Scientific Learning Corporation

Other

University of California

Rutgers, the State University of New Jersey

Optios, Inc.

Steven Lamont Miller

William Michael Jenkins

Michael M Merzenich

Paula Anne Tallal

Bret Edward Peterson

Christoph E Schreiner

Virginia A Mann

Logan E De Ley

Jefferson Arthur Dewey

Elizabeth H Budra

Elizabeth C Cottle

Terri Kim Matter

Suhas E Chelian

Paul Sajda

Athanassios Protopapas

Paul DeGuzman

Jacek Dmochowski

Amy Kruse

Thomas F Nugent, Iii

Mathias Merzenich

Will McBurnett

David Bach

Christopher E Schreiner

To identify physiological states that are predictive of a person's performance, a system provides physiological and behavioral interfaces and a data processing pipeline. Physiological sensors generate physiological data about the person while performing a task. The behavioral interface generates performance data about the person while performing the task. The pipeline collects the physiological and performance data along with reference data from a population of people performing the same or similar tasks. In various implementations, the physiological states are brain states. In one implementation, the pipeline computes bandpower ratios. In another implementation, the pipeline decomposes the physiological data into frequency-banded components, identifies brain states derived from the decomposed data—for example, clusters of correlations of decomposed data envelopes—grades the performance data, compares the graded performance data to the brain states, and identifies statistical relationships between the brain states and levels of performance.

Identifying and strengthening physiological/neurophysiological states predictive of superior performance

To identify physiological states that are predictive of a person's performance, a system provides physiological and behavioral interfaces and a data processing pipeline. Physiological sensors generate physiological data about the person while performing a task. The behavioral interface generates performance data about the person while performing the task. The pipeline collects the physiological and performance data along with reference data from a population of people performing the same or similar tasks. In various implementations, the physiological states are brain states. In one implementation, the pipeline computes bandpower ratios. In another implementation, the pipeline decomposes the physiological data into frequency-banded components, identifies brain states derived from the decomposed data&#x2014;for example, clusters of correlations of decomposed data envelopes&#x2014;grades the performance data, compares the graded performance data to the brain states, and identifies statistical relationships between the brain states and levels of performance.

System and method for developing cognitive skills in a student, utilizing a computing device to present stimuli and to record responses. A stimulus may be graphically presented to the student via the computing device, and the student may be required to respond to the stimulus. A determination may then be made as to the correctness of the student's response. The graphically presenting, requiring, and determining may be performed for each of a plurality of stimuli. Additionally, the graphically presenting, requiring, determining, and performing may be performed in an iterative manner to improve the cognitive skills of the student. Various exercises directed to different cognitive skills and learning approaches may utilize this basic framework, and may be performed in an iterative manner to build cognitive skills in the student.

Method and apparatus for building vocabulary skills and improving accuracy and fluency in critical thinking and abstract reasoning

Methodologies for improving a student's phonemic awareness, decoding, spelling, oral and written comprehension are described herein. The method is embodied in a suite of twelve exercises operable on a computing device. The exercises are geared towards training of 1st and 2nd grade students but are not limited to that. The methods present an entertaining screen environment, with target stimulus, and foil or distracter stimulus presented visually, textually, and aurally. The student is required to identify the target stimulus from the distracter stimulus within the context of each exercise. Progress from easier trials to more difficult trials is made as the student successfully completes particular difficulty levels.

Method for improving spelling and sensitivity to letter-sound correspondences using spelling patterns and word families on a computing device

Method for developing cognitive skills using spelling and word building on a computing device

Method and apparatus for developing cognitive skills

Method and apparatus for building skills in accurate text comprehension and use of comprehension strategies

A computer program for execution on a computing device is provided to cross-train students in language development skills such as letter-word correspondence, word recognition, vocabulary, and sentence and paragraph comprehension. A set of programs provide an adaptive methodology for training a student in decoding (semantic, syntactic, phonological, and morphological relationships), knowledge of rhymes, synonyms, antonyms, and homophones, spelling, letter-word correspondences, sentence comprehension, grammatical comprehension, working memory, vocabulary, paragraph comprehension, and improved reading comprehension. In each program, students are presented with an animated scene that poses a question, and a set of answers. The set of answers contain a correct response, and a number of incorrect responses or foils. The student advances to more complex levels by satisfying predetermined correct thresholds. Through repetition and intensity, the student's language skills are developed.

Method and apparatus for automated training of language learning skills

An apparatus and method for training the cognitive and memory systems in a subject is provided. The apparatus and method incorporates a number of different programs to be played by the subject. The programs artificially process selected portions of language elements, called phonemes, so they will be more easily distinguished by the subject, and gradually improves the subject's neurological processing and memory of the elements through repetitive stimulation. The programs continually monitor a subject's ability to distinguish the processed language elements, and adaptively configures the programs to challenge and reward the subject by altering the degree of processing. Through adaptive control and repetition of processed speech elements, and presentation of the speech elements in a creative fashion, a subject's cognitive processing of acoustic events common to speech, and memory of language constructs associated with speech elements are significantly improved.

Method and apparatus for training of cognitive and memory systems in humans

A method for training of auditory and graphical discrimination in humans, and a human's short term memory, is provided within an animated game environment. The method provides a number of stimulus sets, each stimulus set having similar sounding phonemes associated with graphemes. Upon initiation of a trial, a grid of tiles is presented to a subject. The subject selects the tiles, one at a time. As the tiles are selected, an associated phoneme is presented to the subject. The subject clears away tiles by pairing them with identical tiles. When all the tiles in a trial are cleared, the subject is either promoted or demoted in skill level. Promotion/demotion varies the number of tiles presented, the phonemes used within each trial, and the amount of audio processing that is applied to the phonemes.

Method for adaptive training of short term memory and auditory/visual discrimination within a computer game

Computer implemented training exercises present stimuli to a user and receive responses by the user to the stimuli. The stimuli are specifically selected to challenge and improve a cognitive ability of the user, e.g., the ability to perceive and understand spoken language. As a result, the stimuli cannot be changed or adapted to motivate the user through entertainment. Motivation is therefore provided by periodic reward animations which include persistent plots and characters. Progress indicators represent progress toward reward animations and represent such progression with smooth, entertaining progress animations. Randomly appearing animations and variations in rewards and immediate feedback add to the surprise and curiosity of the user and motivate further correct responses to see further random animations and variations. Progress indicators also represent a relation between the number of steps taking toward completion of a task and a maximum number of steps which should be needed to complete the task. Context is changed at achievement milestones to indicate progress to the user.

Adaptive motivation for computer-assisted training system

Uniform motivation for multiple computer-assisted training systems

Growing community of inventors

Pacifica, CA, United States of America

Steven Lamont Miller