Video product for inducing cognitive impairment behavior, and storage medium

Abstract

The present application discloses a video product for inducing a cognitive impairment behavior, and a storage medium. The video product comprises a plurality of video units, each video unit comprises a plurality of video clips, and each video clip displays a target element, a prompt element and / or an interference element. In the present application, by means of different elements in the video clips, a subject is induced to make behavioral responses, thereby measuring multiple types of cognitive abilities of the subject including visuospatial ability, memory ability, language ability, calculation ability, complex attention ability, smooth pursuit ability, execution ability, social cognition ability, emotional response ability, incongruity detection ability, and narrow vision ability, thus achieving screening, diagnosis, treatment, and efficacy evaluation of cognitive impairment caused by Alzheimer's disease, Parkinson's disease, multiple system atrophy, progressive supranuclear palsy, vascular dementia, diabetes, and the like. By using the video product of the present invention, the processes of the described screening, diagnosis, treatment, and efficacy evaluation are more objective, and the results have higher reliability and consistency.

Description

Video products and storage media for inducing cognitive impairment behaviors Technical Field

[0001] This application belongs to the field of neuropsychology research, and in particular relates to a video product and storage medium for inducing cognitive impairment behavior. Background Technology

[0002] Currently, cognitive impairment is mainly diagnosed symptomatically, and the assessment of symptomatic diagnosis and cognitive domain impairment mainly relies on neuropsychological scales. However, neuropsychological scale assessment has certain limitations; for example, (1) assessment environment limitations: neuropsychological assessment usually needs to be completed in a hospital and requires a suitable independent and quiet environment, which limits the flexibility and convenience of the assessment; (2) subjectivity and assessor bias: some scales may be affected by the subjectivity of the assessor, and different assessors may give different scores, affecting the consistency and reliability of the assessment results; (3) occupational and educational level bias: many neuropsychological tests are designed in the context of a certain level of education, and the test results may be affected by the occupational background and educational level of the test subject, which may lead to inaccurate assessment; 4) Standardization issues: Different regions and institutions may use different versions of the test scales, and even the specific scoring standards and sub-interpretations of the same scale may differ, which may affect the consistency of diagnosis in clinical practice; (5) Assessment qualification requirements: Professionals who conduct neuropsychological assessments need specialized training, which limits the popularization of assessments and their application in some resource-limited areas; (6) Time consumption and cost: Neuropsychological assessments usually take a long time to complete. The assessment time for a complete cognitive scale can reach more than 1 hour, and it will take even longer for patients with cognitive impairment. This may be a burden for both patients and assessors, and it also increases the cost of assessment. Long-term assessments can also exacerbate the fluctuations in the patient's state. The patient's cognitive state may be affected by a variety of factors, including boredom and fatigue, which may affect the assessment results; (7) Learning effect: Repeatedly performing the same cognitive task may lead to a learning effect, affecting the accuracy of the test results.

[0003] Therefore, a standardized solution is urgently needed to address the aforementioned problems in existing methods for inducing cognitive impairment behaviors. Summary of the Invention

[0004] This application provides a video product and storage medium for inducing cognitive impairment behavior, aiming to solve the problems of lack of flexibility, objectivity, reliability and consistency in existing cognitive impairment screening methods.

[0005] In a first aspect, this application provides a video product for inducing cognitive impairment behavior. The video product includes multiple video units, which are used to measure multiple types of cognitive abilities of a subject, including visuospatial, memory, language, calculation, complex attention, smooth tracking, executive function, social cognition, emotional response, incoordination awareness, and narrow vision. Each video unit includes several video segments, which display target elements, cue elements, and / or distracting elements to measure at least one cognitive ability of a certain type. The target elements are used to attract the subject's gaze, the cue elements are used to indicate the shape and / or position of the target elements, and the distracting elements are used to distract the subject's gaze from the target elements.

[0006] Furthermore, the video product includes a first video unit for measuring visuospatial capabilities, the first video unit including a video clip displaying the target element and the cue element, the cue element including at least one of character, path, shape, category, color and pattern.

[0007] Furthermore, the target element is a three-dimensional object, and the shape is the projected shape of the three-dimensional object.

[0008] Furthermore, the first video unit includes a video segment showing the movement of the target element along the path indicated by the path, and the interfering element includes an occlusion element for occluding at least part of the path so that the target element occludes the target element during its movement along the path.

[0009] Furthermore, the video product includes a second video unit for measuring memory ability. The video segment of the second video unit includes a display portion and a distraction portion. The display portion is positioned before the distraction portion. The distraction elements include occluding elements and / or similar elements. The display portion displays the target element, and the distraction portion occludes the target element with occluding elements and / or confuses the target element with similar elements of the same shape and / or category. And / or, the distraction portion also includes content that blurs the target element and then re-clarifies it.

[0010] The video product includes a second video unit for measuring memory ability. The video segment of the second video unit includes a display portion and an interference portion. The display portion is located before the interference portion. The interference elements include occlusion elements and / or similar elements. The display portion displays the target element. The interference portion occludes the target element by occluding the target element and / or confuses the target element by using similar elements with the same shape and / or category as the target element.

[0011] Furthermore, the interference element includes multiple occlusion elements, the second video unit includes a memory segment, the display portion of the memory segment displays one target element, and the interference portion displays the process of multiple occlusion elements moving to and stopping according to a set method, during which the target element is occluded by one or more of the occlusion elements.

[0012] Furthermore, the video product includes multiple memory segments, which are spaced apart to measure long-term memory capacity.

[0013] Furthermore, the video product includes a third video unit for measuring language and / or computing power, the third video unit including video clips displaying the target element and the prompting element, the prompting element including at least one of text, numbers, and symbols.

[0014] Furthermore, the video segment displayed by the third video unit includes one or more of the following: moving a corresponding number of target elements to the target area according to the numerical labels; constructing a calculation formula based on numbers and symbols and writing the calculation result according to the calculation formula; and moving the target elements closer to the text labels according to the text labels.

[0015] Furthermore, the step of constructing a calculation formula based on numbers and symbols and writing the calculation result based on the calculation formula includes constructing multiple calculation formulas based on numbers and symbols and writing correct calculation results that match the calculation formulas or incorrect calculation results that do not match the calculation formulas.

[0016] Furthermore, the video product includes a fourth video unit for measuring complex attention ability. The video segments displayed by the fourth video unit include one or more of the following: the process of only one target element moving randomly; the process of multiple target elements moving simultaneously; the process of multiple related target elements moving sequentially; and the process of adding new elements around or at a preset distance from the target elements. The preset distance is set so that the new elements appear at the edge of the subject's field of vision to simultaneously assess the subject's narrow visual ability.

[0017] Furthermore, the video product also includes a sixth video unit for measuring execution capability. The video clips of the sixth video unit display multiple prompting elements and the process of the target element moving sequentially according to a set path or according to the positions indicated by each prompting element.

[0018] Furthermore, the video segment includes a guiding section and a main body section. The guiding section is positioned before the main body section and displays the process of the target element moving according to a set path or the position indicated by a prompt element. The main body section displays the process of the target element moving without following the set path or the position indicated by the prompt element. And / or, the main body section includes video content where the target element temporarily pauses its movement and then resumes its movement. The resumed movement video content is a process of moving without following the set path or the position indicated by the prompt element, or a process of first moving according to the set path or the position indicated by the prompt element and then moving without following the set path or the position indicated by the prompt element.

[0019] Furthermore, the video product includes a seventh video unit for measuring the subject's ability to smoothly track their gaze, the seventh video unit comprising a video segment showing at least one moving element as a target element continuously moving along a set path.

[0020] Furthermore, the video product includes an eighth video unit for measuring the subject's narrow visual ability. The eighth video unit includes a process in which a new element is added to the subject's visual field edge area or the target element is hidden and then appears to the subject's visual field edge area, and the new element or the reappearing target element disappears again after a set time.

[0021] Furthermore, the target element also includes incongruous elements, the category or usage scenario of which differs from other elements in the video clip.

[0022] Furthermore, the video product includes video clips displaying elements that the subjects prefer.

[0023] Furthermore, the total duration of the video product does not exceed 15 minutes.

[0024] Secondly, this application provides a method for inducing cognitive impairment behavior, which can be further used for screening, diagnosis, treatment, and efficacy evaluation of cognitive impairment caused by Alzheimer's disease, Parkinson's disease, multiple system atrophy, progressive supranuclear palsy, vascular dementia, and diabetes. The method includes:

[0025] Behavioral and eye-tracking data were acquired when using the video products described above.

[0026] The cognitive abilities of the target subject are assessed based on the behavioral and eye-tracking data, and the presence of cognitive impairment is determined based on the assessment results.

[0027] Thirdly, this application provides an application of the video product described above for inducing cognitive impairment behavior in at least one of the screening, diagnosis, treatment, and efficacy evaluation of cognitive impairment caused by Alzheimer's disease, Parkinson's disease, multiple system atrophy, progressive supranuclear palsy, vascular dementia, and diabetes.

[0028] Fourthly, this application provides an electronic device, which includes a memory and a processor. The memory stores a computer program, and when the processor executes the computer program, it plays the aforementioned video product for inducing cognitive impairment behavior.

[0029] Fifthly, a storage medium having stored thereon computer-readable instructions that are executed by one or more processors to play a video product described above for inducing cognitive impairment behavior.

[0030] Compared with existing technologies, this application designs a video product that induces behavioral feedback from subjects through various elements in video segments, thereby measuring one or more cognitive abilities of the subjects. Based on these cognitive abilities, it measures a specific type of cognitive ability, thus enabling the screening, diagnosis, treatment, and efficacy evaluation of cognitive impairments caused by Alzheimer's disease, Parkinson's disease, multiple system atrophy, progressive supranuclear palsy, vascular dementia, diabetes, etc. The use of this video product enhances the objectivity of the screening, diagnosis, treatment, and efficacy evaluation processes, resulting in higher reliability and consistency. This video product can be placed in a home setting or loaded onto other mobile devices using appropriate playback equipment, offering more flexible application scenarios. Because this video product serves as an objective standard paradigm, enabling fully standardized data collection and analysis, and is unaffected by the subject's subjectivity, it strengthens the objectivity of the screening, diagnosis, treatment, and efficacy evaluation processes, while also ensuring higher reliability and consistency of the results. Furthermore, the video product of this application is applicable to various cultural levels and professional backgrounds. Even without any educational background, one can still freely observe the video. The entire implementation process only requires the operator to play the video product; the operator does not participate in the evaluation and scoring. This greatly lowers the barrier to entry and makes it easier to use. Moreover, free observation of videos often lacks a fixed answer, resulting in a weaker learning effect. Attached Figure Description

[0031] To more clearly illustrate the technical solutions of the embodiments of this application, the drawings used in the description of the embodiments will be briefly introduced below. Obviously, the drawings described below are some embodiments of this application. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0032] Figure 1 is a structural block diagram of a video product for inducing cognitive impairment behavior provided in an embodiment of this application;

[0033] Figures 2 to 38 are schematic diagrams of various video segments in a video product for inducing cognitive impairment behavior provided in an embodiment of this application;

[0034] Figure 39 is a structural block diagram of a cognitive impairment behavior induction system according to this application;

[0035] Figure 40 is an application diagram of a video product for inducing cognitive impairment behavior according to this application;

[0036] Figure 41 is a structural block diagram of an electronic device provided in an embodiment of this application. Detailed Implementation

[0037] The technical solutions of the embodiments of this application will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some, not all, of the embodiments of this application. Based on the embodiments of this application, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of this application.

[0038] Those skilled in the art will understand that, unless specifically stated otherwise, the singular forms “a,” “an,” “the,” and “the” used herein may also include the plural forms. It should be further understood that the term “comprising” as used in this disclosure means the presence of the stated features, integers, steps, operations, elements, and / or components, but does not exclude the presence or addition of one or more other features, integers, steps, operations, elements, components, and / or groups thereof. It should be understood that when we say an element is “connected” or “coupled” to another element, it can be directly connected or coupled to the other element, or there may be intermediate elements. Furthermore, “connected” or “coupled” as used herein can include wireless connections or wireless coupling. The term “and / or” as used herein includes all or any units and all combinations of one or more associated listed items.

[0039] It's important to understand that cognitive impairment refers to abnormalities in higher cognitive processes related to memory, language, visuospatial function, executive function, calculation, and comprehension, leading to severe learning and memory impairments, often accompanied by aphasia, apraxia, agnosia, or apraxia. Cognitive impairment is a common symptom of neurological disorders, involving damage to multiple cognitive domains, including but not limited to memory, language, visuospatial function, executive function, and calculation ability.

[0040] Please refer to Figures 1 to 38, which are schematic diagrams of various video segments appearing in a video product used to induce cognitive impairment behavior according to embodiments of this application, extracted from one video frame of a video segment. The video product in this application can be composed of video units shot in real-life scenes, or video units created using animation, special effects, or other technical means. Each video unit includes one or more video segments. The video product is used to display various animated or photographic scenes and various elements within those scenes for the subject to watch, prompting the subject to make action feedback. This action feedback is used to measure the subject's cognitive ability. The scene in the video typically refers to the background or environment in which the video appears. It can be a three-dimensional scene with depth or a two-dimensional scene. A two-dimensional scene can be a simple color background, which can be fictional or real, or it can be various environmental scenes, such as outdoor or indoor scenes. The elements in the video typically refer to various objects, characters, and related colors, shapes, patterns, etc., appearing in the scene. Through the interaction between elements, scenes, and between elements and scenes, the video product induces the subject to make corresponding feedback after watching it. Feedback includes, but is not limited to, eye movements, facial movements, body language, and brain activity. This can be achieved by tracking the subject's eye movements using an eye camera or eye tracker to observe their eye-related behaviors while watching the video product; by recording the subject's facial expressions and body language using video equipment to observe their overall behavior; and by monitoring brain activity using appropriate EEG or MRI equipment. This video product aims to assess various cognitive abilities, including but not limited to visuospatial, memory, attention, calculation, executive, language, social cognitive functions, comprehension, information processing speed, emotional response, and narrowed vision, to further determine whether the subject has any corresponding cognitive impairments.

[0041] Specifically, as shown in Figure 1, the video product for inducing cognitive impairment behavior illustrated in this application embodiment includes multiple video units. The video units are used to measure multiple types of cognitive abilities of the subject, including visuospatial, memory, language, calculation, complex attention, smooth tracking, executive function, social cognition, emotional response, incoordination awareness, and narrow vision. The video unit includes several video segments, which display at least a target element and cue elements and / or distracting elements to measure at least one cognitive ability in a type of cognitive ability. The target element is used to attract the subject's gaze, the cue elements are used to indicate the shape and / or position of the target element, and the distracting elements are used to distract the subject's gaze from the target element.

[0042] The video product comprises one or more video units, and each video unit can further include one or more video segments. Each video segment can be a static image playback of a single image, or a dynamic video composed of multiple consecutive image frames. Each video segment can be used to measure one or more of the aforementioned cognitive abilities. For example, visuospatial cognitive abilities can include multiple aspects, such as shape perception and trajectory prediction. Some video segments use cues such as graphics or movement paths to measure the subject's shape perception or trajectory prediction abilities. By classifying and aggregating the effectiveness of cognitive ability measurement through video segments, some video segments can be assigned to corresponding video units. Each video unit can then comprehensively measure a specific type of cognitive ability through multiple video segments measuring different cognitive abilities. Each video unit and each video segment is played according to a set time sequence, which can be adjusted according to actual needs.

[0043] More specifically, each video segment in this embodiment may include one or more target elements. Target elements can be static or dynamic. Dynamic elements can be active at a fixed position or shifted relative to the scene, their purpose being to attract the subject's attention. Furthermore, the video segments also include cue elements or distracting elements. Cue elements provide guidance to the target elements, indicating their movement rules, trajectory, or other changes, guiding the subject's gaze to anticipate the shape, position, or other changes of the target element based on pre-defined rules, trajectories, or expectations, thereby guiding the subject's eye movement. For example, as shown in Figure 2, a sphere may be a target element, and the cue element may be a character associated with the target element. As shown in Figure 7, the cue element may be a lane path, indicating the direction of vehicle movement and the expected position after movement. Alternatively, the cue element may be the same color or pattern as the target element. In certain scenarios, the same color or pattern as the target element will attract the subject's attention and move their gaze towards the cue element or the location indicated by the cue element. The purpose of interfering elements is to disrupt the subject's line of sight to the target element. This can be achieved by adding obstructing elements or similar elements to the target element to certain video clips to confuse the subject, or by blurring the target element to interfere with the subject's line of sight. This allows the subject to assess abilities such as visuospatial skills and memory.

[0044] In some embodiments, the total duration of this video product can be controlled within 15 minutes. Due to its short duration, it typically does not cause boredom or fatigue in test takers, making it easier for them to participate and complete the test, resulting in more accurate results. More preferably, the overall video duration can be further shortened by selectively combining video units that have a higher correlation with cognitive impairment and better assessment effects, ensuring that test takers can better complete the entire test process. For example, optimization can reduce the total duration of the entire video product to 7 minutes. Optimizing the combination of video units and video segments can further improve test completion rate and efficiency, and also enhance the overall test effectiveness.

[0045] This application designs a video product based on cognitive abilities related to cognitive impairment. This video product can be placed in a home setting using appropriate playback devices or loaded onto other mobile devices, thus offering more flexible application scenarios. The video product of this application can serve as an objective standard paradigm, enabling fully standardized data collection and analysis, reducing the influence of subjectivity. Furthermore, free observation of videos often lacks a fixed answer, resulting in a weaker learning effect. In addition, the video product of this application is applicable to various cultural levels and professional backgrounds. Even without any educational background, free observation of the video can still be completed. The implementation process only requires the operator to play the video product; the operator does not participate in the evaluation scoring. Therefore, the video product has excellent applicability, significantly lowering the barrier to entry, making it easy to learn and promote.

[0046] In one exemplary embodiment, the video product includes a first video unit for measuring visuospatial capabilities. The first video unit includes a video segment displaying target elements and cue elements, the cue elements being at least one of character, path, shape, category, color, and pattern.

[0047] In some implementations, the first video unit displays multiple video clips. For example, the video clip shown in Figure 2 shows two people playing volleyball in a beach scene, with the volleyball moving back and forth as they hit it, and a dog running around following the volleyball in the air. The video clip shown in Figure 3 shows four animated characters playing volleyball in pairs in an animated 2D scene, with the volleyball moving back and forth as they take turns hitting it. The video clip shown in Figure 4 shows four people playing tennis in a nighttime tennis court scene, with the tennis ball moving back and forth between the two sides of the court. The video clip shown in Figure 5 shows multiple athletes playing ice hockey on a flat ice hockey rink, with the puck moving continuously as the athletes control and hit it with hockey sticks. The video clip shown in Figure 6 shows pairs of members playing beach volleyball, with the volleyball moving back and forth as they hit it. It is known that in these video clips, the main target element is the ball in motion, the cue element is the character, and the ball will have a predictable trajectory after the character hits it. In these common sports, the interaction between people and the ball, the person's movement and the ball's trajectory and landing point, under normal cognitive conditions, people can have a general prediction of the ball's movement and trajectory or landing point.

[0048] As shown in Figure 7, the video clip depicts a suburban scene with a highway along which cars are traveling. The highway is partially obscured by mountains, and the cars are further obscured as they pass the base of the mountains. The target element, the vehicle traveling along the highway, is visible and can be used as a cue element.

[0049] For patients with cognitive impairment, their visuospatial cognitive ability (movement trajectory prediction ability) will be different from that of normal people. That is, when patients with cognitive impairment watch these video clips, their attention or eye movement will be different from that of normal people. For example, their eyes cannot follow the movement of a ball, cannot predict the landing position of the ball, or cannot follow the movement path of a vehicle to predict the position of the vehicle after it moves. Therefore, the motion perception ability of trajectory prediction in visuospatial cognitive ability can be measured by observing the eye movement of the subject.

[0050] In some implementations, as shown in Figures 10 and 11, the video clip demonstrates a target element (a basketball and a car) moving along a set path. There are three set paths, each marked with an identical shape or graphic element placed on the right or in the middle of the path to guide the target element's movement along one of them. For a normal person, the correct path can be selected based on the cues provided by the shape or graphic elements. However, for someone with cognitive impairment, they may not be able to recognize the identical shapes or graphics elements in the video and cannot determine the correct path based on the cues.

[0051] The video clip in this embodiment may include a guiding section and a main body. The guiding section, located at the beginning of the video clip, demonstrates the process of the target element moving along one of the paths indicated by the prompting elements, thus prompting the subject to understand the association rules between the path selection of the target element and the prompting elements. The main body, following the guiding section, shows the target element moving along one of the paths again. However, during the movement shown in the main body, the target element does not move according to the path indicated by the prompting elements, and can suddenly change its route or pause its movement. Thus, by observing the target element's non-compliance with the prompting rules, the subject's reaction is observed to see if they can identify the error, thereby measuring their cognitive ability regarding shapes in visuospatial cognition.

[0052] In some implementations, the target element can be a three-dimensional object, and the shape-based cue element represents the projected shape of the three-dimensional object. As shown in Figure 12, the video clip displays two vertically standing cardboard sheets, each with a projected view. The video scene also contains many scattered fragments that can be combined to form corresponding three-dimensional objects. These three-dimensional objects can match the shapes of the projected views on the cardboard sheets. In this implementation, the cue element is the projected shape view of the three-dimensional object. For a normal person, it is easy to reconstruct the original object based on the shape cue of the projected view and select the corresponding fragments to combine. However, patients with cognitive impairment may not be able to recognize the projected view and imagine the original object. Therefore, this video clip can measure a subject's spatial reasoning ability regarding stereoscopic figures. As shown in Figures 13a, 13b, and 14, the video clip displays the original image of the target object and fragments of the target object. In the process of reconstructing the image of the target object by piecing together the fragments, normal people can easily piece together the fragments into the original image according to the color, shape, or pattern of the image. However, for patients with cognitive impairment, they may not be able to piece together the fragment images into the original image according to the color, shape, or pattern. This can be used to measure the subject's cognitive ability of patterns and colors in visuospatial ability.

[0053] In addition, the video clip in Figure 13 shows four target images with different color patterns and fragments of the target images. In the process of reconstructing the target image from the fragments, the ability to comprehensively examine complex attention, such as selective attention, segmentation attention, and switching attention, can be assessed by considering the consistency and variation of color patterns.

[0054] In one exemplary embodiment, the first video unit includes a video segment showing the process of a target element moving along a path, and the interfering element includes an occlusion element used to occlude the target element during its movement along the path.

[0055] In some implementations, as shown in Figure 7, the video clip depicts a suburban scene with a road along which a car is traveling; the road is blocked by a mountain in the middle, and the car's path is obscured as it passes the base of the mountain. As shown in Figure 8, the video clip depicts a park scene with a dog moving along its path, obscured by a sign. The dog moves from one side of the sign, behind it, to the other side, its path being partially obscured by the sign. As shown in Figure 9, the video clip shows an obstacle positioned in the foreground of the scene, through which two people can be seen kicking a ball towards the camera; the ball's trajectory is partially obscured by the obstacle.

[0056] It is known that in these video clips, the car has a visible path of motion, while the dog and ball have predictable paths, but all are obstructed by occlusion elements during their movement. For a normal person, even with occlusion partially obscuring the path of motion, they can still predict the approximate positions of the car, dog, and ball, and their gaze will follow the movement or appear at the predicted location. However, for individuals with authentication disorders, they may be unable to perform the corresponding actions. Therefore, observing the subject's eye movements can be used to measure their ability to predict occluded trajectories in their visuospatial cognitive ability, i.e., their motion perception ability.

[0057] By observing the subjects' performance while watching these video clips, it can be identified that patients with cognitive impairment have difficulty distinguishing important information in complex visual scenes, have difficulty recognizing information such as the shape, size, pattern, color, category, and location of objects, have difficulty correctly understanding and interpreting the spatial relationships between objects, such as judging distance, depth, and direction, have difficulty recognizing and understanding the relationships between different elements in complex images, and have difficulty constructing or copying graphics, assembling objects, or arranging objects.

[0058] These video clips can be used to assess visuospatial functions (object recognition, visual orientation, and direction), visual depth perception (the ability to perceive distance), and spatial imagination of three-dimensional shapes by observing whether the subject can select the correct object / shape; their ability to judge motion perception by predicting the future trajectory of an object through its gaze; color perception, image processing, and the ability to further process what is seen through the entire video; and shape recognition and background perception of shapes through complex, disordered graphics. Therefore, these video clips can be used to comprehensively measure the subject's visuospatial cognitive abilities.

[0059] In one exemplary embodiment, the video product includes a second video unit for measuring memory ability. The video segment of the second video unit includes a display portion and a distraction portion, with the display portion preceding the distraction portion. The distraction portion includes distracting elements. The distracting elements include occlusion elements and / or similar elements. The display portion displays the target element, and the distraction portion occludes the target element with occlusion elements and / or confuses the target element with similar elements of the same shape and / or category. This embodiment primarily examines the subject's memory ability by dividing the video segment into a display portion and a distraction portion and adding distracting elements.

[0060] Specifically, in one embodiment of this example, as shown in Figure 15, the video clip displays six image cards, which are paired in pairs, meaning each pair of cards contains the same image. In this embodiment, the target elements are these six cards. The subject's memory ability is tested by flipping the images (interference elements) and then flipping them in pairs to find matching images. During the flipping process, images can be randomly flipped and paired until two cards with the same image are found, at which point the successfully matched images are removed. Normal individuals can remember the images and positions of these cards, thus having the correct expectation to complete the image matching process; however, patients with cognitive impairment may have poor memory and be unable to remember the images and positions of the cards. Therefore, the subject's short-term memory ability for patterns can be measured based on their eye gaze.

[0061] In one embodiment of this example, as shown in Figure 16, the video clip displays five circles at fixed positions, arranged in a "W" shape. A dot (target element) appears sequentially within these five circles, thus these five circles can be considered cue elements used to indicate the position of the dot. In this embodiment, the dot is obscured by occlusion elements during and after its movement, and the video content is played three times. Specifically, the first playback serves as a display of the video clip, with dots appearing sequentially in each circle following the writing trajectory of a "W" from left to right, with very short intervals between each appearance. The second and third playbacks act as distractions. During the second playback, the dots appear in the same order as in the first playback, but with delays or pauses, meaning the intervals between one or more dot appearances are extended. The third playback features dots that appear in a different trajectory than in the first playback. For example, the dots initially appear in the first two circles following the writing trajectory of a "W," but then the trajectory suddenly changes, and the order in which they appear in the circles is different. Subjects with poor memory will follow the newly appearing dots with their eyes, while subjects with good memory will subconsciously move their eyes to the position where the dots would appear during the first playback.

[0062] In some embodiments, the video segment includes a guide portion and a main body portion. The guide portion is located before the main body portion and shows the process of the target element moving along a set path or at a position indicated by a prompt element. The main body portion shows the process of the target element not moving along the set path or at a position indicated by the prompt element, or changing its movement route and / or pausing its movement while moving along the set path or at a position indicated by the prompt element again.

[0063] The video clip in Figure 16 also demonstrates the order in which moving elements appear, showcasing their movement trajectories. Understandably, in the video clip shown in Figure 16, the first presentation serves as an introduction, demonstrating the order in which the target elements appear. The second presentation delays the appearance of the target elements, using a time-lapse test to observe the subject's gaze and assess their ability to remember the previous order. The third presentation changes the order, using a positional shift test to observe whether the subject can remember the correct position of the target elements. Therefore, the subject's delayed memory ability regarding position can be measured based on their eye gaze. In this video clip, because patients with cognitive impairment do not readily execute the dot-movement pattern, while normal individuals can, actively execute the dot-movement pattern and look to the next position when the dot pauses, this video clip can also measure the subject's executive function.

[0064] By guiding the subject through the movement pattern of a target element, and then deliberately misleading them by abruptly changing the movement or pausing / delaying the element's movement, the subject's gaze is guided to follow the incorrect path. A person with normal cognitive function will still follow the intended movement pattern or the indicated movement pattern. Therefore, by examining the gaze of a cognitively impaired patient—whether their gaze follows the misleading direction or pauses when the movement is stopped—one can assess the subject's cognitive ability.

[0065] In some implementations, as shown in Figures 18a to 18c, the video clip displays an animated scene with the target cat and target mouse present. When the video clip reaches the interference section, the scene in Figure 18a switches to the scene in Figure 18b or 18c, adding other mice. A normal person can easily remember and recognize the target mouse in the scene in Figure 18a and identify it in subsequent scenes. In other words, a normal person can easily identify the original target element in a new scene, while a person with cognitive impairment may not be able to remember the original target element, thus failing to identify it in a new scene with interference elements.

[0066] In one embodiment of this example, the video product includes multiple memory segments, which are spaced apart to measure long-term memory capacity.

[0067] Specifically, as shown in Figures 17a and 17b, the video clip depicts a small ball (the target element) placed in three opaque paper cups. One opaque cup (the occlusion element) obscures the ball, while the other two cups act as distractors. After the positions of the three cups are swapped, the video indicates to the subject which cup the target ball is in. Normal individuals can remember the ball's position and locate it by tracking the cup swapping process. However, individuals with cognitive impairment cannot remember the target ball's position. This video clip appears multiple times throughout the video product, interspersed with other video clips. This allows for the assessment of whether subjects retain the ball's position after a certain time interval, thus evaluating their long-term memory.

[0068] Furthermore, working memory and episodic memory can be examined according to scenario type. Sensory memory, short-term memory, and delayed recall can be examined according to the memory retrieval interval. Abnormalities in the cognitive domain of memory in patients with cognitive impairment can be further subdivided according to degree and type. Impaired memory ability may involve all stages of memory, including encoding, storage, and retrieval. Patients with cognitive impairment have varying degrees of impairment in both working memory and episodic memory, and impairment occurs at all stages (including encoding, storage, and retrieval), including but not limited to difficulty in forming new memories, difficulties in transferring information from short-term memory to long-term memory, difficulty in retaining encoded information in the brain, and failure in information retrieval. Therefore, the cognitive ability of a subject's memory can be reflected by observing the eye movement fixation area and trajectory.

[0069] In one exemplary embodiment, the video product includes a third video unit for measuring language and / or computing capabilities. The third video unit includes video segments displaying target elements and prompting elements, the prompting elements including at least one of text, numbers, and symbols.

[0070] In this embodiment, the video clip displayed by the third video unit includes one or more of the following: moving a corresponding number of target elements to the target area according to the numerical labels; constructing a calculation formula based on numbers and symbols and writing the calculation result according to the calculation formula; and moving the target elements closer to the text labels according to the prompts of the text labels.

[0071] Specifically, as shown in Figure 19, the video clip depicts a child playing with a beaded toy. The toy's base is marked with numbers 1 to 5, each number corresponding to a vertical stick. The child holds multiple beads and prepares to place the corresponding number of beads onto the sticks according to the numbers. This video clip primarily assesses cognitive ability by assigning a specific number of objects to different target areas based on numbered labels. Individuals with cognitive impairment may exhibit insensitivity to counting, meaning they cannot predict the next action once the required number of objects in a target area has been reached. Therefore, a subject's counting ability can be measured by observing their eye movement focus areas and trajectories.

[0072] In one embodiment, as shown in Figure 20, the video clip demonstrates a person writing addition and subtraction equations on a blackboard and writing down the corresponding calculation results. The equations include a first, second, third, and fourth equation. The result of the third equation is an incorrect, mismatched calculation. The video unit in this embodiment can use prompts such as numbers and symbols to identify and measure the decline in language ability in patients with cognitive impairment. Patients with cognitive impairment often experience a decline in calculation ability, exhibiting varying degrees of problems when performing basic mathematical calculations such as addition, subtraction, multiplication, division, and counting, including difficulty in calculation, inability to understand, inability to verify calculations, and counting errors. Therefore, by observing the subject's eye movement gaze area and trajectory during the writing of equations, it can be seen whether the subject has difficulty in calculation or can detect incorrect calculation results, thereby measuring their calculation ability.

[0073] As shown in Figure 21, the video clip displays multiple animal cartoon images and corresponding text labels. Each image has a blank area, and a hand is placing text labels into the blank spaces according to the type of movement. As shown in Figure 22, the video clip sequentially displays one or more fruit images and multiple different text labels, one of which corresponds to a specific fruit image. The fruits can also be vegetables, animals, etc.

[0074] Patients with cognitive impairment often exhibit a decline in language abilities, including reduced capacity for language processing, comprehension, production, and use, potentially affecting multiple skills such as understanding, expression, reading, and writing. The video unit in this embodiment can use textual and other cues to identify and measure the decline in language abilities in patients with cognitive impairment, including difficulty recognizing and understanding words, difficulty matching objects to words, decreased ability to read passages, and reduced recognition and comprehension of morphology and syntax. Therefore, observing the subject's eye-tracking gaze area and trajectory can further assess the subject's language abilities.

[0075] In one exemplary embodiment, the video product includes a fourth video unit for measuring complex attention capabilities. The video segments displayed by the fourth video unit include one or more of the following: a single target element moving randomly; multiple target elements moving simultaneously; multiple associated target elements moving sequentially; and a process of adding new elements around the target elements.

[0076] In this embodiment, the target element can be one or more, or multiple target elements with a linkage relationship. The measurement of complex attention ability can include, but is not limited to, selective attention ability, allocation and switching attention ability, sustained attention ability, executive attention ability, sudden change attention ability, and salient object attention ability.

[0077] In some implementations, as shown in Figure 23, the video clip depicts a building with multiple tracks along which several target element balls slide. As the balls slide along the tracks, their view is obstructed by the buildings as they move between them. This is used to examine the subject's ability to predict the trajectories of multiple moving and obstructed target elements, thus measuring their selective attention ability. Figure 24 shows a video clip depicting multiple boats moving in water. Natural scenes with multiple moving target elements are used to measure the ability to allocate and switch attention. Figure 25 shows a video clip depicting the collapse of dominoes. The video contains multiple interconnected target elements that move sequentially through a linkage, creating a visual effect of motion. The domino scene is used to measure segmentation and sustained attention ability.

[0078] In one exemplary embodiment, the video product includes a fifth video unit for measuring social cognitive ability and / or emotional responsiveness. The target element also includes characters, and the fifth video unit includes video clips showing characters displaying facial emotions and / or multiple characters engaging in interactive behaviors. In some other embodiments, these characters may appear in other video clips to examine the subject's social cognitive ability and / or emotional responsiveness.

[0079] In one embodiment of this example, as shown in Figures 26 and 27, these video clips show multiple children playing with toys and engaging in communication, physical, and other interactive behaviors during the play.

[0080] Individuals with cognitive impairment experience difficulties understanding social interactions, recognizing others' emotions or intentions, and behaving appropriately in social situations. Social cognition is a crucial part of daily communication and social functioning, and its impairment typically affects an individual's interpersonal relationships and social adaptation. Individuals with cognitive impairment often exhibit a lack of interest in social situations. Therefore, their social cognitive abilities can be assessed by observing the subject's eye movement gaze areas and trajectories or facial expressions.

[0081] In one embodiment of this example, as shown in Figures 28 to 30, these video clips all display facial expressions of various people under different emotions, such as happiness, sadness, and fear.

[0082] People with cognitive impairment exhibit different basic emotional responses to emotionally relevant information compared to healthy individuals, showing a decreased ability to recognize emotions such as happiness, sadness, and fear. Specifically, this manifests as a reduced ability to recognize emotional cues in others' facial expressions and body language, making it difficult to notice these emotional signals. Therefore, their basic emotional responsiveness can be measured by observing the subject's eye movement gaze areas and trajectories, or by observing their facial micro-expressions.

[0083] In an exemplary embodiment, the video product of this application further includes a sixth video unit for measuring performance capabilities. The video segments of the sixth video unit display multiple prompting elements and the process of the target element moving sequentially according to a set path or according to the positions indicated by each prompting element.

[0084] In some implementations, as shown in Figure 31, the video clip demonstrates navigating a maze by connecting lines with a pen in hand. The maze has multiple visible paths, only one of which leads to the end. The paths serve as cues to guide the subject's eye movement. A normal person can follow the paths to the end, but a person with cognitive impairment may only follow the movement of their hand. Furthermore, the video clip shown in Figure 16 above can also measure the subject's executive function.

[0085] In some implementations, as shown in Figure 32, the video clip displays randomly placed circles, each marked with a corresponding number label and a text label corresponding to the Heavenly Stems and Earthly Branches order. Therefore, based on their sequential order, the numbers and texts can be matched one-to-one, forming the aforementioned prompting elements. The beginning of the video shows the process of connecting the circles according to the numerical order and the Heavenly Stems and Earthly Branches order, i.e., connecting number 1, text A, number 2, text B, and so on. The connection order at the beginning of the video serves to guide the subject through the connection pattern. After the beginning ends, for example, after connecting number 3 and text C, the playback pauses when connecting number 4, pauses for a specific time, and then resumes playing the connection between number 4 and text D. Furthermore, after replaying, for example, after text D, the connection can be made to text E using a different method than in the beginning; that is, the previous connection rules can be ignored, and the previous prompts can be disregarded when proceeding with subsequent connections. In other words, this connection process may involve going down the wrong path or encountering a connection pattern that does not conform to the one shown in the beginning. In this process, patients with cognitive impairment find it difficult to correctly perform the matching steps and also struggle to detect errors, while healthy individuals can perform the matching steps correctly and identify errors in the video. Therefore, observing the subjects' eye-tracking fixation areas and trajectories can measure their performance ability.

[0086] In one exemplary embodiment, the video product includes a seventh video unit for measuring a subject's ability to smoothly track the target's gaze. The seventh video unit includes a process of displaying at least one moving element, serving as a target element, continuously moving along a predetermined path, to measure the subject's smooth tracking ability. When the moving element appears, it attracts the subject's visual attention; a normal person's gaze follows the moving element. However, patients with cognitive impairment exhibit a decline in smooth tracking ability, and their gaze cannot normally follow the moving element. Therefore, the subject's ability to smoothly track the target's movement, whether laterally or longitudinally, can be measured by observing the subject's eye-tracking gaze area and trajectory.

[0087] In one exemplary embodiment, the moving element moves only in the lateral or longitudinal direction to measure the subject's ability to smoothly track in the lateral or longitudinal direction.

[0088] Figures 33 to 35 illustrate different implementations of the seventh video unit, showing the process of a person riding a horse from left to right, a person riding a bicycle from left to right, and three rockets ascending from bottom to top. The moving elements serving as target elements are the person riding the horse, the person riding the bicycle, and the three rockets.

[0089] It's important to know that individuals with cognitive impairment exhibit significantly different tracking abilities for horizontally or vertically moving objects compared to healthy individuals. Therefore, their test results are better in scenarios involving horizontal and vertical movement. As shown in Figure 35, the moving elements consist of multiple rockets rising from bottom to top. By simultaneously setting multiple moving elements, the subject's ability to track multiple horizontally or vertically moving objects can be tested, thus providing a more comprehensive measurement of the subject's tracking ability.

[0090] In one embodiment, the video content also displays scene elements with scene depth to measure the subject's ability to perceive visual depth at near and far distances.

[0091] As shown in Figure 33, the scene elements of this video clip are a real seaside scene with depth, and the person on horseback is moving from a distance to closer. Scenes with depth can be used to measure a subject's visual depth perception ability.

[0092] In one embodiment, the video content also displays indicator elements that indicate the motion trajectory of the moving element, thereby measuring the subject's motion perception ability in relation to trajectory prediction.

[0093] In the video clip shown in Figure 34, a person rides a bicycle from left to right along a road. The road serves as an indicator element, indicating the trajectory of the moving element. A normal person can predict the trajectory of the moving element based on the indicator element, and their gaze may move to the location where the moving element will appear next. Therefore, by setting an indicator element, the subject's motion perception ability to predict the trajectory can be further measured.

[0094] In one exemplary embodiment, the video product includes an eighth video unit for measuring the subject's narrow visual ability. The eighth video unit includes a process of showing the addition of a new element to the subject's visual field edge region or the appearance of a target element after the target element has been hidden in the subject's visual field edge region, and the new element or the target element disappearing again after a set time.

[0095] In some implementations, as shown in Figure 36, in this video clip, the target element is the first character appearing on the right side of the video, and the new element is the second character appearing on the left side of the video. The first character and the second character are a certain distance apart, so that when the subject's gaze is focused on the first character, the second character appears in the edge area of ​​the subject's field of vision. In this implementation, the set distance between the new element and the target element can be designed according to actual needs.

[0096] Understandably, patients with cognitive impairment, such as those with Parkinson's disease, have thinner retinas around their eyes, making it difficult for them to focus on things in the center of their visual field and easily overlook things at the periphery. Therefore, eye tracking can be used to measure a subject's narrow visual capacity.

[0097] In one exemplary embodiment, the target element in the video product of this application further includes a discordant element, the category or usage scenario of which is different from other elements in the video segment;

[0098] In some implementations, as shown in the video clip in Figure 3, a character without feet appears in the scene; in the video clip in Figure 26, the scene is an indoor living room background, but a toilet, which is usually found in a bathroom, appears; and in the video clip in Figure 37, an outdoor scene features a washing machine, which is usually found indoors. Therefore, this embodiment contains elements that are significantly inconsistent with the actual scene content and can be considered incongruous elements. Compared to normal individuals, patients with cognitive impairment show abnormal attention to incongruous objects. Therefore, their ability to perceive incongruous objects can be measured by observing the subject's eye movement fixation area and trajectory.

[0099] In addition, dangerous elements can be added to the scene. Compared with normal people, patients with cognitive impairment pay attention to dangerous elements differently. Therefore, their ability to perceive dangerous elements can be measured by observing the eye movement fixation area and trajectory of the subjects in response to dangerous elements.

[0100] Therefore, by incorporating these special elements such as danger or incongruity into the scene, the subject's ability to focus on abnormalities such as incongruity or danger can be measured. Furthermore, the video clips in this embodiment can also be used to measure the subject's attentional abilities.

[0101] In one exemplary embodiment, the video product also includes a video clip for calibrating the eye tracker, which shows only the process of a target element moving randomly.

[0102] In one exemplary embodiment, as shown in Figure 38, the video clip depicts a single rocket flying randomly against a white background. When the rocket flies back and forth in the calibration clip, the subject is subconsciously drawn to it, causing them to follow the object and stare at it. Simultaneously, while staring at the rocket, the eye tracker can be calibrated using an algorithm.

[0103] In some embodiments, the video product includes video clips that display elements that the subjects prefer.

[0104] Information about the participants can be gathered before they watch the video product, including shapes, patterns, colors, people, objects, scenes, and video styles that may interest them. This information can then be used to insert video clips related to the participants' preferences, improving their focus and ultimately enhancing the test results. For example, the animated videos in Figures 26 and 37 can attract participants who enjoy anime; or the dog in Figure 2 can attract participants who like dogs.

[0105] In an exemplary embodiment, various target elements, incongruous elements, and dangerous elements appearing in the various video segments of the video product will not appear in the center of the scene. Since patients with cognitive impairment often unconsciously focus on the center of the scene, the presence of a target element in the center would affect their final judgment.

[0106] It is understood that, in various embodiments of this application, the video product is also used to measure the subject's comprehension ability and / or information processing speed. In the above embodiments, cognitive ability is primarily measured by observing the subject's eye movements and behavior while watching the video product; additionally, cognitive ability can also be measured by monitoring brain activity.

[0107] A decline in comprehension is common in patients with cognitive impairment. Comprehension is an important component of cognitive function, requiring the integration of newly seen information with existing knowledge, as well as the ability to analyze, process, evaluate, and think about information. It involves interactive processes with multiple cognitive domains, especially those related to memory, language, and executive functions.

[0108] This application's video product incorporates numerous elements to measure the differences in comprehension abilities between patients with cognitive impairment and healthy individuals. This process is essentially integrated throughout all video segments, involving understanding the tasks presented within the segments and then analyzing the process and outcomes of comprehension through movement. All segments related to memory, language, and executive functions also require corresponding comprehension. By observing subjects watching all the aforementioned video units, it was found that patients with cognitive impairment have difficulty interpreting, summarizing, and understanding information. Therefore, by observing the subjects' eye-tracking gaze areas and trajectories while watching any video segment, it was discovered that patients with cognitive impairment did not understand the content or intentions required for comprehension in the corresponding video unit.

[0109] Furthermore, a decline in information processing speed is common in patients with cognitive impairment, involving a decrease in the brain's ability to receive, process, and respond to information. The video product design in this application incorporates numerous elements to measure the difference in information processing speed between patients with cognitive impairment and healthy individuals, essentially permeating all video units, primarily targeting the ability to quickly and effectively understand information, solve problems, make decisions, and adapt to new situations.

[0110] By observing subjects watching all the aforementioned video units, we found that patients with cognitive impairment exhibited the following characteristics: primarily affecting their ability to quickly and effectively understand information, solve problems, make decisions, and adapt to new situations, manifesting as slower comprehension, longer reaction time, and slower execution speed. Therefore, by observing the subjects' eye-tracking gaze areas and trajectories while they watched any video unit, we can measure the reaction speed of patients with cognitive impairment in the corresponding video unit.

[0111] Based on the video products in the above embodiments, this application also provides an embodiment of a cognitive impairment screening method, the method comprising:

[0112] Step 1: Obtain eye movement, behavioral, and MRI data of the subjects while they watch the video products described above.

[0113] Step 2: Assess the cognitive abilities of the subjects based on the above data, and determine whether the subjects have cognitive impairment based on the assessment results.

[0114] This application also provides another embodiment of a cognitive impairment screening method, the method comprising:

[0115] Step 1: Obtain brain activity data of the subjects while they watch the video products described above.

[0116] Step 2: Assess the cognitive abilities of the subject based on the brain activity data, and determine whether the subject has cognitive impairment based on the assessment results.

[0117] Based on the video products in the above embodiments, this application also provides a cognitive impairment induction behavior system 100, as shown in FIG39. The system includes: a display device 101, a first camera device 102, a second camera device 103, and a processing device 104; wherein, the display device 101 is used to play the video products as described above; the first camera device 102 is used to collect behavioral videos of the subject watching the video products; the second camera device 103 is used to collect eye-tracking videos of the subject watching the video products; the processing device 104 is used to analyze the behavioral videos and eye-tracking videos to obtain behavioral data and eye-tracking data of the subject during the process of watching the video products; the cognitive ability of the subject is assessed based on the behavioral data and eye-tracking data, and the subject's cognitive impairment is determined based on the assessment results.

[0118] Optionally, the first camera device 101 can be of various types, including but not limited to USB cameras, mobile phone cameras, TV cameras, virtual / augmented reality cameras, etc., so as to record emotional expression reactions and interactions, and identify non-cognitive neuropsychiatric symptoms (such as micro-expressions of depression and anxiety) and attention status (such as restlessness).

[0119] Optionally, the second camera device 102 employs an eye-tracking device to capture eye movements, including but not limited to classic desktop eye trackers, virtual / augmented reality glasses (such as Apple's Vision Pro, Meta's Oculus Quest, etc.), TV and tablet cameras, and Type-C eye-tracking device plugins for mobile phones, TVs, and tablets.

[0120] In some embodiments, the system for inducing cognitive impairment behavior further includes a third camera device, which is a camera used to record the subject as a whole, providing more comprehensive video data to enhance the analysis of avoidance and social behaviors.

[0121] In some embodiments, the cognitive impairment behavior induction system 100 further includes an electroencephalogram (EEG) acquisition device or a magnetic resonance imaging (MRI) device to obtain brain activity data.

[0122] As shown in Figure 40, based on the video products in the above embodiments, this application also provides an application of the above video products in screening, diagnosis, treatment and efficacy evaluation of at least one of cognitive impairment caused by Alzheimer's disease, Parkinson's disease, vascular dementia and diabetes, as well as Parkinson's-related diseases such as multiple system atrophy and progressive supranuclear palsy.

[0123] Specifically, cognitive impairment often manifests as impaired memory function and is a common symptom in various neurocognitive disorders. Therefore, the video product of this application can achieve a wide range of cognitive impairment diagnoses based on the results of cognitive impairment behaviors, including cognitive impairment caused by Alzheimer's disease, Parkinson's disease, vascular cognitive impairment, and diabetic cognitive impairment. It can also assist in the diagnosis of various neurocognitive disorders, such as Parkinson's disease and Parkinson's-related diseases (multiple system atrophy, progressive supranuclear palsy). The specific manifestations and severity of these cognitive impairments may vary depending on the subtype and progression of the disease in the patient.

[0124] This application also provides a device for inducing cognitive impairment behavior, the device including a first acquisition module and a processing module; wherein, the first acquisition module is used to acquire behavioral data and eye movement data of the subject when watching the video products in the above embodiments; the processing module is used to evaluate the cognitive ability of the target based on the behavioral data and eye movement data, and determine whether the subject has cognitive impairment based on the evaluation results.

[0125] In one exemplary embodiment, the device includes a second acquisition module for acquiring brain activity data of a subject.

[0126] Please refer to Figure 41. An electronic device 4000 is provided in this embodiment of the application. The electronic device 4000 includes at least one processor 4001 and at least one memory 4003.

[0127] Data interaction between the processor 4001 and the memory 4003 can be achieved through at least one communication bus 4002. This communication bus 4002 may include a path for transmitting data between the processor 4001 and the memory 4003. The communication bus 4002 can be a PCI (Peripheral Component Interconnect) bus or an EISA (Extended Industry Standard Architecture) bus, etc. The communication bus 4002 can be divided into an address bus, a data bus, a control bus, etc. For ease of illustration, only one thick line is used to represent it in the figure, but this does not indicate that there is only one bus or one type of bus.

[0128] Optionally, the electronic device 4000 may further include a transceiver 4004, which can be used for data interaction between the electronic device and other electronic devices, such as sending and / or receiving data. It should be noted that in practical applications, the transceiver 4004 is not limited to one type, and the structure of the electronic device 4000 does not constitute a limitation on the embodiments of this application.

[0129] Processor 4001 may be a CPU (Central Processing Unit), a general-purpose processor, a DSP (Digital Signal Processor), an ASIC (Application Specific Integrated Circuit), an FPGA (Field Programmable Gate Array), or other programmable logic devices, transistor logic devices, hardware components, or any combination thereof. It can implement or execute the various exemplary logic blocks, modules, and circuits described in conjunction with the disclosure of this application. Processor 4001 may also be a combination that implements computational functions, such as including one or more microprocessor combinations, a combination of a DSP and a microprocessor, etc.

[0130] The memory 4003 may be a ROM (Read Only Memory) or other type of static storage device capable of storing static information and instructions, RAM (Random Access Memory) or other type of dynamic storage device capable of storing information and instructions, or an EEPROM (Electrically Erasable Programmable Read Only Memory), CD-ROM (Compact Disc Read Only Memory) or other optical disc storage, optical disc storage (including compressed optical discs, laser discs, optical discs, digital universal optical discs, Blu-ray discs, etc.), magnetic disk storage media or other magnetic storage devices, or any other medium capable of carrying or storing desired program instructions or code in the form of instructions or data structures and accessible by the electronic device 4000, but not limited thereto.

[0131] The memory 4003 stores computer-readable instructions, and the processor 4001 can read the computer-readable instructions stored in the memory 4003 through the communication bus 4002.

[0132] The computer-readable instructions are executed by one or more processors 4001 to play the video products for inducing cognitive impairment behaviors in the above embodiments.

[0133] Furthermore, this application provides a storage medium storing computer-readable instructions that are executed by one or more processors to play the video product described above for inducing cognitive impairment behavior.

[0134] Compared to related technologies, this application induces behavioral feedback from subjects through various elements in video clips, thereby measuring one or more cognitive abilities of the subjects, and measuring a certain type of cognitive ability based on one or more cognitive abilities. This enables the screening, diagnosis, treatment, and efficacy evaluation of cognitive impairments caused by Alzheimer's disease, Parkinson's disease, multiple system atrophy, progressive supranuclear palsy, vascular dementia, diabetes, etc. The use of this invention's video product enhances the objectivity of the aforementioned screening, diagnosis, treatment, and efficacy evaluation processes, resulting in higher reliability and consistency. This video product can be placed in a home setting or loaded onto other mobile devices using appropriate playback devices, offering more flexible application scenarios. Because this video product serves as an objective standard paradigm, enabling fully standardized data collection and analysis, and is unaffected by the subject's subjectivity, the aforementioned screening, diagnosis, treatment, and efficacy evaluation processes are more objective, ensuring higher reliability and consistency of the results. Furthermore, the video product of this application is applicable to various cultural levels and professional backgrounds. Even without any educational background, one can still freely observe the video. The entire implementation process only requires the operator to play the video product; the operator does not participate in the evaluation and scoring. This greatly lowers the barrier to entry and makes it easier to use. Moreover, free observation of videos often lacks a fixed answer, resulting in a weaker learning effect.

[0135] Furthermore, this video product, based on research into cognitive impairment, fully considers various cognitive abilities related to cognitive impairment. Through comprehensive and integrated testing of different cognitive abilities, it aims to improve the accuracy of the final assessment of cognitive impairment. In addition, by optimizing the combination of video units and segments, the video product's length can be further reduced to improve the accuracy of various cognitive ability tests. The video content can also be adjusted according to the test taker's preferences to enhance their concentration during testing, thereby improving test results.

[0136] It should be understood that although the steps in the flowcharts of the accompanying figures are shown sequentially as indicated by the arrows, these steps are not necessarily executed in the order indicated by the arrows. Unless explicitly stated herein, there is no strict order restriction on the execution of these steps, and they can be executed in other orders. Moreover, at least some steps in the flowcharts of the accompanying figures may include multiple sub-steps or multiple stages. These sub-steps or stages are not necessarily completed at the same time, but can be executed at different times, and their execution order is not necessarily sequential, but can be performed alternately or in turn with other steps or at least some of the sub-steps or stages of other steps.

[0137] This application has been described through several embodiments. Those skilled in the art will recognize that various changes or equivalent substitutions can be made to these features and embodiments without departing from the spirit and scope of this application. Furthermore, based on the teachings of this application, these features and embodiments can be modified to suit specific circumstances and materials without departing from the spirit and scope of this application. Therefore, this application is not limited to the specific embodiments disclosed herein, and all embodiments falling within the scope of the claims are protected by this application.

Claims

1. A video product for inducing cognitive impairment behavior, characterized in that, The video product comprises multiple video units, which are used to measure multiple types of cognitive abilities of the subject, including visuospatial, memory, language, calculation, complex attention, smooth tracking, executive function, social cognition, emotional response, incoordination awareness, and narrow vision. Each video unit includes several video clips, which display target elements, cue elements, and / or distracting elements to measure at least one cognitive ability in a given type. The target element is used to attract the subject's gaze, the cue element is used to indicate the shape and / or position of the target element, and the distracting element is used to distract the subject's gaze from the target element.

2. The video product according to claim 1, characterized in that, The video product includes a first video unit for measuring visuospatial capabilities. The first video unit includes a video clip displaying the target element and the cue element, the cue element including at least one of character, path, shape, category, color, and pattern.

3. The video product according to claim 2, characterized in that, The target element is a three-dimensional object, and the shape is the projected shape of the three-dimensional object.

4. The video product according to claim 2 or 3, characterized in that, The first video unit includes a video segment showing the target element moving along the path indicated by the location. The interfering element includes an occlusion element that is used to occlude at least part of the path so that the target element occludes the target element as it moves along the path.

5. The video product according to claim 1 or 2, characterized in that, The video product includes a second video unit for measuring memory ability. The video segment of the second video unit includes a display part and an interference part, with the display part positioned before the interference part. The interference elements include occlusion elements and / or approximate elements. The display part displays the target element, and the interference part occludes the target element through occlusion elements. And / or confuse the target element with similar elements that have the same shape and / or category as the target element; And / or, the interference portion may also include blurring the target element and making the content clearer again.

6. The video product according to claim 5, characterized in that, The interference element includes multiple occlusion elements, the second video unit includes a memory segment, the display portion of the memory segment displays one target element, and the interference portion displays the process of multiple occlusion elements moving to and stopping according to a set method, during which the target element is occluded by one or more of the occlusion elements.

7. The video product according to claim 6, characterized in that, The video product includes multiple memory segments, which are spaced apart to measure long-term memory capacity.

8. The video product according to claim 1, 2, or 5, characterized in that, The video product includes a third video unit for measuring language and / or computing power. The third video unit includes video clips displaying the target element and the prompting element, wherein the prompting element includes at least one of text, numbers, and symbols.

9. The video product according to claim 8, characterized in that, The video clips displayed by the third video unit include one or more of the following: moving a corresponding number of target elements to the target area according to digital tags; Construct calculation formulas based on numbers and symbols, and write the calculation results based on the calculation formulas; The target element is positioned close to the text label based on the text label.

10. The video product according to claim 9, characterized in that, The step of constructing calculation formulas based on numbers and symbols and writing calculation results based on the calculation formulas includes constructing multiple calculation formulas based on numbers and symbols and writing correct calculation results that match the calculation formulas or incorrect calculation results that do not match the calculation formulas.

11. The video product according to claim 1, 2, 5 or 8, characterized in that, The video product includes a fourth video unit for measuring complex attention ability, and the video segments of the fourth video unit display the content of one or more of the following: the process of random movement of only one of the target elements; The process of multiple target elements moving simultaneously; the process of multiple related target elements moving sequentially; the process of adding new elements around or at a preset distance from the target elements.

12. The video product according to any one of claims 1-11, characterized in that, The video product includes a fifth video unit for measuring social cognitive ability and / or emotional responsiveness. The target element also includes characters. The fifth video unit includes video clips showing characters with facial emotions and / or multiple characters with interactive behaviors.

13. The video product according to any one of claims 1-12, characterized in that, The video product also includes a sixth video unit for measuring execution capability. The video clips of the sixth video unit display multiple prompting elements and the process of the target element moving sequentially according to a set path or according to the positions indicated by each prompting element.

14. The video product according to claim 13, characterized in that, The video segment includes a guide section and a main body section. The guide section is located before the main body section and shows the process of the target element moving according to a set path or according to the position indicated by the prompt element. The main body section shows the process of the target element moving without following the set path or the position indicated by the prompt element. And / or, The main part includes video content where the target element temporarily pauses its movement and then resumes movement; wherein, the resumed movement video content is a process of moving without following the set path or the position indicated by the prompt element, or a process of first moving according to the set path or the position indicated by the prompt element, and then moving without following the set path or the position indicated by the prompt element.

15. The video product according to any one of claims 1-13, characterized in that, The video product includes a seventh video unit for measuring the subject's ability to smoothly track their gaze. The seventh video unit includes video clips showing at least one moving element, which is a target element, moving continuously along a set path.

16. The video product according to any one of claims 1-15, characterized in that, The video product includes an eighth video unit for measuring the subject's narrow visual ability. The eighth video unit includes a process in which a new element is added to the subject's visual field edge area or the target element is hidden and then appears to the subject's visual field edge area, and the new element or the reappearing target element disappears again after a set time.

17. The video product according to any one of claims 1-16, characterized in that, The target elements also include incongruous elements and / or dangerous elements, the category or usage scenario of which are different from other elements in the video clip.

18. The video product according to any one of claims 1-17, characterized in that, The video product includes video clips showcasing elements that the subjects prefer.

19. The video product according to any one of claims 1-18, characterized in that, The total duration of the video product shall not exceed 15 minutes.

20. A storage medium, characterized in that, The storage medium stores computer-readable instructions that are executed by one or more processors to play the video product for inducing cognitive impairment behavior as described in any one of claims 1 to 19.

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