An electronic learning aid automatically develops and displays problems, and functions to compare an answer introduced by a student with a correct answer stored in the electronic learning aid. A time counter is provided for counting a time period required by the student for conducting the exercise. A manual stop switch is provided for terminating the automatic development of the problems and the counting operation of the time counter. Upon actuation of the manual stop switch, the time period stored in the time counter and the number of problems which have been solved are displayed on a display panel. In another form, a preselected time period is stored in a memory, and the automatic problem generation is conducted till the time counter counts up the time period identical with the preselected time period.
A programmable electronic timer for measuring time based on linear or non-linear programmable functions comprising a display, a button keyboard pad, an electronic memory that contains the function definition and function parameters for each section of time, an electronic clock that generates equally spaced impulses, an arithmetric logical computation unit that converts equally spaced time impulses from the clock to linearly or non-linearly spaced time impulses, based on functions stored in memory, that are feed to the logical unit for transformation, and a start/stop button that switches modes from input mode to running mode and back. A preferred embodiment includes a watch-like or a calculator-like body which can be programmed to help pace student efforts during a exams such as the SAT by displaying the current section number, the time within sections, and the question number that the student should be concentrating on.
A small, portable and inexpensive apparatus, and a testing method using the same, are employed to obtain objective data about children to differentiate between hyperactive and non-hyperactive children. In a Delay Task, the child depresses a button, and after at least a predetermined delay interval depresses the button again. Points are scored if the child waits for a sufficient time, but no point is scored if the child presses the button too soon. In a Vigilance Task, a stream of symbols, which can be numerical digits, is presented in a random or pseudorandom order. If the child sees a "1" followed by a "9", the child is instructed to depress the push-button, but not to otherwise. The number of correct responses, errors of commission, (depressing the button at the wrong time) and errors of omission, (failure to depress the button) are recorded. At the end of the task, the data for the tested child are compared with normative data, and an analysis can be made of the child's tendency toward hyperactivity. A Distractibility Task, similar to the Vigilance Task, uses random flashes of symbols to one or both sides of the relevant symbols. The symbols can be given by synthetic speech, for example for testing blind children or for cross-modal testing. Tracking data, e.g., sequences of symbols before or after errors of commission or omission are recorded, and can be utilized in evaluating the child. An autoboot feature automatically defaults to standard test conditions unless other conditions are selected and entered.
A cognitive speedometer for the assessment of cognitive processing speed includes a display screen, a keyboard, and a processor for generating original data and displaying on the screen the original data for copying by a user on the keyboard. Only if the user copies the displayed original data correctly, the processor generates and displays on the screen different data on which the user is to perform a unit cognitive operation and then enter the resultant data on the keyboard, the resultant data having the same characters as the original data. Only if the user enters the correct resultant data, the processor determines the time required for the user to perform the unit cognitive operation.
A teaching machine comprising circuitry to select and a display to present problems to a student, switches to receive said student's response, circuitry to determine if the answer is correct and, in one embodiment, an electronic game to reward said student for correct response by allowing said student to play a game. The same machine also having, in one embodiment, circuitry for detecting and concentrating on student's problem areas using a recurrence probability associated with each of a plurality of problems, whether math, spelling, or other, which is modified by the response of the student depending on said student's speed and correctness. Each problem to be presented to said student being selected in a random type manner using the probabilities associated with each problem. The teaching machine also having, in one embodiment, circuitry to modify the time in which the student is allowed to answer based on said student's response.
A response speed and accuracy measurement device includes a multidigit code generator for generating a multidigit code of numeric or alphabetic characters or other symbols. A start switch causes a code to be generated and displayed for a limited time duration. The operator then attempts to enter the last displayed code as quickly as possible using the data entry keys of a keyboard. A timer measures the operator's response time. A comparator checks the entered code against the displayed code for detecting a match. An output is generated in the event of a match to indicate the operator's response time.
