US20010041330A1 - Interactive adaptive learning system - Google Patents

Abstract

An interactive adaptive learning system. A collection of core stimuli consisting of at least auditory and visual symbols and information, are stored on a computer. A number of different relationships between the core stimuli are created which can then be presented as discrimination or identification tasks to the user. Different sets of stimuli are then presented succeedingly to the user and the user is requested to respond. The form of response can either be to investigate and analyze the stimuli, or attributes of the stimuli, or answer of the quarry regarding the discrimination or identification task. The system has a built in strategy for progressing the user through learning tasks. The users actions and responses in reaction to the stimuli are all recorded and analyzed. Based not only on the success rate of the user responses, but also on other characteristics of the users reaction to the stimuli, the users learning strategy is classified. This classification is then utilized to either allow the learning strategy to continue as initially set, or to dynamically adjusted to find the presently indicated level of difficulty for the user or to adapt to the users particular learning strategies or needs.

Description

BACKGROUND OF THE INVENTION
• A. Field of the Invention The present invention relates to the field of learning assistance tools and techniques, and in particular, to computerized systems that can be used in training or learning programs for such things as hearing, speech, reading, writing, mathematics, and language skills. [0001]
• B. Problems in the Art [0002]
• Through history many attempts have been made to facilitate more efficient learning of what will be called rule-based systems. Examples are speech and language skills, and mathematical skills. Historically, and yet today, the most conventional learning methods use repetitive, rote learning, which includes teacher/student interaction. [0003]
• For example, teaching of reading or writing generally involves repetitive exercises by the learner, beginning with very basic, simple tasks and progressing through more and more difficult tasks. This obviously is “labor” intensive, both from the standpoint of the learner and any teacher or assistant that is monitoring or assisting in the learning exercises. Teachers must spend significant amounts of hands-on time, particularly with students that have special needs or learning difficulties. [0004]
• This type of “manual” learning training is therefore time and resource intensive. It also is susceptible to a certain amount of subjectivity on the part of either student or teacher. Still further it relies significantly on the discipline, interest, and skills of student and teacher. [0005]
• A more concrete example is as follows. A young student with hearing impairment is to begin to learn to decode spoken language. A teacher, with or without the assistance of recorded sound, repetitively presents spoken words to the student and attempts to train recognition of spoken language. Pictures or other perceivable information can be manually presented to the student along with the spoken words. The teacher decides the pace and content of each lesson and controls the progression of the student subjectively. [0006]
• The time and effort of the teacher is critical to success of the program. Such valuable one-on-one learning is extremely valuable, and therefore difficult to obtain for a wide range of students. Therefore, one-on-one teaching time is in many cases by necessity essentially rationed. Students are left to practice or train on their own, or without expert assistance. A deficiency in this arrangement is the lack of supervision and the reliance on the individual for progress. Still further, standardized training materials may not function well for students with atypical or problematic learning or perception skills. [0007]
• Attempts at improvement in this area have-involved development of somewhat automated or computerized training systems. A substantial number of interactive computerized systems are based primarily on game-type exercises which present tasks which demand a right or wrong answer. The student simply takes the “test” and is scored on the number of right or wrong answers. The primary deficiency in such systems is the lack of flexibility for students with different learning styles or capabilities. [0008]
• Such a student just may not function efficiently in a stark “right” or “wrong” question/answer system. [0009]
• Still further, such present day interactive systems are somewhat limited in that they are directed only to fairly narrow, limited aspects of learning or training relating to certain subject matter. [0010]
• Systems have therefore been developed, called individual learning systems (ILS) that attempt to tailor the learning task to individual students. These systems are still based primarily on right or wrong answers, and even though somewhat individualized, are not as flexible as might be desired. [0011]
• The present state of the art therefore lacks flexibility. There is no satisfactory system that can be used for wide variety of individualized problems or learning skills, or which is applicable to a wide range of standard course contents or a wide variety of courses. Still further, the state of the art has room for improvement in the way special learning problems are handled. In effect, many allegedly high technology individualized computerized systems may be no better, or even worse than, training on a one-on-one basis with a human teacher. Additionally, a need exists in the art for a powerful training and learning system that is integratable with a number of different learning tasks and subject matter. A need exists with regard to efficiency in terms of economical allocation of resources, speed in terms of providing the most efficient progress for individualized learning skills, incentive in terms of providing motivation for learners and/or teachers to succeed and progress at the most beneficial rate; all to maximize the learning potential and success for the least amount of time and dollars. [0012]
• It is widely acknowledged that education is truly a key to many facets of life. In fact, education is and historically has been, in the United States and many countries, a leading public policy priority. Therefore, improvements in the ability to provide learning, from the standpoint of meaningful success for the students, as well as efficient allocation of resources towards that end, should be a primary goal of all levels of government and its citizens. Studies have shown that one root of illiteracy is lack of foundational learning and training by the first grade level. A need therefore exists regarding efficient and effective training of pre-reading skills for first graders and even kindergartners. The ability of children this age to self-teach is minimal. Therefore, an effective automated learning assistance system would be of tremendous value to children, as well as society in general, if viewed from a long-term perspective. [0013]
• Additionally, there is great need and increasingly reduced resources for assisting in learning for deaf or the hearing impaired, particularly younger children who would value greatly from speech perception and reading training. [0014]
• C. Objectives and Advantages of the Invention [0015]
• It is therefore a principle object and advantage of the present invention to provide an interactive learning assistance system which improves upon the state of the art or solves many problems in the state of the art. [0016]
• Other objects and advantages of the present invention are to provide a system as above described which: [0017]
• Allows most efficient learning, and accommodates different ways of learning both for normal and problem learners. [0018]
• Provides a process-oriented learning training system rather than simply right/wrong learning training. [0019]
• Provides a system that is dynamic in the sense that it is self adjusting to different learners' speeds, styles, and needs. [0020]
• Is multisensory and perceptually based. [0021]
• Allows discovery and exploration for learning rather than imposed rules for learning. [0022]
• Does not focus on a presumed learning technique for everyone. [0023]
• Is truly individualized for each learner. [0024]
• Is flexible but integrateable to many applications and needs. [0025]
• Allows selection or imposition of various performance strategies and levels. [0026]
• Provides for on-call reporting to allow evaluation of progress and changing of strategies at any time. [0027]
• Allows continuous and comprehensive recordation of user responses to derive learning styles along with performance criteria. [0028]
• Can be used for a variety of learning, including speech perception, vocabulary, reading, mathematics, geography, language (English and foreign) and other rule-based subject matter. [0029]
• Empowers efficiency in learning including improved speed in learning which translates into more efficient use of time and money. [0030]
• Is substantially automated and automatic in its dynamic adjustment to learning styles. [0031]
• Allows a number of options and features which can enhance learning, for example, interjecting background noise over speech recognition training stimuli for those who are hard of hearing. [0032]
• These and other objects, features, and advantages of the invention will become more apparent with reference to the accompanying specification and claims. [0033]
SUMMARY OF THE INVENTION
• The present invention, in its broadest sense, relates to a system that can be used to transfer learning. It relates to learning assistance, particularly for rule-based systems. Examples are speech, reading, math, and languages. The student interacts with a computer. A user interface includes a computer display, some type of stimuli presentation device (visual, auditory, or otherwise), and a manually operable response device such as a keyboard, touch screen, or mouse. Software presents a series of logically coded analytical units (stimuli) to the user. These analytical units are taken from a predetermined set of core stimuli which can consist, for example, of sentences, words, sounds, images, etc. [0034]
• The user is presented with tasks, for example to compare two stimuli and respond whether they are the same or different. The software allows the user to explore or discover information about the two stimuli before making a decision by allowing the user to selectively access further information regarding the stimuli. Different levels of difficulty of the tasks are available. Difficulty levels can be presented based on the amount of sub-information made available to the user regarding any stimuli, the difficulty of the task, time limits imposed on completing the task, rate of progression from less difficult to more difficult, and other criteria. [0035]
• To begin a session, the range of level of difficulty is determined for a user. Access to a given amount of information regarding the task can either be selected by an instructor, or the software will test the user and automatically select a beginning level. Thereafter, the system will continuously and comprehensively monitor the performance of the user and provide feedback, not solely on success-rate based on right or wrong responses, but also on type of response, the time it takes to respond, and the specific discovery and answering strategy utilized. [0036]
• The user's performance therefore is continuously, essentially in real time, analyzed by comparison to standardized and preset goals or criteria based on right/wrong criteria, but also on non-right/non-wrong criteria. As a result of that feedback, the pre-selected strategies and progression plan will be adjusted. Essentially, tasks can be made more or less difficult depending on performance and method of performance. The level of difficulty can be changed not only as to the subject matter of the stimuli, but also in more subtle aspects, such as rate of progression in each lesson, the amount of information available for exploration and discovery for each task, the type of information made available to discover, etc. [0037]
• Software therefore automatically and dynamically sets and controls strategy and movement of the student through series of lessons. Performance is recorded and quantified. The user has a significant amount of control and can explore and discover to match his/her own learning strategies and techniques. A teacher can at any time request a report on performance and subjectively alter the learning strategy and movement for the student. Still further, software allows as an option the ability for a teacher or instructor to customize lessons for individualized students. [0038]
• The invention therefore presents a learning training system which allows the efficient utilization of teacher or expert supervision, while presenting to a user a learning training tool for intense, long period, repetitive learning tasks which conforms to the learning styles of the individual and therefore is more likely to be motivating and pleasurable to utilize. [0039]
• The invention has a number of options or enhancements that will be discussed in more detail later.[0040]
DESCRIPTION OF THE DRAWINGS
• FIG. 1 is a block diagram of the hardware components for a preferred-embodiment according to the present invention. [0041]
• FIG. 2 is a block diagram of the overall architecture of the software of FIG. 2. [0042]
• FIGS. [0043] 3A-3D are Flow charts of portions of programming related to the preferred embodiment.
• FIG. 4A is a diagram of the general format for screen displays for training tasks regarding the preferred embodiment of the invention. [0044]
• FIG. 4B is a specific screen display for a discrimination task according to the preferred embodiment of the invention. [0045]
• FIG. 4C is a specific example of a screen display for an identification task for the preferred embodiment of the invention. [0046]
• FIG. 5 is a screen display providing an example of a word list for the preferred embodiment. [0047]
• FIG. 6A is a collection of screen display examples for varying attributes according to the preferred embodiment. [0048]
• FIG. 6B is a further collection of screen display examples for attributes of the preferred embodiment. [0049]
• FIG. 7 is a display and legend key for the various auditory visual levels for either identification tasks or discrimination tasks. [0050]
• FIGS. [0051] 8A-8F are screen displays for the various auditory visual levels for discrimination tasks as set forth in FIG. 7.
• FIG. 9 is a display of the various strategy types for the preferred embodiment. [0052]
• FIG. 10 is an exemplary screen display for a preview task. [0053]
• FIG. 11 is an exemplary display for a production training task. [0054]
• FIG. 12A is an exemplary screen display of a puzzle feedback. [0055]
• FIG. 12B is an exemplary display for painting feedback. [0056]
• FIG. 13 is a screen display for selecting a speech perception level for a user. [0057]
• FIGS. [0058] 14A-14D are screen displays for selecting lesson levels for a user.
• FIG. 15 is a screen display for selecting a task for a user. [0059]
• FIG. 16 is a screen display for selecting a strategy for a user. [0060]
• FIG. 17 is a screen display for selecting a level of audiovisual support for a user. [0061]
• FIG. 18 is a screen display for selecting specific tasks for a user. [0062]
• FIG. 19 is a screen display for selecting certain parameters for testing a user. [0063]
• FIGS. [0064] 20A-20L are screen displays relating to creating a user file for an individual user.
• FIGS. [0065] 21A-21J are examples of various screen displays for different perception tasks according to the preferred embodiment of the present invention.
• FIG. 23 is a block diagram of the editor process available with the preferred embodiment of the present invention.[0066]
DETAILED DESCRIPTION OF PREFERRED EMBODIMENT
• A. Overview [0067]
• To assist in a better understanding of the invention, a preferred embodiment will now be described in detail. It is to be understood that this preferred embodiment is but one form the invention can take and is not exclusive of the forms that are possible. [0068]
• The drawing figures will be referred to throughout this description. Reference numerals and/or letters will be used to indicate certain parts or locations in the drawings. The same reference numerals will be used to indicate the same parts or locations throughout the drawings unless otherwise indicated. [0069]
• B. General Environment of the Preferred Embodiment [0070]
• The example given by this preferred embodiment is particularly relevant to the teaching of young children (kindergarten or first graders) and/or children with hearing loss (either total or partial), or children with other types of perception impairments, such as learning disabilities. It is therefore to be understood that the concepts discussed would be by analogy applicable to any learning training, regardless of age, capabilities, or impairments; and particularly to learning of rule-based systems such as speech, reading, language (English and others), math, and the like. [0071]
• As will be described in more detail below, the preferred embodiment entails a computer-based interactive system. In the above described environment with regard to learning by relatively small children, a teacher or speech/hearing professional is generally involved to initialize and monitor the training. However, the invention certainly can be used at home by non-technically trained persons. [0072]
• Still further it is to be understood that the specific example discussed has some subtle concepts which are generally well known to those in this art, although some will be brought out here to assist those relatively unskilled in the art. First, the learning training discussed is many times very fundamental and highly repetitive. For example, a deaf child trying to distinguish between the sound of a one syllable word and environmental noise such as a car horn or a dog bark, must start at a very fundamental level. The student would be given intensive repetitive tests where the stimuli were simple one syllable words compared to non-speech sounds. Through long period, repetitive training, the child will begin to distinguish the same. This will lay the foundation for movement to more difficult differentiations; for example multi-syllable words or sentences compared to multi-syllable words or sentences of different makeup. One of the main advantages of the present invention is to allow such sometimes tedious, intensive work to be marshalled autonomously by the computer system while maintaining a level of motivation and interest in the user. This allows the teacher, professional, or parent the ability to ration their attention, while maintaining the interest of the user, and in fact, providing the user with the level of difficulty needed for the user's particular needs. [0073]
• The following description will be broken down into these segments. First, a basic discussion of a preferred hardware system will be set forth. Thereafter, a high level description of the software of the preferred embodiment will be given. This will be followed by a specific discussion of various fundamental concepts utilized in the system. Thereafter a specific example of operation of the system will be set forth with reference to various examples of data and stimuli that are useful for these purposes. Finally, a discussion of options, alternatives, and features of the invention will be given. [0074]
• C. Hardware [0075]
• FIG. 1 diagrammatically depicts a basic hardware setup according to the preferred embodiment of the invention. What will be called collectively [0076] system 10 includes a computer processor 12 which is preferably an IBM or IBM compatible 386 microprocessor with four megabyte RAM and an 80-100 megabyte hard drive capacity. System 10 can work with a minimum of a 286 microprocessor with 640 K-RAM and 60 meg hard drive. For institutional use a 386 DX/25+, 8 mega byte RAM, 100-200 megabyte hard disk is recommended.
• An EGA-VGA adapter and monitor [0077] 14 are preferred as the visual display component of the multi-perceptual system 10. Monitor 14 comprises a part of what will be called the user interface to system 10 which includes not only monitor 14 for presentation of visual stimuli and information readout, but also a user input that can consist of either a touch screen 16 (Edmark Corporation Touch Window) available from a variety of vendors; a mouse 18, such as is well known in the art; or a keyboard 20. In the preferred embodiment all three components can be used to facilitate not only user input but also operation of the programming and entry of data.
• A sound stimuli component for the user interface consists of a speaker [0078] 22 (in the preferred embodiment a bookcase size speaker) that is interfaced to processor 12 by a Covox sound board available from Covox, Inc. 675 Conger Street, Eugene, Oreg. 97402 (see reference numeral 24). Optional components related to auditory stimuli can include standard head phones 26 placeable on user 28; or a cochlear input selector 30 which is attachable to a cochlear implant in a user; or a vibrotactile device 32 which is connectable to a vibratory transducer that could be used by a user. A microphone 36 can also be included.
• As is known to those skilled in the art, each of those auditory components could be used for presenting sound to a user. [0079] Speaker 22 and headphones 26 would present sound as is normally understood; whereas the cochlear implant and vibrotactile devices would present it in a electrical or vibrational mode to those who are deaf or have a hearing impairment.
• FIG. 1 also shows security key disk [0080] 34 (from Dallas semiconductor), such as is well known in the art, is useful in limiting access to system 10. System 10 will not operate unless the key disk 34 is inserted, for example, in the parallel port on processor 12. Furthermore, it can contain initialization information regarding the user which can facilitate easy start up and use of system 10. An alternative is to require users to utilize a pass word which is keyed in on keyboard 20.
• It is further noted that in the preferred embodiment, a comprehensive manual would be given to the user of [0081] system 10 to assist installation of the programming, hookup of the hardware, and initialization and use for a variety of users and purposes.
• D. Software Configuration [0082]
• FIG. 2 depicts diagrammatically the high level structure of software according to the preferred embodiment of the present invention, and its use of memory. The software runs on MS-DOS and is written in Turbo C and C+ language. [0083]
• A floppy disk is supplied with the programming and is installed into [0084] computer 12 as is conventional and within the skill of those of ordinary skill in the art. For example, floppy would be inserted into drive A, the enter key pressed, and INSTALL typed in and again the enter key pressed. Approximately 4 megabytes of space are needed in RAM and 60-80 meg on the fixed drive for the program and at least 15 files must be set up. If a printer is utilized it should be connected to the LPT1 port. By following the instructions on the screen, completion of installation of the programming can be accomplished. After these basics are installed, audio, picture, and stimuli library and supporting executables are installed in a similar manner.
• What is called the core stimuli for the programming are approximately 1600 words, sounds, pictures, and the like which form the basis for the training lessons presented with [0085] system 10. These core stimuli have been carefully selected on the basis of years of research and study, but system 10 allows the addition of customized stimuli. For example, it is known that personalized information allows better and quicker learning. Thus, picture stimuli that have a personal connection to any learner, (including small children) can be added to the core stimuli according to known in the art methods. Likewise words, sounds, and other stimuli can be added in.
• As will be discussed in more detail later, different courses can be offered with [0086] system 10. In this preferred embodiment, a course on listening will be described. Different courses on listening, or courses dealing with pre-reading and reading subject matter can be separately installed and utilized. As previously mentioned, courses on mathematics, geography, and the like could also be prepared.
• As will be further described below, memory also contains a plurality of different lessons for each specific course to allow variety for the user as well as varying levels of difficulty. In the preferred embodiment approximately 1000 lessons are utilized. [0087]
• E. Software Overview [0088]
• By referring to FIGS. 2 and 3A-[0089] 3D a high level diagram of the construction and interrelationship of the software according to the preferred embodiment is shown. As previously explained, various courses would be possible. In this embodiment course 1 dealing with listening is specifically discussed.
• Under each course is a plurality of lesson packages. Each lesson package (in the preferred embodiment approximately 160 lesson packages) would involve between 1 to 15 lessons. [0090] System 10 has about 1,000 lessons available to it.
• For the listening course each lesson would generally contain one or more word lists. In this context word lists can mean words, combinations of words, sentences, non-speech sounds, or any auditory stimuli. [0091]
• As shown at FIG. 2, the lessons can also consist of feedback, libraries, mode, and tasks. [0092]
• Therefore, when operating [0093] system 10, a user, teacher, parent, or professional, can select from a number of different lesson packages related to the specific learning training desired for the user. As can be appreciated, the content of the lessons can cover wide variation of subject matter.
• FIG. 2 specifically sets forth what is involved with each possible component of a lesson. [0094]
• First of all, tasks consist of one or more of pretest, posttest, practice, training, and production. Specific examples of these will be given later. Basically the lesson can predetermine whether the user is prepared for the level of difficulty of the lesson using a pretest. It can also posttest the student to better check what has been learned. A practice component can allow the user to familiarize him or herself with the particular task. The term training refers to the actual learning process. [0095]
• A production task involves a variety of tests or processes aimed at requiring the user to essentially produce a result. The production task may differ substantially from the training and-is incorporated as an optional feature to go along with the listening training. One example is to have the student vocalize a word or try to match the word as sounded by [0096] system 10.
• The term “Mode” in the preferred embodiment means selection between essentially a discrimination task or an identification task. A discrimination task merely asks the user to state whether two presented stimuli are the same or different. Identification tasks present a stimuli and then ask which of two or four succeeding stimuli matches the original stimuli. A comprehension mode is also possible which presents the stimuli and then requires language comprehension to select the answer. [0097]
• The “libraries” portion of each lesson relates to the specific audio visual presentations that will be available in the lesson. As can be shown, audio, pictorial, and text are either taken from pre-stored core stimuli, or as indicated by the box labeled “input from stimuli editor”, can be customized and input for use. Still further, the edit feature allows editing of the existing core stimuli. [0098]
• As is also shown in FIG. 2, textual stimuli are coded into the libraries so that essentially the difficulty of their presentation can be quantified in valuing the difficulty of certain lessons. This will be discussed further below. [0099]
• The feedback component of the lessons simply is any number of built-in presentations that provide reinforcing feedback and motivation to the user of [0100] system 10. For example, a child could be rewarded periodically with a puzzle, stars, or a painting task. Older children or adults could be rewarded with something at perhaps a higher level such as a text message.
• FIG. 2 also shows that an important aspect of the software is the “strategy” for the tasks and for the lesson packages of the course. In the lower right hand corner of FIG. 2, it is shown that either by customized selection, or by default settings programmed into the software, such things as ordered or random presentation of stimuli for each lesson can occur, certain performance criteria can be adjusted for each user, the level of abstraction of stimuli can be adjusted, rate of progression, and the amount of audio visual support for each task can be selected. [0101]
• The strategy therefore can essentially set the initial difficulty of each lesson and then the rate of progression as far as difficulty from then on. [0102]
• In the preferred embodiment, as shown in FIG. 2, software allows recordation and analysis of the entire response profile of the user for each lesson or lesson package. As will be described in more detail later, the reporting not only simply records right or wrong answers, but also codes each answer with a value correlated to the meaning of the learning strategy of the user. It also records reaction time and other criteria, other than simply the right or wrong answer. From this reporting is derived a performance profile which is compared to the performance criteria and imposed strategy. [0103] System 10 can then either autonomously (or ask the teacher or professional to) evaluate the performance and select a change in strategy (either more difficult or less difficult) or remain the same. Additionally, as the tasks are proceeding, system 10 autonomously and dynamically can change the difficulty of the tasks based on performance. The change is not necessarily isolated to the stimuli presented, but rather can vary across such subtle matters as changing the amount of time for each task, changing the level of acceptable success or failure rates, providing less or more supplemental information with which to contemplate an answer, or allowing more repetitions of certain tasks.
• It is to be understood that the system is very flexible in this aspect but provides the advantage of dynamically, on the fly, monitoring a user's progress and then adjusting one or more of these sometimes subtle criteria to in turn adjust presentation of the tasks and allow the user to not only go at his/her own speed, but to discover and explore and to find his/her own best learning strategies. [0104]
• FIG. 4A shows the basic flow of the program, including initialization and how the computer sets up tasks. FIG. 3A shows the basic method of “DO TASK” from FIG. 4A. FIG. 4C shows how performance is quantified to raise or lower next lesson difficulty; while FIG. 4D does this for next task. [0105]
• F. Training Task Displays [0106]
• FIGS. [0107] 4A-4C provide examples of the type of display that would appear on the user's screen during a training task. In FIG. 4A, the basic template for a screen display task is shown. It is important to understand that in the preferred embodiment, these templates are uniform for all tasks. The left-most column are called “top level” spaces. This is where the stimuli being compared by the user is identified. The boxes to the right of “top level” are called “attributes” and as will be further seen below, basically are features, characteristics, or sub-parts of the top level stimuli. It is important to understand that the attributes may or may not be available for review by the user in certain testing levels. If the testing is more difficult, attributes which would allow one to explore and discover more about a stimuli may not be available to make the task more difficult.
• As is also indicated at FIG. 4A, the lesson name would be displayed along with the name of the current user. The trial counter segment could be a linear bar having various segments which would represent to the user the number of trials before any successful completion of a task. [0108]
• Therefore, top level presentations relate to a whole stimulus, whereas the attribute sections are a presentation of a whole stimulus or abstractions of the whole stimulus. FIGS. 4B and 4C give concrete examples. For discrimination tasks FIG. 4B shows that in a touch screen situation the first top level stimulus would be presented. The user would then review the bottom top level stimulus when presented and consider whether they are the same (“S”) or different (“D”). If the user believes he/she knows the answer, the S or D would be. Depending on the level of difficulty of the particular lesson, an attribute (in this case the abstraction consisting of the relative length of the word of the top level stimulus is displayed). “Boat” has a very short black bar. “Watch the elephant” has a relatively longer black bar. This helps the user in their discrimination between stimuli. [0109]
• FIG. 4C shows an identification task. To the right of the question mark would be presented the top level stimuli. To the right of “1” and “2” would be presented the options for matching with the “?” stimulus. Again, attributes could be displayed to assist in the task. The user could be exposed to only attributes at either stimulus or response levels, and/or only whole stimuli at the other level, in order to force synthesis of the parts or analysis of the whole. [0110]
• It is to be understood that the software allows the user to replay either the top level stimuli to encourage exploration of auditory information. The user is never penalized for requesting repetitions prior to selecting an answer. The user can also replay the attribute information and explore the variety of receptional information available before making a selection. [0111]
• G. Word Lists [0112]
• FIG. 5 shows an example of a word list. The word list would be used for either comparing in discrimination tasks between the opposite words, or using them in identification tasks. In FIG. 5, each left hand column word is a one syllable mixed frequency word. Each right hand column word is a three syllable mixed frequency word. This word list would therefore be available for use by lessons which would contrast one versus three syllable words with similar frequency characteristics. [0113]
• As can be appreciated, a wide variety of word lists are possible. At the end of this description are provided a number of examples of different types of word lists. [0114]
• H. Different Attributes [0115]
• FIGS. 6A and 6B illustrate the different types of attributes available for certain top level stimuli. In FIG. 6A the top attribute is a non-speech attribute which indicates that the top level auditory stimuli in this instance is a frog croak and not a word. Such an attribute again would help the user in identifying and memorizing frog croak as a non-speech sound. [0116]
• The second display indicates relative length of the phrase by use of a black bar. The third display shows as an attribute the syllables and each word of the phrase. The fourth display shows each syllable and the stress one would place when speaking each syllable. [0117]
• FIG. 6B from top to the bottom shows what are called segmented attributes. For example, the words are included in separate boxes and a picture is associated with the descriptive word “elephant”. Alternatively the different words are in separate boxes with syllables represented by bars that can be called up by the user to explore and investigate before answering. Thus can be seen there are even clues that can be programmed in for investigation by the user. [0118]
• FIGS. 7 and 8A through [0119] 8F specifically shows AV levels for discrimination tasks. Those for identification tasks are similar.
• I. Strategy [0120]
• FIG. 9 provides a screen display for the various strategy types that can be selected by teacher or professional, or which can be built into default settings in the software. The user's progression or regression through a series of tasks and lessons is determined by his/her own performance and how that interacts with the general strategy selected for that user initially. As can be seen in FIG. 9, the strategy types are comprised of four elements namely (1) initial presentation (can be either “B” in which “both” stimulus and responses are displayed or “T” in which “target-only” initial presentations are displayed); (2) audio/visual set (either “A” which is auditory level only or “V” which includes visual and auditory levels); (3) type of word group (either same word group or different word group); and (4) rate of progression/regression (fast, medium, or slow). [0121]
• J. Preview [0122]
• FIG. 10 simply shows a screen display whereby samples of stimuli to be included in the following training tasks are shown to the user. Full auditory/visual support is provided and the user can request as many repetitions as desired. It is exploratory only and not task related. [0123]
• K. Production Training [0124]
• FIG. 11 illustrates a production training task as indicated in FIG. 3. It includes three components: Listening, recording, and judging. The user can listen to a prerecorded stimulus just as if he/she were in the perception training tasks. Only one stimulus however serves as the model for production. The user can record and play back the stimulus and contrast it with the model prerecorded stimulus. The clinician or user can make a perceptual judgment about each of the user's productions by selecting one of five stars following each production. To advance to the next trial the clinician can select either “next” or “O.K.”. Next represents an unacceptable production and “O.K.” an acceptable production. Stars are shown for “O.K.” and “balloons” for “next”. The trial counter corresponds to the number of trials set and the user defaults. Stars will appear for “O.K.” response. [0125]
• The production training simply allows the user to practice vocalization of words or sounds, in this case, and to allow a teacher to evaluate such vocalizations. [0126]
• L. Feedback [0127]
• As previously mentioned, FIGS. 12A and 12B show two specific types of what are basically rewards that can be programmed into the software. In the preferred embodiment the feedback options are tied into the success performance of the user in the task. For each successful or correct answer on the first try, the user would receive some sort of an indication in the trial counter box at the bottom of the screen. Then periodically the feedback display would appear. Based on the number of stars in the trial counter box, the puzzle feedback of FIG. 12A for example would break up a picture into the number of puzzle pieces which correspond to the number of stars received by the user. The user can then try to complete the puzzle using the number of pieces he/she has achieved. The number of pieces may or may not be selected to correspond to the number of first try correct answers, however. Such a puzzle is intended to try to provide motivation to the user to get as many first time correct answers as possible. [0128]
• In FIG. 12B, a similar feedback is provided. The user is allowed to use different colors to paint the picture. The amount of time the user can spend painting and how frequently this occurs can be specified in each users file. [0129]
• M. Initial Selection Options [0130]
• FIGS. [0131] 13-19 show screen displays according to the preferred embodiment of the present invention which relate to initial selections for a user related to what level and strategy of tasking is indicated for the user. In FIG. 13, for example, the teacher or professional is presented with a series of YES or NO questions related to the indicted level of speech perception for the particular user. Depending on these answers, the teacher or professional is directed to other selection screens.
• For example, regarding pattern perception, if the user is a very young child with a hearing deficiency, he/she may not be able to differentiate between speech and non-speech. If so, lessons and tasks within the lessons would have to start at a very basic level. If the child could differentiate accordingly, he/she may be able to start at a slightly higher level of lessons and tasks. [0132]
• FIGS. [0133] 14A-14D show similar type questionnaires which-further break down the questions regarding pattern, word, syllable, and perception; again further trying to identify the potential beginning level of tasks for the user.
• FIG. 15 merely asks which task mode (discrimination or identification), is desired. [0134]
• FIG. 16 requests selection of strategy for moving through lessons. The strategy is made by selecting one choice from each of the categories. For example, TVSMED would be “Target only” on initial presentation, “Visual O.K.” if user can not perform the auditory only information, “Same group” for the tasks, and “MEDium rate” of progression. [0135]
• FIG. 17 shows the selection of the level for AV support, as previously described regarding FIG. 7. [0136]
• FIG. 18 then asks which of the specific tasks between pretest, preview, training tasks, production tasks, and posttest tasks are desired. [0137]
• Finally, FIG. 19 allows default settings to be made for each user relating to feedback, tasks, and libraries for AV settings. [0138]
• It can therefore be seen that a wide variety of flexibility is given to both customize or individualize training for each individual, as well as present different learning strategies for each individual. [0139]
• N. Operation [0140]
• The basic components and concepts of [0141] system 10 have been provided above. An example of an operation of system 10 will now be set forth.
• By referring to FIGS. 2, 3, and [0142] 20A-20L, initiation and preparation for operation of system 10 can be seen. Initially a user file must be created for each person using system 10. The operator would access the editor in the software by selecting EDITOR from a menu manager (see FIG. 20A). A series of editor menus will appear (FIG. 20B) Key F4 should be selected to add a user. As shown in FIG. 20C, one could copy the user profile for an existing user or by so indicating create a new user profile.
• Certain basic information is then entered including user name (FIG. 20D in the preferred embodiment up to eight characters long). Thereafter (FIG. 20E) certain information is then requested. In this Fig., feedback defaults are shown. These can be changed by moving the cursor to those values pressing back space and entering new values or by pressing a space bar to toggle between available settings. [0143]
• Next the user default screen should be configured (see FIG. 20F). The entries to the questions presented in the user default screen can be answered based on a previously described options that are available for each user. When completed, this user default screen will be preserved for each of the lessons that are built for that user. [0144]
• Thereafter, a lesson plan is created (see FIG. 20G). This lesson screen can be completed either by (1) selecting existing lesson packages by pressing F5, (2) selecting existing lessons from the lesson library by pressing F2, or by (3) entering new lesson components for task mode, word list, attribute, strategy and starting AV level. Thus up to 15 lessons can be selected-and can be either selected by default or customization. As shown in FIG. 20H, if answered YES, the screen of FIG. 20I, for example, would appear which would produce default settings specific to the user and not the existing lesson defaults. [0145]
• FIG. 20J shows an example of how one would customize a word list. [0146]
• FIG. 20K shows how one would select a strategy. Again, strategy defines a rate of advancement and direction of movement through specified lessons. [0147]
• Finally, FIG. 20L, an attribute set can be brought up on the screen and selected for a specific lesson. Only one attribute type per lesson can be chosen. [0148]
• Other selections would then be made available for customization or default selection: [0149]
• Starting A/V level: This option specifies the A/V level setting for displaying the stimulus during the training task. [0150]
• Preview: This YES/NO option controls whether the user is given a preview of the stimuli prior to the training task. This option may be used to insure the stimuli are in the user's vocabulary before entering the task. [0151]
• Training: This YES/NO option controls whether the user engages in the perception training tasks. [0152]
• Task Pass Percent: Determines the percent correct needed to pass to next training task. Default value is 75%. [0153]
• Pretest: This YES/NO option controls whether users are given a pretest before receiving training. Pretest value can be compared with training values and posttest values to document changes. [0154]
• Posttest: This YES/NO option controls whether the users are given the posttest on completion of training for a lesson. [0155]
• Reserve Testing Group: This YES/NO option is relevant only if the pretesting and/or posttest option is set to YES and controls whether content used during testing is or is not used during training. [0156]
• Pretest Judgment: This YES/NO option is relevant only if pretest is selected. It controls whether a score obtained on pretest is used to place the user in a training series. The next two options “advance criteria” and “enter criteria” are used to set values for entering a training series based on the pretest score. [0157]
• Advance Percentage: This option is relevant only if pretest is selected. The value entered determines when a user advances to the next lesson level. For example, if the value were set to 85% and the user obtained that score or better, the user would advance to the next lesson level for pretest rather than enter the training series. [0158]
• Enter Percent: Relevant only if pretest is set to YES. The value entered sets the lowest acceptable limit for entering a lesson series. If the user can not obtain this entry score he/she will be moved back to a less difficult lesson level. [0159]
• Production: A five choice option controls whether the user will be placed in a production task and if so when the production task will be sequenced in the training. Options include “none”, “pretest”, “posttest”, “pre/posttest”, and “group based”. If “group based” is selected the production task would be given each time the user moves into a new contrast group. [0160]
• Production A/V Level: This option specifies the A/V level setting for displaying the stimulus during the production task. [0161]
• Method of Grouping Contrasts From Word Lists: This option controls the way in which groups or stimuli are chosen and contrasts are paired in a lesson. There are four ways of grouping and presentation. A contrast ALWAYS involves a stimulus item from each set. Stimuli within a set are never contrasted. The four choices illustrated below are preceded by an explanation of the terms used. [0162]
• Training Contrasts: This option specifies a number of contrasts to be presented within a training task. [0163]
• Reps/Training Contrasts: Option specifies a number of times each contrast is repeated within a training task. The total number of trials presented per task can be determine by multiplying the number of training contrasts with the repetitions per contrast. The total number within a task can not exceed twenty. [0164]
• Enter the number at the cursor. The backspace or delete keys can be used to erase the current value. [0165]
• (Trials =): The number of total trials will appear after training contrasts and repetitions per training contrast have been specified. This value is dynamically derived by multiplying the two contrasts and repetitions. To change this value, one or both of the two preceding parameters must be changed. [0166]
• Test Contrasts: This option specifies the number of contrasts to be presented within a pretest and/or posttest task. [0167]
• Enter the number at the cursor. The backspace or delete keys can be used to erase the current value. [0168]
• Reps/Test Contrast: This option specifies the number of times each contrast is repeated within a pretest and/or posttest task. The total number of trials presented per task can be determined by multiplying the number of training contrasts with the repetitions per contrast. The total number of trials within a task cannot exceed 20. [0169]
• Enter the number at the cursor. The backspace or delete keys can be used to erase the current value. [0170]
• Trials =): The number of total trials will appear after test contracts and repetitions per test contrast have been specified. This value is dynamically derived by multiplying the contrasts and repetitions. [0171]
• Enter the number at the cursor. The backspace and delete keys can be used to erase the current value. [0172]
• Number of Screen Choices: This option specifies the number of answers available during a task. Either a two-choice or four-choice option is available. [0173]
• Select either “2” or “4” by pressing the space bar. [0174]
• Retries per trial: This option specifies the number of retries or chances the user has to select the correct answer before moving to the next contrast. [0175]
• Enter the number at the cursor. The backspace or delete keys can be used to erase the current value. [0176]
• Use Text: This option specifies whether text will be displayed during the task. [0177]
• Select “Yes” or “No” by pressing the space bar. [0178]
• Site Group: This optional feature specifies the library number of a special library established for specific site purposes. [0179]
• Enter the number at this cursor. The backspace or delete keys can be used to erase the current value. [0180]
• Picture Group: This option specifies which picture libraries should be used to display visual information. The choices are “Standard” “[0181] SEE 2”, and “Oral”. “Standard” refers to illustrated pictures. “SEE2” refers to Signing Exact English sign language and “Oral” refers to presentation of mouth postures. Only one picture group can be chosen per lesson.
• Select the choice by pressing the space bar. [0182]
• Audio Group: Standard English is the only audio group currently available. [0183]
• Audio Overlay Name: This option allows background noise to be integrated into the audio signal. The default option is to leave the choice blank and have no overlay signal. [0184]
• Select the overlay name by pressing F2. [0185]
• Audio Overlay Level: This option controls the level of noise integrated into the audio signal. The value entered can range from 1 to 100, soft to loud. [0186]
• Enter the number at the cursor. The backspace or delete keys can be used to erase the current value. [0187]
• Once all of this is set up, the user can go into the lessons. Depending on what has been selected pretesting can be done to determine the position the student should start within the lessons. Once training starts, stimuli are presented according to the settings regarding A/V support, attributes, initial presentation, etc., and the user proceeds by answering, exploring, or discovering as previously discussed. Software constantly monitors the progress of the user and will adjust to his/her performance. [0188]
• 0. Appendices [0189]
• By referring to FIGS. [0190] 21A-21J, different types of displays and contrast types are shown. Appendix A includes listings of the available lesson packages with one specific example of a lesson package for each of those types of contrasts.
• It can be seen that wide variety of difficulty is possible. [0191]
• Appendix B presents a printout of the menus for software to allow better understanding of the configuration of the software. [0192]
• Appendix C sets forth examples of rules regarding coding of stimuli. [0193]
• It is to be understood that this information is submitted in an attempt to disclose one way in which can be realized. The specific software code can be derived from disclosure of this preferred embodiment and is not essential to understanding of the invention. Substantial portion of one example of programming can be found at U.S. copyright registration TX529,929, registered Jul. 27, 1992 to Breakthrough, Inc., and is incorporated by reference herein. [0194]
• It is to be appreciated that the invention can take many forms and embodiments. True essence and spirit of this invention are defined in the appended claims, and it is not intended that the embodiment of the invention presented herein should limit the scope thereof. [0195]

  Speech and Nonspeech
  N Lesson Packages

  Lesson Package: N-SCREEN

  N1

  1.	NLU1-1	long uninterrupted v. 1 syl	N1
  2.	NSUE-1	short uninterrupted v. 5 syl sent	N1
  3.	NLUSI-1	long uninterrupted v. short interrupted	N1
  4.	NSUSU-1	short uninterruped v. short uninterrupted	N2

  Lesson Package: NONSPCH-1

  N3

  1.	NLU1-1	long uninterrupted v. 1 syl	N3
  2.	NLU1-2	long uninterrupted v. 1 syl	N3
  3.	NLI1-1	long uninterrupted v. 1 syl	N3
  4.	NLI1-2	long uninterrupted v. 1 syl	N4
  5.	NSU1-1	short uninterrupted v. 1 syl	N4
  6.	NSU1-2	short uninterrupted v. 1 syl	N4
  7.	NSI1-1	short uninterrupted v. 1 syl	N5
  8.	NSI1-2	short uninterrupted v. 1 syl	N5

  Lesson Package: NONSPCH-2

  N7

  1.	NSUE-1	short uninterrupted v. 5 syl sent	N7
  2.	NSIE-1	short interrupted v. 5 syl sent	N7
  3.	NLUE-1	long uninterrupted v. 5 syl sent	N7
  4.	NLIE-1	long interrupted v. 5 syl sent	N8
  5.	NSUC-1	short uninterrupted v. 3 syl sent	N8
  6.	NSIC-1	short interrupted v. 3 syl sent	N8
  7.	NLUC-1	long uninterrupted v. 3 syl sent	N9
  8.	NLIC-1	long uninterrupted v. 3 syl sent	N9

  Lesson Package: NONSPCH-3

  N11

  1.	NLUSI-1	long uninterrupted v. short interrupted	N11
  2.	NLUSU-1	long uninterrupted v. short uninterrupted	N11
  3.	NLISU-1	long interrupted v. short uninterrupted	N11
  4.	NLISI-1	long interrupted v. short interrupted	N12

  Speech and Nonspeech Lessons

  Attribute: Nonspeech/Speech

  Pattern Perception

  Lesson Package: N-SCREEN

  NLU1-1

  long uninterrupted v. 1 syl

  	mountain-stream	cake
  	train-horn	knife
  	birds-chirping	moon
  	door-creaking	kite
  	laughter	mop
  	motorcycle	grape
  	music	page
  	pouring	bowl

  NSUE-1

  short uninterrupted v. 5 syl sent

  	pop-pouring	Get the newspaper
  	plane	See my family
  	mixer	Watch the butterfly
  	cannon-1shot	Get the parachute
  	slidewhistle	See my eyelashes
  	sneeze	Watch the sunglasses
  	rollercoster	Wear the sunglasses
  	hairdryer	Get the radio

  NLUSI-1

  long uninterrupted v. short interrupted

  	mountain-stream	bell
  	thunder	glass-breaking
  	door-creaking	goats
  	tapwater	knocking
  	train-horn	dog-panting
  	music	parking meter
  	traffic	firecrackers
  	baby-crying	cloth-ripping

  Length

  L Lesson Packages

  Lesson Package: L-SCREEN

  L1

  1.	LLU1-1	long uninterrupted v. 1 syl	L1
  2.	LSUE-1	short uninterrupted v. 5 syl sent	L1
  3.	L1E-1	1 syl v. 5 syl sent	L1
  4.	L13-1	1 syl v. 3 syl	L2
  5.	LBE-1	2 syl phrase v. 5 syl sent	L2
  6.	LDE-3	4 syl sent v. 5 syl sent	L2

  Lesson Package: LENGTH-1

  L3

  1.	LLU1-1	long uninterrupted v. 1 syl	L3
  2.	LLU1-2	long uninterrupted v. 1 syl	L3
  3.	LLU1-3	long uninterrupted v. 1 syl	L3
  4.	LLI1-1	long interrupted v. 1 syl	L4
  5.	LLI1-2	long interrupted v. 1 syl	L4
  6.	LLI1-3	long interrupted v. 1 syl	L4
  7.	LSU1-1	short uninterrupted v. 1 syl	L5
  8.	LSU1-2	short uninterrupted v. 1 syl	L5
  9.	LSU1-3	short uninterrupted v. 1 syl	L5
  10.	LSI1-1	short interrupted v. 1 syl	L6
  11.	LSI1-2	short interrupted v. 1 syl	L6
  12.	LSI1-3	short interrupted v. 1 syl	L6

  Lesson Package: LENGTH-2

  L7

  1.	LSUE-1	short uninterrupted v. 5 syl sent	L7
  2.	LSIE-1	short interrupted v. 5 syl sent	L7
  3.	LLUE-1	long uninterrupted v. 5 syl sent	L7
  4.	LLIE-1	long interrupted v. 5 syl sent	L8
  5.	LSUC-1	short uninterrupted v. syl sent	L8
  6.	LSIC-1	short interrupted v. 3 syl sent	L8
  7.	LLUC-1	long uninterrupted v. 3 syl sent	L9
  8.	LLIC-1	long interrupted v. 3 syl sent	L9

  Length Lessons

  Attribute Duration

  Pattern Perception

  Lesson Package: L-SCREEN

  LLU1-1

  long uninterrupted v. 1 syl

  	thunder	comb
  	birds-chirping	eyes
  	motorcycle	night
  	siren	leg
  	music	hat
  	baby-crying	broom
  	train-horn	house
  	traffic	sew

  LSUE-1

  short uninterrupted v. 5 syl sent

  	mixer	See my eyelashes
  	handsaw	Watch the elephant
  	plane	See the magician
  	cannon-1shot	Eat the potato
  	zipper	Wear the sunglasses
  	car-starting	See my typewriter
  	hairdryer	Buy the tricycle
  	pop-pouring	I want lemonade

  L1E-1

  1 syl v. 5 syl sent

  	bath	See my furniture
  	shoe	Watch the elephant
  	draw	Eat the hamburger
  	blow	Get the umbrella
  	hat	I want lemonade
  	leg	I eat spaghetti
  	fire	Wear the sunglasses
  	snow	See the restaurant

  Syllable Number

  U Lesson Packages

  Lesson Package: U-SCREEN

  U1

  1.	U1L3H-1	1 syl low freq v. 3 syl high freq	U1
  2.	U1B3B-1	1 syl mixed freq v. 3 syl mixed freq	U1
  3.	U1B2B-2	1 syl mixed freq v. 2 syl mixed freq	U1
  4.	U1H3H-1	1 syl high freq v. 3 syl high freq	U2
  5.	U1L2L-3	1 syl low freq v. 2 syl low freq	U2

  Lesson Package: SYLNUM-1

  U3

  1.	U1L3H-1	1 syl low freq v. 3 syl high freq	U3
  2.	U1L3H-2	1 syl low freq v. 3 syl high freq	U3
  3.	U1H3L-1	1 syl high freq v. 3 syl low freq	U3
  4.	U1H3L-2	1 syl high freq v. 3 syl low freq	U4
  5.	U1L2H-1	1 syl low freq v. 2 syl high freq	U4
  6.	U1L2H-2	1 syl low freq v. 2 syl high freq	U4
  7.	U1L2H-3	1 syl low freq v. 2 syl high freq	U5
  8.	U1B3B-1	1 syl mixed freq v. 3 syl mixed freq	U5
  9.	U1B3B-2	1 syl mixed freq v. 3 syl mixed freq	U5
  10.	U1H2L-1	1 syl high freq v. 2 syl low freq	U6
  11.	U1H2L-2	1 sly high freq v. 2 syl low freq	U6
  12.	U1H2L-3	1 syl high freq v. 2 syl low freq	U6
  13.	U1B2B-1	1 syl mixed freq v. 2 syl mixed freq	U7
  14.	U1B2B-2	1 syl mixed freq v. 2 syl mixed freq	U7

  Lesson Package: SYLNUM-2

  U9

  1.	U1H3H-1	1 syl high freq v. 3 syl high freq	U9
  2.	U1H3H-2	1 syl high freq v. 3 syl high freq	U9
  3.	U1L3L-1	1 syl low freq v. 3 syl low freq	U9
  4.	U1L3L-2	1 syl low freq v. 3 syl low freq	U10
  5.	U1H2H-1	1 syl high freq v. 2 syl high freq	U10
  6.	U1H2H-2	1 syl high freq v. 2 syl high freq	U10
  7.	U1H2H-3	1 syl high freq v. 2 syl high freq	U11
  8.	U1L2L-1	1 syl low freq v. 2 syl low freq	U11
  9.	U1L2L-2	1 syl low freq v. 2 syl low freq	U11
  10.	U1L2L-3	1 syl low freq v. 2 syl low freq	U12

  Syllable Number Lessons

  Attribute: Number of Syllables

  Pattern Perception

  Lesson Package: U-SCREEN

  U1L3H-1

  1 syl low freq v. 3 syl high freq

  	robe	wastebasket
  	bear	parachute
  	drum	saxophone
  	nose	grasshopper
  	lamb	applesauce
  	mad	spaghetti
  	red	butterscotch
  	green	octopus

  U1B3B-1

  1 syl mixed freq v. 3 syl mixed freq

  	shave	overalls
  	toad	ladybug
  	juice	tablespoon
  	snail	restaurant
  	tree	waterski
  	hill	moccasin
  	web	icicle
  	flea	pineapple

  U1B2B-2

  1 syl mixed freq v. 2 syl mixed freq

  	wood	button
  	ring	ostrich
  	brick	honey
  	seed	wreath
  	glass	hammer
  	drip	lemon
  	skin	needle
  	gum	radish

  Stress Pattern

  T Lesson Packages

  Lesson Package: T-SCREEN

  T1

  1.	T1E-1	1 syl v. 5 syl sent	T1
  2.	T2E-1	2 syl v. 5 syl sent	T1
  3.	T3E-1	3 syl v. 5 syl sent	T1
  4.	T13-1	1 syl v. 3 syl	T2
  5.	TBE-1	2 syl phrase v. 5 syl sent	T2
  6.	TDE-3	4 syl sent v. 5 syl sent	T2

  Lesson Package: STRESS-1

  T3

  1.	T1E-1	1 syl v. 5 syl sent	T3
  2.	T1E-2	1 syl v. 5 syl sent	T3
  3.	T1E-3	1 syl v. 5 syl sent	T3
  4.	T1D-1	1 syl v. 4 syl sent	T4
  5.	T1D-2	1 syl v. 4 syl sent	T4
  6.	T1D-3	1 syl v. 4 syl sent	T4
  7.	T1C-1	1 syl v. 3 syl sent	T5
  8.	T1C-2	1 syl v. 3 syl sent	T5
  9.	T1C-3	1 syl v. 3 syl sent	T5
  10.	T1B-1	1 syl v. 2 syl phrase	T6
  11.	T1B-2	1 syl v. 2 syl phrase	T6
  12.	T1B-3	1 syl v. 2 syl phrase	T6

  Lesson Package: STRESS-2

  T7

  1.	T2E-1	2 syl v. 5 syl sent	T7
  2.	T2E-2	2 syl v. 5 syl sent	T7
  3.	T2E-3	2 syl v. 5 syl sent	T7
  4.	T2D-1	2 syl v. 4 syl sent	T8
  5.	T2D-2	2 syl v. 4 syl sent	T8
  6.	T2D-3	2 syl v. 4 syl sent	T8
  7.	T2C-1	2 syl v. 3 syl sent	T9
  8.	T2C-2	2 syl v. 3 syl sent	T9
  9.	T2C-3	2 syl v. 3 syl sent	T9

  Stress Lessons

  Attribute: Stress Pattern

  Pattern Perception

  Lesson Package: T-SCREEN

  T1E-1

  1 syl v. 5 syl sent

  	small	Get the radio
  	laugh	Find the dogcatcher
  	drive	See the bakery
  	web	Buy the tricycle
  	swing	Wear the sunglasses
  	cane	I like bologna
  	queen	Get the eraser
  	game	Eat the banana

  T2E-1

  2 syl v. 5 syl sent

  	angel	Get the magazine
  	zebra	I like karate
  	beaver	See my handlebars
  	water	Watch the centipede
  	castle	Wear the suspenders
  	dipper	I want lemonade
  	tiger	See my limousine

  T3E-1

  3 syl v. 5 syl sent

  	butterfly	Get the envelope
  	icicle	See my chariot
  	sandpaper	I like celery
  	fingernail	See the pyramid
  	ladybug	Wear the suspenders
  	jewelry	Get the umbrella
  	overalls	Watch the buffalo
  	radio	See the Eskimo

  Mixed Sentence

  M Lesson Packages

  Lesson Package: M-SCREEN

  M1

  1.	M1E-1	1 syl v. 5 syl sent	M1
  2.	M2E-1	2 syl v. 5 syl sent	M1
  3.	M3E-1	3 syl v. 5 syl sent	M1
  4.	MCE-1	3 syl sent v. 5 syl sent	M2
  5.	MDE-1	4 syl sent v. 5 syl sent	M2

  Lesson Package: MIXSEN-1

  M3

  1.	M1E-1	1 syl v. 5 syl sent	M3
  2.	M1E-2	1 syl v. 5 syl sent	M3
  3.	M1D-1	1 syl v. 4 syl sent	M3
  4.	M1D-2	1 syl v. 4 syl sent	M4
  5.	M1C-1	1 syl v. 3 syl sent	M4
  6.	M1C-2	1 syl v. 3 syl sent	M4
  7.	M1B-1	1 syl v. 2 syl phrase	M5
  8.	M1B-2	1 syl v. 2 syl phrase	M5
  9.	M1B-3	1 syl v. 2 syl phrase	M5
  10.	M1B-4	1 syl v. 2 syl phrase	M6
  11.	M1B-5	1 syl v. 2 syl phrase	M6

  Lesson Package: MIXSEN-2

  M7

  1.	M2E-1	2 syl v. 5 syl sent	M7
  2.	M2E-2	2 syl v. 5 syl sent	M7
  3.	M2D-1	2 syl v. 4 syl sent	M7
  4.	M2D-2	2 syl v. 4 syl sent	M8
  5.	M2C-1	2 syl v. 3 syl sent	M8
  6.	M2C-2	2 syl v. 3 syl sent	M8
  7.	M2B-1	2 syl v. 2 syl phrase	M9
  8.	M2B-2	2 syl v. 2 syl phrase	M9
  9.	M2B-3	2 syl v. 2 syl phrase	M9
  10.	M2B-4	2 syl v. 2 syl phrase	M10
  11.	M2B-5	2 syl v. 2 syl phrase	M10

  Mixed Words and Sentences Lessons

  Attribute Word

  1,2,3

  Words in Sentences

  Lesson Package: M-SCREEN

  M1E-1

  1 syl v. 5 syl sent

  	goat	I like peppermint
  	hug	Watch the buffalo
  	white	Get the umbrella
  	leaf	See my piano
  	nut	Watch the butterfly
  	head	See the bakery
  	dream	Eat the hamburger
  	cat	Pet the kangaroo

  M2E-1

  2 syl v. 5 syl sent

  	puppet	Wear the jewlery
  	teacher	Get the newspaper
  	beaver	Watch the cardinal
  	saddle	See the factory
  	giraffe	See the restaurant
  	city	Eat the hamburger
  	finger	Watch the gorilla
  	zipper	See the library

  M3E-1

  3 syl v. 5 syl sent

  	furniture	I like karate
  	sunflower	Watch the somersault
  	oxygen	See my firecracker
  	cereal	Watch the woodpecker
  	dynamite	Get the feather
  	mechanic	See my limousine
  	laudromat	Watch the centipede
  	buttonhole	See the volcano

  Different Sentence

  D Lesson Packages

  Lesson Package: D-SCREEN

  D1

  1.	DL11-1	last wd, 1 syl v. 1 syl	D1
  2.	DL22-1	last wd, 2 syl v. 2 syl	D1
  3.	DL33-5	last wd, 3 syl v. 3 syl	D1
  4.	DLV-1	last wd, vowel v. vowel	D2
  5.	DLI-1	last wd, init con v. init con	D2
  6.	DLF-3	last wd, final con v. final con	D2

  Lesson Package: DIFSEN-1

  D3

  1.	DL11-1	last wd, 1 syl v. 1 syl	D3
  2.	DL11-2	last wd, 1 syl v. 1 syl	D3
  3.	DL11-3	last wd, 1 syl v. 1 syl	D3
  4.	DL11-4	last wd, 1 syl v. 1 syl	D4
  5.	DL11-5	last wd, 1 syl v. 1 syl	D4
  6.	DL11-6	last wd, 1 syl v. 1 syl	D4
  7.	DL11-7	last wd, 1 syl v. 1 syl	D5
  8.	DL11-8	last wd, 1 syl v. 1 syl	D5
  9.	DL11-9	last wd, 1 syl v. 1 syl	D5
  10.	DL11-10	last wd, 1 syl v. 1 syl	D6

  Lesson Package: DIFSEN-2

  D7

  1.	DL22-1	last wd, 2 syl v. 2 syl	D7
  2.	DL22-2	last wd, 2 syl v. 2 syl	D7
  3.	DL22-3	last wd, 2 syl v. 2 syl	D7
  4.	DL22-4	last wd, 2 syl v. 2 syl	D8
  5.	DL22-5	last wd, 2 syl v. 2 syl	D8
  6.	DL33-1	last wd, 3 syl v. 3 syl	D8
  7.	DL33-2	last wd, 3 syl v. 3 syl	D9
  8.	DL33-3	last wd, 3 syl v. 3 syl	D9
  9.	DL33-4	last wd, 3 syl v. 3 syl	D9
  10.	DL33-5	last wd, 3 syl v. 3 syl	D10

  Different Sentences Lessons

  Attribute: Word 1, 2, 3

  Words in Sentences

  Lesson Package: D-SCREEN

  DL11-1

  last wd, 1 syl v. 1 syl

  	I can tie	It is new
  	See my wrist	Watch the flame
  	See the knee	I can sew
  	He is last	You like pink
  	I want tea	You can mow
  	See the ice	Get the cone
  	See the jaw	I like pie
  	It is strong	Watch my eyes

  DL22-1

  last wd, 2 syl v. 2 syl

  	I am afraid	It is rotten
  	Pet the zebra	See my guitar
  	I can juggle	See my cabin
  	Wear the helmet	It is winter
  	Eat the olive	It is summer
  	I want honey	See my rabbit
  	Eat the biscuit	See my valentine
  	Get the sandwich	It is purple

  DL33-5

  last wd, 3 syl v. 3 syl

  	Eat the potato	See my valentine
  	Watch the cardinal	Get the radio
  	Get the eraser	See my submarine
  	I eat licorice	Wear the sunglasses
  	Get the telephone	Move his limousine
  	Watch the woodpecker	See the opposite
  	I want lemonade	See the engineer
  	Wear the galoshes	Get the hula-hoop

  Same Sentence

  S Lesson Packages

  Lesson Package: S-SCREEN

  S1

  1.	SL13-1	last wd, 1 syl v. 3 syl	S1
  2.	SL11-1	last wd, 1 syl v. 1 syl	S1
  3.	SL22-1	last wd, 2 syl v. 2 syl	S1
  4.	SL33-1	last wd, 3 syl v. 3 syl	S2
  5.	SLV-1	last wd, vowel v. vowel	S2
  6.	SLF-1	last wd, final con v. final con	S2

  Lesson Package: SAMSEN-1

  S3

  1.	SL13-1	last wd, 1 syl v. 3 syl	S3
  2.	SL13-2	last wd, 1 syl v. 3 syl	S3
  3.	SL13-3	last wd, 1 syl v. 3 syl	S3
  4.	SL13-4	last wd, 1 syl v. 3 syl	S4
  5.	SL13-5	last wd, 1 syl v. 3 syl	S4

  Lesson Package: SAMSEN-2

  S5

  1.	SL11-1	last wd, 1 syl v. 1 syl	S5
  2.	SL11-2	last wd, 1 syl v. 1 syl	S5
  3.	SL11-3	last wd, 1 syl v. 1 syl	S5
  4.	SL11-4	last wd, 1 syl v. 1 syl	S6
  5.	SL11-5	last wd, 1 syl v. 1 syl	S6
  6.	SL11-6	last wd, 1 syl v. 1 syl	S6
  7.	SL11-7	last wd, 1 syl v. 1 syl	S7
  8.	SL11-8	last wd, 1 syl v. 1 syl	S7
  9.	SL11-9	last wd, 1 syl v. 1 syl	S7
  10.	SL11-10	last wd, 1 syl v. 1 syl	S8

  Lesson Package: SAMSEN-3

  S9

  1.	SL22-1	last wd, 2 syl v. 2 syl	S9
  2.	SL22-2	last wd, 2 syl v. 2 syl	S9
  3.	SL22-3	last wd, 2 syl v. 2 syl	S9
  4.	SL22-4	last wd, 2 syl v. 2 syl	S10
  5.	SL22-5	last wd, 2 syl v. 2 syl	S10
  6.	SL33-1	last wd, 2 syl v. 2 syl	S10

  Same Sentences Lessons

  Attribute: Word 1, 2, 3

  Words in Sentences

  Lesson Package: S-SCREEN

  SL13-1

  last wd, 1 syl v. 3 syl

  	Eat the bun	Eat the hamburger
  	Eat the nut	Eat the banana
  	Find the rope	Find the autograph
  	Find the cave	Find the triangle
  	Watch the moose	Watch the elephant
  	Watch the boat	Watch the butterfly
  	See the man	See the hospital
  	See the house	See the library

  SL11-1

  last wd, 1 syl v. 1 syl

  	See the jaw	See the ice
  	See the stone	See the globe
  	Watch my eyes	Watch my twin
  	Watch my snake	Watch my knee
  	See my wrist	See my jaw
  	See my plate	See my spoon
  	It is new	It is ice
  	It is green	It is flat

  SL22-1

  last wd, 2 syl v. 2 syl

  	Get the arrow	Get the ladder
  	Get the fossil	Get the teacher
  	I can button	I can juggle
  	I can vacuum	I can zigzag
  	Eat the biscuit	Eat the cherry
  	Eat the olive	Eat the sandwich
  	See the pedal	See the mummy
  	See the harpoon	See the jungle

  Syllables in Words

  Y Lesson Packages

  Lesson Package: Y-SCREEN

  Y1

  1.	Y1L3H-1	1 syl, low freq v. 3 syl, high freq	Y1
  2.	Y1L3L-1	1 syl, low freq v. 3 syl, low freq	Y1
  3.	Y1H3H-1	1 syl, high freq v. 3 syl, high freq	Y1
  4.	Y1H1L-1	1 syl, high freq v. 1 syl, low freq	Y2
  5.	Y1L1L-1	1 syl, low freq v. 1 syl, low freq	Y2
  6.	Y1L1L-1	1 syl, low freq v. 1 syl, low freq	Y2

  Lesson Package: SYL123-1

  Y3

  1.	Y1L3H-1	1 syl, low freq v. 3 syl, high freq	Y3
  2.	Y1L3H-2	1 syl, low freq v. 3 syl, high freq	Y3
  3.	Y1H3L-1	1 syl, high freq v. 3 syl, low freq	Y3
  4.	Y1H3L-2	1 syl, high freq v. 3 syl, low freq	Y4
  5.	Y1H2L-1	1 syl, high freq v. 2 syl, low freq	Y4
  6.	Y1H2L-2	1 syl, high freq v. 2 syl, low freq	Y4
  7.	Y1H2L-3	1 syl, high freq v. 2 syl, low freq	Y5
  8.	Y1H2L-4	1 syl, high freq v. 2 syl, low freq	Y5
  9.	Y1L2H-1	1 syl, low freq v. 2 syl, high freq	Y5
  10.	Y1L2H-2	1 syl, low freq v. 2 syl, high freq	Y6
  11.	Y1L2H-3	1 syl, low freq v. 2 syl, high freq	Y6
  12.	Y2H3L-1	2 syl, high freq v. 3 syl, low freq	Y6
  13.	Y2H3L-2	2 syl, high freq v. 3 syl, low freq	Y7
  14.	Y2L3H-1	2 syl, low freq v. 3 syl, high freq	Y7
  15.	Y2L3H-2	2 syl, low freq v. 3 syl, high freq	Y7

  Lesson Package: SYL123-2

  Y9

  1.	Y1B3B-1	1 syl, mixed freq v. 3 syl, mixed freq	Y9
  2.	Y1B3B-2	1 syl, mixed freq v. 3 syl, mixed freq	Y9
  3.	Y1B2B-1	1 syl, mixed freq v. 2 syl, mixed freq	Y9
  4.	Y1B2B-2	1 syl, mixed freq v. 2 syl, mixed freq	Y10
  5.	Y2B3B-1	2 syl, mixed freq v. 3 syl, mixed freq	Y10
  6.	Y2B3B-2	2 syl, mixed freq v. 3 syl, mixed freq	Y10

  Syllables in Words Lessons

  Attribute: Syllable 1, 2, 3

  Syllables in Words

  Lesson Package: Y-SCREEN

  Y1L3H-1

  1 syl, low freq v. 3 syl, high freq

  	robe	wastebasket
  	bear	parachute
  	drum	saxophone
  	nose	grasshopper
  	lamb	applesauce
  	mad	spaghetti
  	red	butterscotch
  	green	octopus

  Y1L3L-1

  1 syl, low freq v. 3 syl, low freq

  	ball	banana
  	drive	ambulance
  	jar	bulldozer
  	bowl	calendar
  	loud	valentine
  	mud	elephant
  	run	violin
  	zoo	ladybug

  Y1H3H-1

  1 syl, high freq v. 3 syl, high freq

  	cake	wastebasket
  	ice	applesauce
  	sleep	hospital
  	feet	dishwasher
  	peep	tricycle
  	key	parachute
  	sit	potato
  	lake	spaghetti

  Consonants in Words

  C Lesson Packages

  Lesson Package: C-SCREEN

  C1

  1.	CIV-1	init con, voiced v. voiceless	C1
  2.	CIM-1	init con, manner v. manner	C1
  3.	CIP-1	init con, place v. place	C1
  4.	CFV-1	final con, voiced v. voiceless	C2
  5.	CFM-1	final con, manner v. manner	C2
  6.	CFP-2	final con, place v. place	C2

  Lesson Package: CONSON-1

  C3

  1.	CIV-1	init con, voiced v. voiceless	C3
  2.	CIM-1	init con, manner v. manner	C3
  3.	CIM-2	init con, manner v. manner	C3
  4.	CIM-3	init con, manner v. manner	C4
  5.	CIP-1	init con, place v. place	C4
  6.	CIP-2	init con, place v. place	C4
  7.	CIP-3	init con, place v. place	C5
  8.	CIP-4	init con, place v. place	C5
  9.	CIP-5	init con, place v. place	C6
  10.	CIP-6	init con, place v. place	C6

  Lesson Package: CONSON-2

  C7

  1.	CFV-1	final con, voiced v. voiceless	C7
  2.	CFM-1	final con, manner v. manner	C7
  3.	CFM-2	final con, manner v. manner	C7
  4.	CFM-3	final con, manner v. manner	C8
  5.	CFP-1	final con, place v. place	C8
  6.	CFP-2	final con, place v. place	C8
  7.	CFP-3	final con, place v. place	C9
  8.	CFP-4	final con, place v. place	C9

  Consonants in Words Lessons

  Attribute: Phoneme 1, 2, 3

  Features in Words

  Lesson Package: C-SCREEN

  CIV-1

  init con, voiced v. voiceless

  	bale	pail
  	dime	time
  	van	fan
  	zip	sip
  	vase	face
  	bat	pat
  	beak	peek
  	dip	tip

  CIM-1

  init con, manner v. manner

  	mad	bad
  	mail	bale
  	mat	bat
  	meat	beet
  	mole	bowl
  	mud	bud
  	mug	bug
  	moat	boat

  CIP-1

  init con, place v. place

  	meat	neat
  	mice	nice
  	moon	noon
  	map	nap
  	ball	doll
  	big	dig
  	boat	goat
  	bun	gun

  Vowel

  V Lesson Packages

  Lesson Package: V-SCREEN

  V1

  1.	VHBDMF-1	high back vowel v. mid front dipthong	V1
  2.	VHFDMC-1	high front vowel v. mid central dipthong	V1
  3.	VHBDLF-1	high back vowel v. low front dipthong	V1
  4.	VHBVHF-7	high back vowel v. high front vowel	V2
  5.	VLBDMF-1	low back vowel v. mid front vowel	V2
  6.	VHBVHB-1	high back vowel v. high back vowel	V2

  Lesson Package: VOWEL-1

  V3

  1.	VHBDMF-1	high back vowel v. mid front dipthong	V3
  2.	VHBDMF-2	high back vowel v. mid front dipthong	V3
  3.	VHFDMB-1	high back vowel v. mid back dipthong	V3
  4.	VHFDMB-2	high back vowel v. mid back dipthong	V4
  5.	VHBDMC-1	high back vowel v. mid central dipthong	V4
  6.	VHBVMC-1	high back vowel v. mid central vowel	V4
  7.	VHFDMC-1	high front vowel v. mid central dipthong	V5
  8.	VHFDMC-2	high front vowel v. mid central dipthong	V5
  9.	VHFDMF-1	high front vowel v. mid front dipthong	V5
  10.	VHFDMF-2	high front vowel v. mid front dipthong	V6
  11.	VHBDMB-1	high front vowel v. mid back dipthong	V6
  12.	VHBDMB-2	high front vowel v. mid back dipthong	V6

  Lesson Package: VOWEL-2

  V7

  1.	VHBDLF-1	high back vowel v. low front dipthong	V7
  2.	VHBDLF-2	high back vowel v. low front dipthong	V7
  3.	VHFVLB-1	high front vowel v. low back vowel	V7
  4.	VHFVLB-2	high front vowel v. low back vowel	V8
  5.	VHFVLB-3	high front vowel v. low back vowel	V8
  6.	VHBVHF-1	high back vowel v. high front vowel	V8
  7.	VHBVHF-2	high back vowel v. high front vowel	V9
  8.	VHBVHF-3	high back vowel v. high front vowel	V9
  9.	VHBVHF-4	high back vowel v. high front vowel	V9
  10.	VHBVHF-5	high back vowel v. high front vowel	V10
  11.	VHBVHF-6	high back vowel v. high front vowel	V10
  12.	VHBVHF-7	high back vowel v. high front vowel	V10

  Vowels in Lessons

  Attribute: Phoneme 1, 2, 3

  Features in Words

  Lesson Package: V-SCREEN

  VHBDMF-1

  high back vowel v. mid front dipthong

  	food	rain
  	boot	cake
  	moon	day
  	juice	wake
  	zoo	cage
  	goose	rake
  	groom	break
  	pool	plane

  VHFDMC-1

  high front vowel v. mid central dipthong

  	green	white
  	sneeze	cry
  	feet	night
  	teeth	eyes
  	leaf	knife
  	cheese	bike
  	read	dive
  	wheel	kite

  VHBDLF-1

  high back vowel v. low front dipthong

  	goose	cat
  	pool	bath
  	shoe	hat
  	blue	black
  	food	bat
  	glue	man
  	moon	sad
  	broom	laugh

• [0196]

  ATTRIBUTE PRESENTATIONS

  Phoneme 1	the first phoneme of the first syllable of the word
  Phoneme 2	the second phoneme of the first syllable of the word
  Phoneme 3	the third phoneme of the first syllable of the word
  Syllable 1	the first syllable of the word, or the first syllable
  	of the first word in a phrase/sentence
  Syllable 2	the second syllable of the word, or the second syllable
  	of the first word in a phrase/sentence
  Syllable 3	the third syllable of the word, or the third syllable
  	of the first word in a phrase/sentence
  Word 1	the first word in a word/phrase or sentence
  Word 2	the second word in a word/phrase or sentence
  Word 3	the third word in a word/phrase or sentence
  Synonym	a word or phrase with the same meaning
  Antonym	a word or phrase with the opposite meaning
  Speech/Non	a descriptor showing whether the stimuli is
  	speech or an environmental sound
  Durantion	this display shows the length of the stimuli, it is
  	derived from the number of phonemes and/or the number
  	of environmental descriptors in a stimuli
  Syllable #	total number of in a word/sentence
  	taken from the phonetic text
  Stress Pat	taken from syllabic stress information in the
  	phonetic text
  	{circumflex over ( )} represents primary stress
  	{circumflex over (  )} represents secondary stress
  	{circumflex over (   )} represents tertiary stress
  Sematic	a language based category related to the meaning of
  	the words

• [0197]

  Audio Library Editor

  Main Menu

  F2	Support libraries menu
  F3	Create/edit users
  F4	Lesson component menu
  F10	Exit editor
  	Support libraries menu

  	F2	Create/edit an audio library
  	F3	Create/edit a picture library
  	F4	Create/edit a stimuli library
  	F10	Exit to previous menu
  		Audio Library Editor

  	F2	Load library
  	F3	Create library
  	F4	Add/edit menu
  	F5	Set group for library
  	F7	Examine entries
  	F8	Print library
  	F9	Save library
  	F10	Exit to previous
  	F2	Load library

  	Open an Audio Library
  	Which Audio Library?
  	G) eneric
  	L) anguage
  	S) ite
  	Open an Audio Library
  	Please select the library to load.
  	Path: I:\ITS\LIBS\GENERIC
  	Filename: *.ALB
  	Open an Audio Library

  	1	ALB 1862254 10/06/92  4:32P
  	2	ALB 1889447 10/07/92 12:04P

  F3

  Create library

  	Create an Audio Library
  	Which Audio Library?
  	G) eneric
  	L) anguage
  	S) ite
  	Create an Audio Library
  	Please select the Audio library name.
  	Path: I:\ITS\LIBS\GENERIC
  	Filename: *.ALB

  	F4	Add/edit menu
  		Add/Edit Menu

  	F2	Add entry
  	F3	Export entry
  	F6	Delete entry
  	F7	Examine entry
  	F8	Rename entry
  	F10	Exit to previous
  		Select files from the specified library for
  		each of these functions by selecting and
  		tagging from the library

  F5

  Set group for library

  	Mark this library as belonging to a group
  	Library Group: 0

  	F7	Examine entries
  	F8	Print library

  	Print Picture lib to printer or file
  	Do you want the output to go to a file?
  	(Y/N)?
  	Print Picture lib to printer or file
  	Please enter an output file name.
  	Path:
  	Filename:

  F8

  Save libary

  	Close Picture library
  	Please select a filename to write the
  	library to.
  	Path:
  	Filename:

• [0198]

  Picture Library Editor

  Main Menu

  F2	Support libraries menu
  F3	Create/edit users
  F4	Lesson components menu
  F10	Exit editor

  Support Libraries Menu

  	F2	Create/edit an audio library
  	F3	Create/edit a picture library
  	F4	Create/edit a stimuli library
  	F10	Exit to previous menu

  Picture Library Editor

  	F2	Load library
  	F3	Create library
  	F4	Add/edit menu
  	F5	Set group for library
  	F7	Examibe entries
  	F8	Print library
  	F9	Save library
  	F10	Exit to previous
  	F2	Load library

  	Open an Picture Library
  	Which Picture directory?
  	G) eneric
  	L) anguage
  	S) ite
  	Open an Picture Library
  	Please select the library to load.
  	Path: I:\ITS\LIBS\GENERIC
  	Filename: *.PLB
  	Open an Picture Library
  	1 PLB 670050 03/06/92 4:32P
  	2 PLB 894407 03/07/92 12:04P

  F3

  Create library

  	Create a Picture Library
  	Which Picture directory?
  	G) eneric
  	L) anguage
  	S) ite
  	Create an Picture Library
  	Please select the Picture library name
  	Path: I:\ITS\LIBS\GENERIC
  	Filename: *.PLB

  F4

  Add/edit menu

  Add/Edit Menu

  	F2	Add entry
  	F3	Export entry
  	F6	Delete entry
  	F7	Examine entries
  	F8	Rename entry
  	F10	Exit to previous

  	Select files from the specified library for
  	each of these functions by selecting and
  	tagging from the library

  F7

  Export carriers via list

  	Export a carrier list
  	@EATTHEBISCUIT
  	@EATTHEBREAD
  	@EATTHECHERRY
  	@EATTHEFRUIT
  	Export a carrier list
  	Please enter an output file name.
  	Path:
  	Filename:

  F5

  Set group for library

  	Mark this library as belonging to a group.
  	Library Group: 0

  F7

  Examine entries

  	List Stimuli library
  	@EATTHEBISCUIT (Can INS to view entry)
  	@EATTHEBREAD
  	@EATTHECHERRY
  	@EATTHEFRUIT

  F8

  Print library

  	Print Stimuli lib to printer or file
  	Do you want the output to go to a file? (Y/N)?
  	Print Stimuli lib to printer or file
  	Please enter an output file name.
  	Path:
  	Filename:

  F9

  Save library

  	Close Stimuli library
  	Please select a filename to write the library to.
  	Path:
  	Filename:

  F2

  Add entries via list

  	Insert entries from a text file
  	Please select the name list to use.
  	Path:
  	Filename:
  	Insert entries from a text file

  	1%250	CA	4567	10/13/92	12:22A
  	1&	CS	1156	12/22/91	10:02P
  	1	CS	6689	06/12/92	07:11P

  F3

  Add complex via list

  	Insert complex entries from a text file
  	Please select the name list to use.
  	Path:
  	Filename:
  	Insert entries from a text file

  	1%250	CA	4567	10/13/92	12:22A
  	1&	CS	1156	12/22/91	10:02P
  	1	CS	6689	06/12/92	07:11P

  F4

  Add carriers via list

  	Insert carrier entries from a text file
  	Please select the name list to use.
  	Path:
  	Filename:
  	Insert carrier entries from a text file

  	1%250	CA	4567	10/13/92	12:22A
  	1&	CS	1156	12/22/91	10:02P
  	1	CS	6689	06/12/92	07:11P

  F5

  Export entry list

  	Export an entry list
  	BAY
  	BEE
  	BLACK
  	BLEED
  	Export an entry list
  	Please enter an output file name.
  	Path:
  	Filename:

  F6

  Export complex list

  	Export a complex list
  	&BEEHIVE
  	&BIGBEAR
  	&BIGBOX
  	&BIGBULL
  	Export a complex list
  	Please enter an output file name.
  	Path:
  	Filename:

  F5

  Edit entry

  	Edit a Stimuli entry
  	@EATTHEBEET
  	@EATTHEBREAD
  	@EATTHEFRUIT
  	@EATTHEGRAPE
  	Edit a carrier entry
  	Carrier entry: @EATTHEBREAD
  	Please select the carrier audio entry
  	Audio: &EATTHEBREAD
  	Picture: BREAD
  	Element 1: EAT
  	Element 2: THE
  	Element 3: BREAD
  	Element 4:
  	Element 5:
  	Element 6:
  	Element 7:
  	Element 8:
  	Element 9:
  	Element 10:

  F6

  Delete entry

  	Delete a Stimuli entry
  	@EATTHEBEET
  	@EATTHEBREAD
  	@EATTHEFRUIT
  	@EATTHEGRAPE

  F7

  Examine entries

  	List Stimuli library
  	@EATTHEBEET (Press INS to review entry)
  	@EATTHEBREAD
  	@EATTHEFRUIT
  	@EATTHEGRAPE

  F8

  Rename entries

  	Rename a Stimuli entry
  	@EATTHEBEET
  	@EATTHEBREAD
  	@EATTHEFRUIT
  	@EATTHEGRAPE
  	Rename a Stimuli entry
  	Old entry name: @EATTHEBREAD
  	New name of entry: @EATTHECRUST

  F9

  List load/save

  List Load/Save Menu

  	F2	Add entries via list
  	F3	Add complex via list
  	F4	Add carrier entry via list
  	F5	Export entry list
  	F6	Export complex list
  	F7	Export carriers via list
  	F10	Exit to previous

  F4

  Add/edit menu

  Add/Edit Menu

  	F2	Add entry
  	F3	Add compex audio
  	F4	Add carrier entry
  	F5	Edit entry
  	F6	Delete entry
  	F7	Examine entries
  	F8	Rename entry
  	F9	List load/save
  	F10	Exit to previous
  	F2	Add entry

  	Add an entry
  	Name of entry:
  	Add an entry
  	Entry: BEET

  	Please select an audio entry.
  	Audio:
  	Picture:
  	Text:
  	Phonetic Text:
  	English Text:

  F3

  Add complex audio

  	Add a complex audio entry
  	Name of entry: &
  	Add a complex audio entry
  	Name of entry: &EATTHEBEET

  	Please select an element one entry.
  	Element 1:
  	Element 2:
  	Element 3:
  	Element 4:
  	Element 5:
  	Element 6:
  	Element 7:
  	Element 8:
  	Element 9:
  	Element 10:
  	Element 11:
  	Element 12:

  F4

  Add a carrier entry

  	Add a carrier entry
  	Name of entry: @
  	Add a carrier entry
  	Carrier entry: @EATTHEBEET

  	Please select the carrier audio entry.
  	Element 1:
  	Element 2:
  	Element 3:
  	Element 4:
  	Element 5:
  	Element 6:
  	Element 7:
  	Element 8:
  	Element 9:
  	Element 10:

• [0199]

  Stimuli Library

  Main Menu

  F2	Support libraries menu
  F3	Create/edit users
  F4	Lesson components menu
  F10	Exit editor

  Support Libraries Menu

  	F2	Create/edit an audio library
  	F3	Create/edit a picture library
  	F4	Create/edit a stimuli library
  	F10	Exit to previous menu

  Stimuli Library Editor

  	F2	Load library
  	F3	Create library
  	F4	Add/edit menu
  	F5	Set group for library
  	F7	Examine entries
  	F8	Print library
  	F9	Save library
  	F10	Exit to previous
  	F2	Load library

  	Open a Stimuli Library
  	Which Stimuli directory?
  	G) eneric
  	L) anguage
  	S) ite
  	Open a Stimuli Library
  	Please select the stimuli library to load.
  	Path: I:\ITS\LIBS\GENERIC
  	Filename: *.SLB
  	Open a Stimuli Library

  	1%250	SLB	30928	12/02/92	4:32P
  	1&	SLB	45998	11/23/92	12:04P

  F3

  Create library

  	Create a Stimuli library
  	Which Stimuli directory?
  	G) eneric
  	L) anguage
  	S) ite
  	Create a Stimuli Library
  	Please select the stimuli library name.
  	Path: I:\ITS\LIBS\GENERIC
  	Filename: *.SLB

  F5

  Set group for library

  	Mark this library as belonging to a group.
  	Library Group: 0

  	F7	Examine entries
  	F8	Print library

  	Print Audio lib to printer or file
  	Do you want the output to go to
  	a file? (Y/N)?
  	Print Audio lib to printer or file
  	Please enter an output file name.
  	Path:
  	Filename:

  F9

  Save library

  	Close Audio library
  	Please select a filename to write the
  	library to.
  	Path:
  	Filename:

• [0200]

  Lesson Components Editor

  Main Menu

  F2	Support libraries menu
  F3	Create/edit users
  F4	Lesson components menu
  F10	Exit editor

  Lesson Components Menu

  	F2	Create/edit EV levels
  	F3	Create/edit AV level sets
  	F4	Create/edit attributes sets
  	F5	Create/edit strategies
  	F6	Create/edit lessons
  	F7	Create/edit leddon packages
  	F8	Create/edit wordlists
  	F10	Exit to previous menu

  F2-AV level Editor

  	F2	Create AV level file
  	F3	Select AV level file
  	F4	Discrimination AV levels
  	F5	Identification AV levels
  	F10	Exit to previous
  	F2	Create AV level file

  	AV level Editor
  	Please enter the name of the new file.
  	Path:
  	Filename:

  F3

  Select AV level file

  	AV level Editor
  	(Menu listing)

  4

  Discrimination AV levels

  Discrimination AV levels

  	F4	Add AV level
  	F5	Edit AV level
  	F6	Delete AV level
  	F7	List AV levels
  	F10	Exit to previous
  	F4	Add AV level

  	Do you want to copy and existing Av level? (Y/N)?
  	Edit discrimnination task parameters

  	Responses	Yes Yes Yes Yes
  	Show picture	None None None None
  	Audio	Always Always Always Always
  	Text	On demand None None None

  F5

  Edit AV level

  	Edit AV level
  	(Menu listing)
  	Edit discriminating task parameters
  	AV level:

  	Responses	Yes Yes Yes Yes
  	Show picture	None None None None
  	Audo	Always Always Always Always
  	Text	On demand None None None

  F6

  Delete AV level

  (Menu listing)

  F7

  List AV levels

  (Menu listing)

  	F5	Identification AV levels
  		Identification AV levels

  	F4	Add AV level
  	F5	Edit AV level
  	F6	Delete AV level
  	F7	List AV levels
  	F10	Exit to previous
  	F4	Add AV level

  	Do you want to copy and existing EV level? (Y/N)?
  	Edit matching task parameters

  	STIMULI	Yes Yes Yes Yes
  	Stimuli picture	None None None None
  	Stimuli audio	Always Always Always Always
  	RESPONSES	Yes Yes Yes Yes
  	Response picture	None None None None
  	Respinse audio	Always Always Always Always
  	Response text	On demand None None None

  F5

  Edit AV level

  	Edit AV level
  	(Menu listing)
  	Edit identification task parameters
  	AV level: 1
  	Edit matching task parameters

  	STIMULI	Yes Yes Yes Yes
  	Stimuli picture	None None None None
  	Stimuli audio	Always Always Always Always
  	Stimuli text	On demand None None None
  	RESPONSES	Yes Yes Yes Yes
  	Response picture	None None None None
  	Response audio	Always Always Always Always
  	Response text	On demand None None None

  F6

  Delete AV level

  (Menu listing)

  F7

  List AV levels

  (Menu listing)

  F3-AV level set Editor

  	F2	Create AV level set file
  	D3	Select AV level set file
  	F4	Discrimination AV level sets
  	F5	Identification AV level sets
  	F10	Exit to previous
  	F2	Create AV level set file

  	AV level Editor
  	Please enter the name of the new file.
  	Path:
  	Filename:

  F3

  Select AV level set file

  	AV level Editor
  	(Menu listing)

  F4

  Discrimination AV level sets

  Discrimination AV level sets

  	F4	Add AV level set
  	F5	Edit AV level set
  	F6	Delete AV level set
  	F7	List AV level sets
  	F10	Exit to previous
  	F4	Add AV level set

  	Do you want to copy and existing AV level set
  	(Y/N)?
  	Least difficult AV level:
  	AV level:
  	AV level:
  	AV level:
  	AV level:
  	AV level:
  	AV level:
  	Most difficult AV level:

  F5

  Edit AV level set

  	Edit AV level set
  	Name Description
  	AV level set:
  	Least difficult AV level:
  	AV level:
  	AV level:
  	AV level:
  	AV level:
  	AV level:
  	AV level:
  	Most difficult level:

  F6

  Delete AV level set

  Name Description

  F7

  List AV level sets

  Name Description

  F5

  Idensitifcation AV level sets

  Identification AV level sets

  	F4	Add AV level set
  	F5	Edit AV level set
  	F6	Delete AV level set
  	F7	List AV level sets
  	F10	Exit to previous
  	F4	Add AV level set

  	Do you want to copy and existing Av level set?
  	(Y/N)?
  	Least difficult AV level:
  	AV level:
  	AV level:
  	AV level:
  	AV level:
  	AV level:
  	AV level:
  	Most difficult level:

  F5

  Edit AV level set

  	Edit AV level set
  	Name Description

  F6

  Delete AV level set

  Name Description

  F7

  List AV level sets

  Name Description

  F4-Create/edit attribute sets

  	F2	Create attribute set file
  	D3	Select attribute set file
  	F4	Add attribute set
  	F5	Edit attribute set
  	F6	Delete attribute set
  	F7	List Attribute set
  	F10	Exit to previous

  	F2	Attribute set editor
  		Enter the name of the new file
  		Path:
  		Filename:
  	F3	Select attribute set file
  	F4	Add attribute set
  		Window 1 attibute:
  		Window 2 attribute:
  		Window 3 attribute:
  		Window 4 attribute:
  	F5	Edit attribute set

  	Length	Length
  	Nonspeech	Nonspeech
  	Phoneme	Phoneme
  	Stress	Stress
  	Syl123	Syllable
  123
  	Sylinsent	Syllabales in sentences
  	Sylnum	Syllable number
  	Word
  123	Word 123
  	. . .

  F5-Create/edit strategies

  	F2	Create strategy file
  	F3	Select strategy file
  	F4	Discrimination strategies
  	F5	Identification strategies
  	F10	Exit to previous

  F2

  Stragey editor

  	Enter the name of the new file
  	Path:
  	Filename:

  	F3	Select strategy file
  		Listing of existing files
  	F4	Discrimination strategies

  	F4	Add strategy
  	F5	Edit strategy
  	F6	Delete strategy
  	F7	List strategies
  	F10	Exit to previous

  	F4	Add a discrimination strategy
  		Lesson AVL Set:
  		Maximum Groups to Use:
  		Starting Group:
  		Action on Task Success:
  		Action on Task Failure:
  		AV level of Next group on test
  		success relative to starting AV
  		level:
  		AV level of Next group on test
  		failure relative to starting AV
  		level:
  		Task Failures to Previous lesson:
  		Task Success to next lesson:
  		Failure Criterion:
  		Success Criterion:
  	F5	Edit Strategy
  		Name Description
  	F6	Delete Strategy
  		Name Description
  	F7	List Strategies
  		Name Description

  F5

  Identification strategies

  	F4	Add strategy
  	F5	Edit strategy
  	F6	Delete strategy
  	F7	List strategies
  	F10	Exit to previous

  	F4	Add an identification strategy
  		Lesson AVL Set:
  		Maximum Groups to Use:
  		Starting Group:
  		Action on Task Success:
  		Action on Task Failure:
  		AV Level of Next Group on test
  		success relative to starting AV
  		level:
  		AV level of Next group on test
  		failure relative to starting AV
  		level:
  		Task Failures to Previous lesson:
  		Task Success to next lesson:
  		Failure Criterion:
  		Success Criterion:
  	F5	Edit Strategy
  		Name Description
  	F6	Delete Strategy
  		Name Description
  	F7	List Strategies
  		Name Description

  F6-Create/edit lessons

  	F2	Create lesson file
  	F3	Select lesson file
  	F4	Add lesson
  	F5	Edit lesson
  	F6	Delete lesson
  	F7	List lessons
  	F10	Exit to previous

  	F2	Leeson Editor
  		Enter the name of the new file
  		Path:
  		Filename:
  	F3	Select lesson (Select from menu options)
  	F4	Add lesson (See user default screen)
  	F5	Edit lesson
  		Name Description (Select/tag and edit)
  	F6	Delete lesson
  		Name Description (Select/tag and delete)
  	F7	List lesson
  		Name Description (Menu listing)

  F7-Create/edit lesson packages

  	F2	Create lesson package file
  	F3	Select lesson package file
  	F4	Add lesson package
  	F5	Edit lesson package
  	F6	Delete lesson package
  	F7	List lesson packages
  	F10	Exit to previous

  	F2	Lesson Editor
  		Enter the name of the new file
  		Path:
  		Filename:
  	F3	Lesson Package (Select from menu options)
  	F4	Add lesson package
  		Lesson 01:
  		Lesson 02:
  		Lesson 03:
  		Lesson 04:
  		Lesson 05:
  		Lesson 06:
  		Lesson 07:
  		Lesson 08:
  		Lesson 09:
  		Lesson 10:
  		Lesson 11:
  		Lesson 12:
  		Lesson 13:
  		Lesson 14:
  		Lesson 15:
  	F5	Edit lesson package
  		Name Description listed (Select from menu)
  	F6	Delete lesson package
  		Name Descitpion (Select/tag and delete)
  	F7	List lesson package
  		Name Description (Menu listing)

  F8/Create/edit wordlists

  	Edit Wordlist
  	Title:
  	Set 1:     Set 2:
  	Set 3:     Set 4:
  	Contrast Set 1 Contrast Set 2 Contrast Set 3 Contrast Set 4
  	(Load wordlists by pressin F5;
  	Pull from libraries by pressing F2;
  	Select libraries by pressing F3;)

  User Editor

  Main Menu

  F2	Support libraries menu
  F3	Create/edit users
  F4	Lesson components menu
  F10	Exit editor

  User editor

  	F2	Create user file
  	F3	Select user file
  	F4	Add user
  	F5	Edit user
  	F6	Delete user
  	F7	View users
  	F10	Exit to menu
  	F2	Create user file

  	Please enter the name of the new file.
  	Path:
  	Filename:

  F3

  Select user file

  	Select user file
  	PRESCHOOL
  	KINDER-1
  	1ST-GRADE
  	STADARD

  F4

  Add user

  	Edit a user
  	Do you want to copy an existing User (Y/N)?
  	User ID:
  	Udit a user
  	User ID:
  	Name:
  	Birthdate: 01/01/00
  	Group:
  	Output device:
  	Report Dir:
  	Current Lesson: User Defaults: Lessons:
  	Feedback: Tasks to Feedback:
  	Puzzle Feedback Before Painting: Painting Time Allowed in
  	Seconds:
  	Ant Try OK: Magic:

  	F5	Edit a User
  	F6	Delete a User

  	ABBY
  	ALICE
  	BRYCE
  	DANIEL
  	Delete user
  	Are you sure you want to delete XX (Y/N)?

  F7

  View users

  	List users
  	ABBY
  	BRYCE
  	DANIEL

• [0201]

  User Editor

  Main Menu

  F2	Support libraries menu
  F3	Create/edit users
  F4	Lesson components menu
  F10	Exit editor

  User editor

  	F2	Create user file
  	F3	Select user file
  	F4	Add user
  	F5	Edit user
  	F6	Delete user
  	F7	View users
  	F10	Exit to menu
  	F2	Create user file

  	Please enter the name of the new file.
  	Path:
  	Filename:

  F3

  Select user file

  	Select user file
  	PRESCHOOL
  	KINDER-1
  	1ST-GRADE
  	STANDARD

  F4

  Add user

  	Edit a user
  	Do you want to copy an existing User (Y/N)?
  	User ID:
  	Edit a user
  	User ID:
  	Name:
  	Birthdate: 01/01/00
  	Group:
  	Output device:
  	Report Dir:
  	Current Lesson: User Defaults: Lessons:
  	Feedback: Tasks to Feedback:
  	Puzzle Feedback Before Painting: Painting Time
  	Allowed in Seconds:
  	Any Try OK: Magic:

  	F5	Edit a User
  	F6	Delete user

  	ABBY
  	ALICE
  	BRYCE
  	DANIEL
  	Delete user
  	Are you sure you want to delete XX (Y/N)?

  F7

  View users

  	List users
  	ABBY
  	BRYCE
  	DANIEL

  Phonetic transcription

  English spelling

  Rules (speech)

  	1.	Phonemes separated by—
  	2.	Consonant blends connected
  	3.	Syllables indicated by +
  	4.	Stress indicated by ^ (primary) and ^ ^ secondary
  	5.	Words are separated by spaces
  	6.	Duration derived from digitized signal

  Rules (environmental)

  	1.	Continuous is represented by CCCC-
  	2.	Discontinous is represented by DDD-
  	3.	Begins with *

• We will create a 1 syllable word with consonant-vowel-consonant pattern as our first example. Our word will be ‘cat’. The screen will appear like this. [0202]

  Add an entry

  	Entry: CAT <enter>
  	Audio: CAT	---created by automatic defaults
  	Picture: CAT	---created by automatic defaults
  	Text: cat	---created by automatic defaults
  	Phonetic Text:	k_ae_t
  	English Text:	c_a_t

  Attributes: <hit enter here to display attributes>

  Edit attributes

  Audio

  Picture

  Text

  Phoneme

  1	PHO-K	PHO-K	c
  Phoneme
  2	PHO-AE	PHO-AE	a
  Phoneme 3	PHO-T	PHO-T	t
  Syllable
  1	CAT	PHO-C	cat
  Syllable
  2
  Syllable 3
  Word 1	CAT	CAT	cat
  Word
  2
  Word 3
  Synonym
  Antonym
  Speech/Non	CAT
  Duration	CAT
  Syllable #	CAT
  Stress Pat	CAT
  Semantic Cat

  Now a multi-syllabic word: ‘elephant’.

  Add an entry

  	Entry: elephant <enter>
  	Audio: ELEPHANT	---created by automatic defaults
  	Picture: ELEPHANT	---created by automatic defaults
  	Text: elephant	---created by automatic defaults
  	Phonetic Text:	^ e_l + u + f_u_n_t
  	English Text:	e_l + e + ph_a_n_t

  Attributes: <hit enter here to displpay attributes>

  Edit attributes

  Audio

  Picture

  Text

  Phoneme

  1	PHO-E	PHO-E	e
  	Phoneme
  2	PHO-L	PHO-L	l
  	Phoneme
  3
  	Syllable 1	E_L	PHO-E	el
  	Syllable
  2	PHO-U	PHO-U	e
  	Syllable
  3	F_U_N_T	PHO-F	phant
  	Word
  1	ELEPHANT	ELEPHANT	elephant
  	Word
  2
  	Word 3
  	Synonym
  	Antonym
  	Speech/Non	ELEPHANT
  	Duration	ELEPHANT
  	Syllable #	ELEPHANT
  	Stress Pat	ELEPHANT
  	Semantic Cat

  Now a three word sentence: ‘Pet the koala.’.

  ***we have set the default to show a syllabic/word descriptor for the

  toplevel pic. The text default we are showing is set to show the target

  word text.

  Add an entry

  Entry: PETTHEKOALA <enter>
  Audio: PETTHEKOALA	-created by automatice defaults
  Picture: CP333	-edited to show descriptor picture
  Text: -- koala	-edited to show only target word text
  Phonetic Text:	p_e_t thv_u k_oh + ^ ah_l + u
  English Text:	p_e_t th_e k_o + a_l + a

  Attributes: <hit enter here to display attributes>

  Edit attributes

  Audio

  Picture

  Text

  Phoneme

  1	PHO-P	PHO-P	p
  	Phoneme
  2	PHO-E	PHO-E	e
  	Phoneme
  3	PHO-T	PHO-T	t
  	Syllable
  1	P_E_T	PHO-P	pet
  	Syllable
  2
  	Syllable 3
  	Word 1	PET	PET	Pet
  	Word
  2	THE	THE	the
  	Word 3	KOALA	KOALA	koala
  	Synonym
  	Antonym
  	Speech/Non	PETTHEKOALA
  	Duration	PETTHEKOALA
  	Syllable #	PETTHEKOALA
  	Stress Pat	PETTHEKOALA
  	Semantic Cat

  # the following are examples of complex audio entries. Note across the

  examples the silence encoding variations. ALSO IF THESE ENTRIES

  WERE IN THE SAME LIBRARY THEY WOULD NEED DIFFEREN-

  TIAL NAMES.

  &EATTHE-	EAT	THE	BISCUIT
  BISCU
  &EATTHE-	EAT	THE	CHERRY
  CHERR
  &EATTHE-	EAT	SIL_25	THE	SIL_25	BISCUIT
  BISCU
  &EATTHE-	EAT	SIL_25	THE	SIL_25	CHERRY
  CHERR
  &EATTHE-	EAT	SIL_25	THE	SIL_1000	BISCUIT
  BISCU
  &EATTHE-	EAT	SIL_25	THE	SIL_1000	CHERRY
  CHERR

  &EATTHE-	EATTHE	SIL_1000	BISCUIT	(note this only uses 2
  BISCU
  &EATTHE-	EATTHE	SIL_1000	CHERRY	sounds and 1 silence)
  CHERR

  You will find through experimentation the silence variability can help to

  emphasize and/or de-emphasize parts of or total stimuli.

  STI-LIST.DOC

Claims (24)

1. A system for adaptive learning by an individual user comprising:

memory device containing data relating to:

user instructions,

normative responses,

selection presentations;

a control device containing the memory device and a processor;

a user interface including a user perceivable display, a stimuli presentation device, and a tactile selection and input device;

a software program which includes processing steps to facilitate adaptive learning, the program:

presenting stimuli to the user through at least one of the stimuli presentation device and the user perceivable display of the user interface,

reading user input in response to said stimuli,

selecting succeeding stimuli based on both a comparison of user responses and normative data and upon a classification of the user responses irrespective of normative data.

2. The system of

claim 2

wherein the normative responses comprise a variable range of acceptable performance ratings in comparison to the user responses.

3. The system of

claim 1

wherein the stimuli presentation device comprises a device which transducers electrical signals representing sound into at least one of actual sound, analog signals to stimulate a cochlear implant, and electrical signals to actuate a vibratactial device.

4. The system of

claim 1

wherein the tactile selection and input device comprises at least one of a touch screen, keyboard, or mouse.

5. The system of

claim 1

wherein the stimuli comprise one or more of auditory, pictorial, and alpha numeric information.

6. The system of

claim 1

further comprising additionally presenting attributes of the stimuli through at least one of the stimuli presentation device and the user perceivable display of the user interface.

7. The system of

claim 1

further comprising portion of the program whereby a learning strategy can be selected for a particular user, said strategy initially imposing a predetermined initial level of difficulty and rate of progression, but dynamically varying the strategy based on feed back of the user responses.

8. A method of adaptive learning by an individual user comprising:

gathering information from a plurality of sources regarding a given learning goal;

analyzing said information and compiling said information into normative data;

storing the normative data in a storage medium;

storing a variety of user perceivable stimuli into a storage medium;

presenting stimuli from the storage medium to the display;

prompting a user to input a selected response to stimuli by tactile response of a user;

converting the tactile response into a digital format;

reading the digital format;

presenting new stimuli based on a comparison of user selections and normative data and upon a classification of the user responses irrespective of normative data.

9. The method of

claim 9

wherein the user perceivable stimuli include visual and auditory information, and portions of visual and auditory information, and abstractions of the visual and auditory information related to characteristics of the visual and auditory information.

10. The method of

claim 8

wherein the step of presenting new stimuli is based on an initially predetermined level of difficulty related to type of perceptional information provided, amount of perceptional information provided, type of task presented, and rate of progression selected.

11. The method of

claim 10

wherein the initial level of difficulty is coupled with a strategy for progression through a series of stimuli, and where the strategy for progression is dynamically adjusted based on user selection.

12. The method of

claim 11

whereby dynamic changing of strategy includes progression or regression based on user selections, and where progression and regression can be presented by adjustment of strategy variables.

13. A method for interactive adapt of learning comprising:

storing a plurality of core stimuli, the core stimuli including auditory and visual information;

compiling collections of core stimuli into logical correlations, the correlations being related to similar perceptional contrasts between stimuli;

presenting the correlations in the form of perceptional discrimination task to a user;

allowing the user unlimited access to investigate and evaluate the presented stimuli;

requesting a decision on the discrimination task;

monitoring and classifying the user decision and investigation and evaluation; and

determining if succeeding tasks should be changed and difficulty based on the monitoring and classifying.

14. The method of claims 13 further comprising the step of storing a plurality of attribute information regarding the core stimuli, the attribute information including portions of the core stimuli, characteristics of the core stimuli, and abstractions of all or part of the core stimuli.

15. The method of

claim 14

wherein the logical correlations relate to differences in sound between stimuli.

16. The method of

claim 15

wherein the perceptional discrimination tasks include at least one of discrimination or identification of core stimuli.

17. The method of

claim 16

wherein the user is additionally allowed access to at least some of the attributes for the presented stimuli.

18. The method of

claim 13

wherein the step of determining is based on such things as classification of the users investigation evaluation, reaction time, accuracy, and amount of available information.

19. The method of

claim 13

further comprising allowing editing of core stimuli and the logical correlations to provide customized presentations to user.

20. The method of

claim 13

wherein the learning relates to at least one of speech, reading, math, geography, English language, foreign language.

21. The method of

claim 13

further comprising closing an initial learning strategy for the user, the strategy including such factors as order of presentation of stimuli, performance criteria related to percentage of success of correct responses; amount of audio visual support available to the user, and rate of progression through levels of difficulty of stimuli.

22. The method of

claim 21

wherein the initial strategy can be altered based on the monitoring of the user.

23. The method of

claim 22

wherein the strategy can be customized by a teacher, parent, or professional, based on monitoring of the user.

24. The method of

claim 22

wherein the strategy can be changed dynamically and automatically by comparing monitoring of the user with the initial strategy.

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