the results of the lesson.

[0100] As an example, the personalized learning content and cognitive curriculum for each session assumes that the learning content consists of levels A through I, and that the daily curriculum consists of three required content items (customized classes). However, one embodiment of the present invention is not limited to specific learning content or a specific number of content items.

[0101] In step S301, the cognitive training device launches the cognitive training app upon the user's launch of the app and provides onboarding content to the user. The onboarding content helps the child user become familiar with the structure and UI of the app and its input / output modules, and familiarizes them with operations required for app use, such as tapping, dragging, and drag-and-drop. The onboarding content appears once during the initial launch of the app and does not appear thereafter.

[0102] In step S302, the cognitive training device provides the first lesson content A to I and conducts the first diagnostic test. The cognitive training device provides a home screen corresponding to the day of each lesson. For example, the Day 1 home screen is a screen that allows access to lessons corresponding to the daily curriculum. Users can access the lessons by clicking on the lesson thumbnails. Here, diagnostic tests are conducted for all lessons in Lessons 1 and 2. Children can select and complete each lesson in the daily curriculum, regardless of order. The number of lessons included in the daily curriculum may vary for each child. The default setting may be three lessons at the start. Optional content may be provided additionally. Optional content is play content that provides greater freedom compared to customized lessons and may not be a required curriculum. Children can play the optional content only if they wish. A first diagnostic test is conducted for each lesson content.

[0103] In step S303, after the first class content and diagnostic test are completed, the cognitive training device analyzes the results of the first diagnostic test and sets the assignment difficulty of the second diagnostic test.

[0104] In step S304, the cognitive training device provides the second class content A to I and conducts the second diagnostic test. The cognitive training device conducts the second class content and diagnostic test in the same manner as the first class.

[0105] In step S305, after the second class content and diagnostic test are completed, the cognitive training device analyzes the results of the second diagnostic test and sets the assignment difficulty of the third diagnostic test.

[0106] In step S306, the cognitive training device provides the third lesson content A to I.

[0107] In step S307, after the third class content is completed, the cognitive training device analyzes the results of the third class and sets the difficulty level of the fourth class content.

[0108] In step S308, the cognitive training device provides lesson content A to I for the fourth session and sets the difficulty level of lesson content for the fifth session based on the results of the fourth session. Thereafter, the cognitive training device repeatedly conducts the next session in the same manner as the previous session.

[0109] Figure 6 is a flowchart illustrating a method for creating customized lessons according to one embodiment of the present invention.

[0110] Figure 6 illustrates an example of a method for creating customized lessons according to one embodiment of the present invention, with levels 1 to 4 of prompts and levels 1 to 2 of reinforcers set. Each round of questions is not limited to a specific level of prompting or reinforcer.

[0111] As illustrated in Figure 6, in step S401, the cognitive training device conducts n-1 classes. The number of class contents may be 1 to n, and the number of classes per class may vary for each individual.

[0112] In step S402, the cognitive training device verifies whether the user submits a correct answer to the problem in the first attempt.

[0113] In step S403, the cognitive training device provides a second level reinforcement if the user submits a correct answer to the problem in the first attempt.

[0114] In step S404, the cognitive training device provides a first-level prompt if the user fails to answer the question correctly on the first attempt. Here, a maximum allowable number of incorrect answers and manipulations exists, and the cognitive training device can forcibly terminate the class if the maximum allowable number is exceeded. Each class defines a maximum allowable number of incorrect answers and manipulations for each problem / set.

[0115] In step S405, the cognitive training device verifies whether the user submits a correct answer to the problem in the second attempt.

[0116] In step S406, the cognitive training device provides a first-level reinforcer if the user submits a correct answer to the problem on the second attempt. Since the user submitted a correct answer on the second attempt, the cognitive training device provides a first-level reinforcer that is lower than the second-level reinforcer provided on the first attempt.

[0117] In step S407, the cognitive training device provides a second-level prompt if the user fails to answer the question correctly on the second attempt. Since the user failed to answer the question correctly on the second attempt, the cognitive training device provides a second-level prompt that is higher than the first-level prompt provided on the first attempt.

[0118] In step S408, the cognitive training device may provide prompts up to a maximum level (e.g., level 4, etc.) after repeatedly performing a problem answer attempt.

[0119] *Thereafter, in step S409, the cognitive training device records at least one performance result data (e.g., number of incorrect answers, pattern of incorrect answers, time required, number of operations, method of operation, etc.) for each problem or each problem set.

[0120] In step S410, the cognitive training device adjusts the difficulty of the nth class based on the n-1 class data for each target skill.

[0121] In this way, the cognitive training device can analyze the performance data from previous sessions and reconfigure the lesson content for each subsequent session based on the analysis results. Here, the cognitive training device can reconfigure the number of class appearances within a session, the frequency of class appearances, or the difficulty level of each class.

[0122] Additionally, the cognitive training device can vary the flow of each lesson based on user input and performance result data. The cognitive training device can check the number of attempts required for the user to complete a task, i.e., the number of incorrect answers. For some lesson content, the cognitive training device can also apply different prompts and reinforcers based on the time required for each attempt and the number of user operations. That is, the cognitive training device can apply the type or size of prompts and the type or intensity of reinforcers by considering at least one piece of performance result data (e.g., number of incorrect answers, pattern of incorrect answers, time required, number of operations, method of operation, etc.).

[0123] When examining prompting behavior, at least one performance outcome data point can determine the intensity of the prompt. Cognitive training devices can use the fundamental principle of prompting behavior to initially provide small amounts of assistance and then gradually increase assistance so that the child can complete the task independently. Alternatively, cognitive training devices can provide an appropriate level of assistance, initially providing large amounts of assistance and then gradually decreasing assistance based on the child's performance level so that the child can complete the task independently.

[0124] Additionally, cognitive training devices can provide customized, step-by-step prompting based on the content of the lesson. For example, Level 1 prompting, the weakest level, provides only verbal prompting, while progressively higher levels can incorporate mixed prompting. For example, cognitive training devices can provide two or more visual prompts simultaneously, provide visual prompts alongside verbal instructions, or even provide behavioral prompts that guide correct answer selection. This allows children to experience solving tasks independently.

[0125] Meanwhile, regarding the level of reinforcement, cognitive training devices can provide users with reinforcement through a positive reinforcement method. Positive reinforcement provides increasing levels of reinforcement in proportion to the effort expended in performing a task. Therefore, cognitive training devices can provide stronger reinforcement when a task is successfully completed without prompting, and weaker reinforcement when the task is completed with the assistance of a prompt.

[0126] As mentioned above, the Discrete Trial Training (DTT) method breaks down the ultimate task into manageable steps. Each step can then be repeated until the child masters it completely.

[0127] Prompt refers to providing an appropriate level of support to elicit the desired response based on the difficulty of the task and the assessed level of support need.

[0128] Reinforcement refers to providing a reward for a correct response, motivating the child to perform correct responses in the future.

[0129] Cognitive training devices can provide prompts and reinforcers within a digitally mediated environment to help children with cognitive delays acquire basic cognitive functions. Furthermore, cognitive training devices can apply the Discrete Trial Training (DTT) method to a digital environment to help children acquire basic cognitive functions. Cognitive training devices break down tasks that correspond to cognitive functions into multiple stages and elements. Initially, they provide tasks at the most basic level that a child can perform, and then gradually increase cognitive skills through reinforcers and prompts. Here, training is provided step-by-step, from the simplest tasks to more advanced tasks, for each specific area of ​​cognitive function. The cognitive training device can select and provide appropriate prompts to the user based on real-time performance data obtained during the user's task execution.

[0130] That is, the cognitive training device can gradually improve cognitive function by providing a customized level of prompting when needed and providing reinforcement (e.g., rewards, desired play, praise, etc.) when a task corresponding to cognitive function is succeeded.

[0131] Below, the DTT behavior, prompting, and reinforcer provision behaviors provided by the cognitive training device are described in detail.

[0132] Cognitive training devices can train new cognitive skills by breaking them down into smaller steps. They break down tasks that children currently struggle with into smaller steps, starting with easier and simpler ones. Cognitive training devices can provide prompts if a child misrepresents or fails to complete a task within a certain time limit. Cognitive training devices can support children in completing a task by providing just the right level of prompting.

[0133] Cognitive training devices can provide reinforcers for behavioral reinforcement upon successful performance. In this case, the cognitive training device can immediately provide a reinforcer (e.g., a reward such as praise or reinforcement) for behavioral reinforcement upon successful performance of a task.

[0134] Afterwards, the cognitive training device can repeat the above process until the child masters each stage, gradually reducing the size and amount of prompting provided. Once the child can complete the task independently without prompting, the device moves on to the next stage. At this time, a three- to five-second interval between tasks is provided so that the child can clearly identify the beginning and end of the task.

[0135] A closer look at prompting indicates the systematic provision of assistance to enable the user to perform the skill independently. Cognitive training devices provide the minimum amount of prompting necessary for the user to complete the target task. This prevents the user from becoming dependent on the assistance provided.

[0136] Here, the cognitive training device can identify the most effective prompting method for the child in order to provide the minimum amount of prompting required. This allows the cognitive training device to combine various prompting methods to provide the user with a combined prompting.

[0137] For example, verbal prompts can be provided by repeating specific instructions. Verbal prompts can provide alternative commands or verbal cues. Visual prompts provide visual cues that the user sees to provide information about the correct answer. Gestural prompts provide cues by directly pointing to the correct answer. Additionally, hints can be used that remain present after they appear, or they can be provided temporarily and then disappear, providing the child with an opportunity to perform the task independently. Cognitive training devices can tailor the type and intensity of prompts based on performance data to provide the most effective prompt among these various methods.

[0138] Meanwhile, cognitive training devices can provide reinforcement through positive reinforcement. Positive reinforcement refers to increasing behavior by providing a user's preferred stimulus immediately after the target behavior occurs.

[0139] First, cognitive training devices can provide immediate positive reinforcement. They can be linked to a reward immediately after task performance.

[0140] Second, cognitive training devices can provide positive reinforcement based on the difficulty or number of tasks performed. Cognitive training devices can provide greater rewards to users when they attempt new or more challenging tasks.

[0141] Third, cognitive training devices can provide progressive positive reinforcement. For example, a cognitive training device might provide a small reward response each time the user performs a small task, and then provide a larger reward response when the user completes multiple small tasks.

[0142] Fourth, cognitive training devices can consistently provide positive reinforcement. Cognitive training devices can provide praise following the completion of a problem set.

[0143] Fifth, the cognitive training device can provide sufficient positive reinforcement to satisfy the user's needs. For example, the cognitive training device could open a play zone and provide the user with access to it after completing all of the daily target lessons. Within the play zone, the cognitive training device could allow the user to freely engage in any activity they choose.

[0144] Sixth, cognitive training devices can identify user preferences and provide highly preferred reinforcers. For example, a cognitive training device can identify a user's preference for a specific activity and provide the highly preferred activity as a reinforcer. In this case, the device can provide content within a play zone (free play space) where the user can engage in the desired activity, which can identify the child's preferences for reinforcers. Based on data such as the child's content choice, level of activity, and play duration, the device can identify the child's preferences for materials, play methods, and play experience elements. It is effective to differentiate reinforcers by identifying the child's preferences and providing more preferred reinforcers for more difficult tasks. If the same reward is provided for an easy task as for a difficult one, the effectiveness of the reinforcer may be diminished or reinforcer dependence may develop. Cognitive training devices can obtain information from caregivers about the child's preferences for content and perceived difficulty, and then analyze this information alongside the child's play data to determine preferences.

[0145] Meanwhile, cognitive training devices can gradually reduce the cues that help with the response required to perform a task, such as the fade-out method, so that later the response can be performed without the cues.

[0146] For example, a fishing game might present a task requiring the player to find objects of the same shape or color as shown. Because instructions alternate between finding the same color and the same shape, cognitive switching is required. Alternatively, because the player must listen to instructions and perform the task accordingly, auditory attention and memory are required.

[0147] Here, cognitive training devices can provide children who struggle with problem solving due to (1) a lack of understanding of shape or color, (2) difficulty with cognitive switching, or (3) poor attention and memory for auditory information. Despite these challenges, cognitive training devices can provide numerous prompts and reinforcement for correct answers at low levels. Through these prompts and reinforcement, the cognitive training device can support children's independent task execution by gradually fading clues as the task difficulty increases.

[0148] Cognitive training devices can develop new behaviors by continuously reinforcing behaviors that gradually approach the target behavior, similar to behavior shaping. This can be referred to as an incremental approach. For example, a cognitive training device can be applied to a task like the snail-finding task, which gradually increases the target's movement speed and duration. The cognitive training device can move the target at a slow speed of 2.5 seconds and then at a fast speed of over 8 seconds.

[0149] Meanwhile, a customized lesson hint system used in a cognitive training method according to one embodiment of the present invention will be described.

[0150] First, hints are devices designed to minimize children's failures in problem-solving and help them learn independently. Cognitive training devices can provide customized instructional hints using errorless learning. Errorless learning is a learning strategy that contrasts with trial-and-error learning or learning through error. Children with cognitive disabilities are more likely to associate self-input errors with the consequences of their actions. In other words, they remember their own incorrect answers better than the therapist's clues or subsequent corrections. This is because they remember their own actions much more clearly than those provided by others. Errorless learning involves learning through self-directed action rather than through instruction or demonstration. By minimizing the opportunity for error, the remaining errors are also minimized. To achieve this, therapists should provide just the right amount of prompting to minimize errors, while avoiding excessive trial and error.

[0151] Second, cognitive training devices can provide maximum prompts for each problem type and then transition to minimum prompts. Problem-specific tutorials assume that the child lacks the required skills and progress from maximum prompts to minimum prompts. In other words, cognitive training devices can provide the largest hints and then gradually decrease the hints, providing opportunities for basic practice so that the child can solve the problem independently. Here, cognitive training devices can either provide the same tutorials each time, or customize them based on the child's usage cycle.

[0152] Third, cognitive training devices can provide hints within problems, shifting from providing minimal prompts to maximal prompts, as opposed to tutorials. For example, prompts typically consist of hints from level 1 to 3 or 4, and their appearance is typically based on the number of incorrect answers, but in some cases, conditions such as the number of manipulations or exceeding the time limit may also be applied.

[0153] Fourth, cognitive training devices support children's ability to complete the task independently. Therefore, cognitive training devices can provide a modified task as a final hint, a problem type that is significantly easier. This is similar to the concept of modifying movements for beginners in sports. Modified tasks in the final stage are often modified by eliminating most of the choices or significantly reducing the difficulty to a level where children are unlikely to fail.

[0154] Fifth, hint methods can be broadly classified into verbal prompts, visual prompts, behavioral prompts, modeling, and transformation tasks.

[0155] Sixth, hints for each problem type can be customized and defined. For example, because certain example problems require sustained visual concentration and visual tracking, the more a user fails a task, the longer the required concentration time actually increases. Therefore, a cognitive training device can immediately provide a modified task with significantly lower difficulty or a significantly shorter concentration time after the first attempt fails. Furthermore, while the step-by-step composition of hints varies by problem type, a mixed prompt can generally be provided from step 2 onward. For example, a cognitive training device could provide visual prompts alongside additional verbal instructions, or, after a modified task with a lower difficulty level is introduced, provide additional visual prompts in the modified task, thus providing additional hints on top of the previous hints.

[0156] FIG. 7 is a diagram illustrating a token provision method for behavior reinforcement according to one embodiment of the present invention.

[0157] Cognitive training devices can utilize a token system to reinforce user behavior. As illustrated in Figure 7, a star is awarded for completing a daily target lesson. Collecting three stars grants access to a play zone where users can freely play.

[0158] FIGS. 8 to 12 are diagrams showing example 1 of a task used in a user's cognitive training method according to one embodiment of the present invention.

[0159] As illustrated in FIGS. 8 to 12, the snail-finding task will be described as an example 1 of a task used in a user's cognitive training method.

[0160] The "Snail Finder" task requires players to carefully observe which of three or four snail shells a snail enters and to follow the shell as it moves. Because the shells are jumbled together, the player must maintain attention control to avoid being distracted by empty shells, and visual tracking skills are essential to follow objects. As the difficulty level increases, the player must focus longer and move faster when the shells are jumbled together.

[0161] As shown in Figure 9, a snail shell showing part of a snail can be provided as a visual prompt.

[0162] As illustrated in Figure 10, a gestural prompt may be provided to highlight a particular snail shell and instruct the user to click on it.

[0163] As illustrated in Figures 11 and 12, reinforcers can be provided to the user in response to immediate visual and auditory rewards for completing a task.

[0164] FIGS. 13 to 19 are diagrams showing another example 2 of a task used in a user's cognitive training method according to one embodiment of the present invention.

[0165] As illustrated in Figures 13 to 19, the Robot Research Institute task will be described as task example 2 used in the user's cognitive training method.

[0166] As illustrated in Figure 13, the Robotics Lab task is to find a shape created by combining two or three given pieces. It requires spatial perception, particularly the ability to construct, to determine how the pieces fit together and to judge the resulting shape.

[0167] The robotics lab problem can be defined to train progressively higher cognitive functions as the target age of the user increases.

[0168] As shown in Figure 14, in the first stage, when the target age is 24-36, the current stage, the lowest stage, consists of two halves of an object placed slightly apart. The goal is to identify the completed shape of the object formed by these two halves. This stage primarily requires visual perception, particularly object perception, and does not yet require constructive or reasoning abilities.

[0169] As shown in Figure 15, the second stage, when the target age is 37-48, requires a higher level of visual perception and spatial ability than the previous stage, including basic construction skills. This stage requires seeing an object divided into two pieces and arranged diagonally, and understanding the completed form of the two pieces.

[0170] As shown in Figure 16, in the third stage, when the target lunar age is 49-72, two pieces of an object are presented in reversed positions, either upside-down or left-right. This requires a higher level of compositional ability than the previous stage, which required visualizing the combined shape of the pieces based on the image.

[0171] As shown in Figure 17, in the fourth stage, when the target lunar age is 73-78, three pieces of an object are presented in a jumbled arrangement. This is the highest stage, requiring advanced spatial organization and reasoning skills to visualize the assembled pieces based on the image.

[0172] Figures 18 and 19 illustrate examples of reinforcement. As illustrated in Figure 18, a small reward response can be provided each time a small task is performed. As illustrated in Figure 19, a larger reward response can be provided when multiple small tasks are completed.

[0173] FIG. 20 and FIG. 21 are diagrams showing another example 3 of a task used in a user's cognitive training method according to one embodiment of the present invention.

[0174] As illustrated in Figures 20 and 21, the fishing task will be described as task example 3 used in the user's cognitive training method.

[0175] As illustrated in Figure 20, the fishing task requires a shift in behavior in response to a change in instructions. To train subjects to switch between finding the same color (2001) and finding the same shape (2002, 2003), a large cue that aids the response can be initially provided, then gradually reduced.

[0176] For example, only the correct answer may be provided as multiple choice. This difficulty level is designed to ensure that even children who have not yet established a concept of shape or have difficulty with cognitive transfer will unconditionally get the correct answer, and that correct answers are reinforced. Alternatively, a problem may be presented with the same instructions and correct answer as the previous step. Alternatively, a problem may be presented with different instructions but the same correct answer. Alternatively, a problem may be presented with the same instructions but with different choices. Alternatively, a problem may be presented as a Level B problem, with more choices than the Level A problem.

[0177] As illustrated in Figure 21, visual cues can be utilized. Cognitive training devices can provide visual prompts in various ways, depending on the digital format. For example, in a color-matching problem, the shape of the object may be erased to emphasize only the color (2101), or in a shape-matching problem, the color may be erased to emphasize only the shape of the object (2102).

[0178] FIG. 22 is a diagram showing an example of the lowest difficulty level and stepping stone content used in a user cognitive training method according to one embodiment of the present invention.

[0179] If the cognitive training device determines that the user requires additional training to improve their performance on a specific difficulty task within the course content based on the user's performance data, the device may temporarily provide the user with stepping stone content, which provides additional training opportunities for the specific difficulty task. Here, stepping stone content is a task that provides the user with the additional training necessary to successfully perform a specific course. Stepping stone content is content that matches a specific difficulty level within a specific course and may be temporarily provided based on the user's performance data.

[0180] As illustrated in the example in Figure 22, the "Pongdang Pongdang" class involves viewing four partially obscured objects and matching them to identical pairs. This task trains object perception and spatiotemporal reasoning skills. The upper example screen in Figure 22 is the lowest difficulty example screen (2201) for "Pongdang Pongdang."

[0181] If the performance result data confirms that the user is having difficulty performing the lowest difficulty level or that additional training is required, the cognitive training device may provide the user with the stepping stone content of "Pongdang Pongdang" at level 1. The example screen at the bottom of Fig. 22 is an example screen (2202) of the stepping stone content of the lowest difficulty level (e.g., level 1) of "Pongdang Pongdang."

[0182] The cognitive training device can temporarily include this stepping stone content in the lesson composition within a session when, based on performance data, it determines that additional training is needed for the cognitive functions required by "Pongdang Pongdang" and the tags mapped to those cognitive functions. The cognitive training device can then continue to provide the stepping stone content until performance data indicates that the stepping stone content is no longer needed, at which point it can be excluded from the lesson composition.

[0183] In other words, stepping stone content is content that temporarily appears when a user advances to the next level of difficulty in a specific task, requiring additional training for certain cognitive functions and other mapped tags. This stepping stone content can also provide a buffering effect when the task difficulty increases and can provide additional practice opportunities for skills that the user finds difficult or has not yet mastered. This stepping stone content may be temporarily provided when specified conditions are met based on the user's performance data. If the performance data determines that it is no longer necessary, the stepping stone content may no longer appear.

[0184] Figure 23 is a configuration diagram of a user's cognitive training device according to one embodiment of the present invention.

[0185] As illustrated in FIG. 23, a user cognitive training device (100) according to one embodiment of the present invention includes a user input / output module (110), a memory (120), and a processor (130). However, not all of the illustrated components are essential. The user cognitive training device (100) may be implemented with more components than the illustrated components, or may be implemented with fewer components.

[0186] Below, the specific configuration and operation of each component of the user's cognitive training device (100) of Fig. 23 are described.

[0187] The user input / output module (110) performs input / output operations related to user and cognitive training.

[0188] The memory (120) stores one or more programs related to the user's cognitive training.

[0189] The processor (130) executes one or more programs stored in the memory (120). The processor (130) generates classes and tasks for training the user's cognitive functions according to a cognitive curriculum defined based on cognitive functions required for the user's cognitive development level and at least one tag mapped to the cognitive functions, provides the generated classes and tasks to the user, and customizes the cognitive curriculum based on performance result data performed by the user for the provided classes and tasks. Here, the at least one tag mapped to the cognitive function may include an attribute tag, a knowledge tag, a daily skill tag, an adaptive behavior tag, etc.

[0190] According to embodiments, the task includes at least one sub-task required to perform the target task, and the at least one sub-task may be provided to the user with a level of difficulty that gradually increases from the lowest task to the target task.

[0191] According to embodiments, the processor (130) can generate lessons and assignments by differently combining each of the cognitive functions and at least one tag.

[0192] According to embodiments, the processor (130) can customize the difficulty of the provided classes and assignments based on performance data obtained by the user, by verifying whether the difficulty level matches the user's cognitive development level. Here, customizing the difficulty level does not necessarily mean constantly increasing the difficulty level. Furthermore, the processor (130) can automatically lower the difficulty level when the user's cognitive development level regresses or their performance level declines. Thus, the user can build up their cognitive development level again from a lower level.

[0193] According to embodiments, the processor (130) can track the user's level of cognitive development for cognitive functions and at least one tag mapped to the cognitive functions based on performance result data performed by the user.

[0194] According to embodiments, the processor (130) can track the user's cognitive development level based on performance result data performed by the user, and customize a cognitive curriculum according to the user's developmental age target based on the tracked cognitive development level. Here, the target values ​​by age or month can serve as indicators for tracking and understanding the user's developmental status. However, in customizing the cognitive curriculum, the user's developmental age can be a more important criterion than the user's physical age. The processor (130) can customize the cognitive curriculum according to this developmental age.

[0195] According to embodiments, the processor (130) can reconstruct the assignment difficulty of the class content or assignment of the next round based on the performance result data of the previous round.

[0196] According to embodiments, if the processor (130) determines that the user needs additional training to increase the difficulty of the class content based on the performance result data performed by the user, the processor (130) may provide additional practice opportunities for increasing the difficulty.

[0197] According to embodiments, the processor (130) provides an optimized prompt that the user needs based on the user's cognitive development level to perform a given task. The type or intensity of the prompt may be determined based on at least one piece of performance result data from among multiple pieces of performance result data performed by the user. Here, the optimized prompt that the user needs does not necessarily mean a small number of hints, but rather does not provide excessive hints beyond what the user needs. The prompt may be adjusted based on at least one piece of data from among many other factors, such as the number of incorrect answers, incorrect answer patterns, time required, number of operations, and operation methods.

[0198] According to embodiments, the processor (130) provides reinforcement in the form of positive reinforcement when a given task is successfully completed, and the type or intensity of the reinforcement may be determined based on at least one element related to the given task. Here, the reinforcer may be determined based on at least one element among various factors such as the characteristics of the task, the difficulty of the task, the number of times it is performed, the user preference, the cognitive function covered on the corresponding day, knowledge tags, and attribute tags.

[0199] Meanwhile, a non-transitory computer-readable storage medium for storing instructions that, when executed by a processor, cause the processor to execute a method may be provided, the method comprising: generating lessons and tasks for training a user's cognitive function according to a cognitive curriculum defined based on a cognitive function required for a user's cognitive development level and at least one tag mapped to the cognitive function; providing the generated lessons and tasks to the user; and customizing the cognitive curriculum based on performance result data performed by the user for the provided lessons and tasks.

[0200] Meanwhile, according to one embodiment of the present invention, the various embodiments described above can be implemented as software including instructions stored in a machine-readable storage medium that can be read by a machine (e.g., a computer). The device is a device that can call instructions stored from the storage medium and operate according to the called instructions, and may include an electronic device (e.g., electronic device (A)) according to the disclosed embodiments. When an instruction is executed by a processor, the processor can perform a function corresponding to the instruction directly or by using other components under the control of the processor. The instruction may include code generated or executed by a compiler or interpreter. The machine-readable storage medium may be provided in the form of a non-transitory storage medium. Here, 'non-transitory' means that the storage medium does not contain a signal and is tangible, but does not distinguish between data being stored semi-permanently or temporarily in the storage medium.

[0201] Furthermore, according to one embodiment of the present invention, the method according to the various embodiments described above may be provided as included in a computer program product. The computer program product may be traded as a commodity between sellers and buyers. The computer program product may be distributed in the form of a device-readable storage medium (e.g., compact disc read-only memory (CD-ROM)) or online through an application store (e.g., Play Store™). In the case of online distribution, at least a portion of the computer program product may be temporarily stored or temporarily generated in a storage medium, such as the memory of a manufacturer's server, an application store's server, or a relay server.

[0202] Furthermore, according to one embodiment of the present invention, the various embodiments described above may be implemented in a computer-readable recording medium or a similar device using software, hardware, or a combination thereof. In some cases, the embodiments described herein may be implemented by the processor itself. In a software implementation, embodiments such as the procedures and functions described herein may be implemented as separate software modules. Each of the software modules may perform one or more functions and operations described herein.

[0203] Meanwhile, computer instructions for performing processing operations of a device according to the various embodiments described above may be stored in a non-transitory computer-readable medium. The computer instructions stored in such a non-transitory computer-readable medium, when executed by a processor of a specific device, cause the specific device to perform processing operations in the device according to the various embodiments described above. A non-transitory computer-readable medium refers to a medium that stores data semi-permanently and can be read by a device, rather than a medium that stores data for a short period of time, such as a register, cache, or memory. Specific examples of non-transitory computer-readable media may include a CD, DVD, hard disk, Blu-ray disk, USB, memory card, or ROM.

[0204] In addition, each of the components (e.g., modules or programs) according to the various embodiments described above may be composed of a single or multiple entities, and some of the sub-components described above may be omitted, or other sub-components may be further included in various embodiments. Alternatively or additionally, some components (e.g., modules or programs) may be integrated into a single entity, which may perform the same or similar functions as those performed by each of the respective components prior to integration. Operations performed by modules, programs or other components according to various embodiments may be executed sequentially, in parallel, iteratively or heuristically, or at least some operations may be executed in a different order, omitted, or other operations may be added.

[0205] Although the preferred embodiments of the present invention have been illustrated and described above, the present invention is not limited to the specific embodiments described above, and various modifications can be made by those skilled in the art without departing from the gist of the present invention as claimed in the claims. Furthermore, such modifications should not be understood individually from the technical idea or prospect of the present invention.

[0206] [Explanation of symbols]

[0207] 100: Cognitive Training Device

[0208] 110; User Input / Output Module

[0209] 120: Memory

[0210] 130: Processor

Claims

1. In a user cognitive training method performed by a user cognitive training device, A step of generating classes and tasks for training the user's cognitive functions according to a cognitive curriculum defined based on the cognitive functions required for the user's cognitive development level and at least one tag mapped to the cognitive functions; A step of providing the above-mentioned generated classes and assignments to the user; and A method for cognitive training of a user, comprising a step of customizing the cognitive curriculum based on performance result data performed by the user for the classes and assignments provided above.

2. In paragraph 1, A method for cognitive training of a user, wherein the task includes at least one sub-task required to perform a target task, and the at least one sub-task is provided to the user with a level of difficulty that gradually increases from the lowest task to the target task.

3. In paragraph 1, The steps to create the above classes and assignments are: A method for cognitive training of a user, wherein classes and assignments are created by differently combining each of the above cognitive functions and the at least one tag.

4. In paragraph 1, The steps to customize the above cognitive curriculum are: A cognitive training method for a user, which verifies whether the difficulty configuration of the provided classes and tasks matches the cognitive development level of the user based on the performance result data performed by the user, and customizes the difficulty configuration of the tasks.

5. In paragraph 1, The steps to customize the above cognitive curriculum are: A method for cognitive training of a user, wherein the user's cognitive development level is tracked based on performance result data performed by the user and at least one tag mapped to the cognitive function.

6. In paragraph 1, The steps to customize the above cognitive curriculum are: A cognitive training method for a user, which tracks the user's cognitive development level based on performance result data performed by the user, and customizes the cognitive curriculum to match the user's developmental age target based on the tracked user's cognitive development level.

7. In paragraph 1, The steps to customize the above cognitive curriculum are: A user cognitive training method that reconstructs the difficulty of assigning class content or assignments for the next session based on performance results data from the previous session.

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

9. In paragraph 1, A method for cognitive training of a user, further comprising a step of providing an optimized prompt required by the user at the user's cognitive development level to perform the provided task, wherein the type or intensity of the prompt is determined based on at least one performance result data among a plurality of performance result data performed by the user.

10. In paragraph 1, A method for cognitive training of a user, further comprising a step of providing reinforcement in the form of positive reinforcement when the provided task is successfully completed, wherein the type or intensity of the reinforcement is determined based on at least one element related to the provided task.

11. User input / output module that performs input / output operations related to user and cognitive training; memory for storing one or more programs; and comprising a processor for executing one or more of the stored programs; The above processor, Generate classes and tasks to train the user's cognitive functions according to a cognitive curriculum defined based on the cognitive functions required for the user's cognitive development level and at least one tag mapped to the cognitive functions, Provide the above-mentioned generated classes and assignments to the above-mentioned users, A cognitive training device for a user that customizes the cognitive curriculum based on performance results data obtained by the user for the classes and assignments provided above.

12. In paragraph 11, A cognitive training device for a user, wherein the task includes at least one sub-task required to perform a target task, and the at least one sub-task is provided to the user with a level of difficulty that gradually increases from the lowest task to the target task.

13. In paragraph 11, The above processor, A cognitive training device for a user that creates classes and assignments by differently combining the above cognitive functions and the at least one tag.

14. In paragraph 11, The above processor, A cognitive training device for a user that verifies whether the difficulty level of the provided classes and tasks matches the cognitive development level of the user based on the performance result data performed by the user, and customizes the difficulty level of the tasks.

15. In paragraph 11, The above processor, A cognitive training device for a user that tracks the user's cognitive development level for cognitive functions and at least one tag mapped to the cognitive functions based on performance result data performed by the user.

16. In paragraph 11, The above processor, A cognitive training device for a user, which tracks the user's cognitive development level based on performance result data performed by the user, and customizes the cognitive curriculum to suit the user's developmental age target based on the tracked user's cognitive development level.

17. In paragraph 11, The above processor, A user's cognitive training device that reconfigures the difficulty of assigning class content or assignments for the next round based on performance results data from the previous round.

18. In paragraph 11, The above processor, A method for cognitive training of a user, wherein, based on performance result data performed by the user, if it is determined that the user requires additional training to improve the level of performance for a specific difficulty task of class content, stepping stone content that provides an additional training opportunity for a specific difficulty task is temporarily provided to the user.

19. In paragraph 11, The above processor, A cognitive training device for a user, which provides an optimized prompt required by the user at the user's cognitive development level to perform the task provided above, wherein the type or intensity of the prompt is determined based on at least one performance result data among multiple performance result data performed by the user.

20. In paragraph 11, The above processor, A cognitive training device for a user, which provides reinforcement in the form of positive reinforcement when the task provided above is successfully completed, and the type or intensity of the reinforcement is determined based on at least one element related to the task provided above.

Images