Method and apparatus for automated learning tool selection for child development5122952Abstract Computer-assisted methods and apparatus for selecting and matching learning tools that possess developmental value with the individual characteristics of a child are disclosed. Commercially available products consisting of toys, games, books, and allied learning materials are analyzed and the data relating to the personal traits required to use the product, educational value of the product, learning value of the product, instructional variables required to use the product, and the description of the product is entered into and stored in a computer system. Information concerning a child's sensory learning style preferences, hobbies and interests, academic conditions, medical conditions, social habits, emotional attitudes, and nutritional habits is entered into the computer system. The system compiles the child data into a report. The system also matches the child data with the product data and a list of preferred products is produced from which parents select appropriate learning tools for the child. Claims What is claimed is: Description BACKGROUND OF THE INVENTION
TABLE A
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.COPYRGT. 1990 KDM Enterprises LTD. This form is copyright protected.
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A-Auditory ReceptionB-Length of Time
B-Auditory Assoc.C-No. of Factors
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D-Grammar of Letter ReversalsE-Communication/lang. clarity
E-Visual ReceptionF-Rapport/relationships/socialization
F-Visual Assoc.G-Logic & Reasoning/Reaching Concl.
G-Visual MemoryUsing Principles
H-Perceptual ConstancyH-Abstract Random Unpredictable
I-Spatial RelationshipsI-Moral Religious Principles of Right
J-Eye/Hand Coordinationand wrong
K-BalanceJ-Sensory Awareness-Sight, Sound,
L-Verbal ExpressionTouch, Taste & Smell
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L-Retention & Recall
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N-Sm. & Lg. Motor Actions
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R-Emotional Stimuli/Patience &
intensity
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The SPEF form is completed in Sections 3, 4, 5, and 6 in accordance with the characteristics as defined in Table A2 and using conditions for selection of the product characteristics as set out in Table A3.
TABLE A2
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CHARACTERISTIC DEFINITION ON STANDARD
PRODUCT EVALUATION FORM (SPEF)
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3. LEARNING:
A-Auditory Reception
Listening or hearing.
B-Auditory Assoc. Identifying the source of sound.
C-Auditory Memory Recalling what was heard.
D-Grammar or Letter Reversals
Syntax, linguistics, language.
E-Visual Reception Seeing.
F-Visual Assoc. Identifying the source of sight.
G-Visual Memory Recalling what was seen.
H-Perceptual Constancy
Accurately perceiving the shape, size & position of
objects.
I-Spatial Relationships
Right/left, dressing: buttons & zippers, time.
J-Eye/Hand Coordination
Tossing an item into a bucket, catching a ball, etc.
K-Balance Walking a straight line heel to toe.
L-Verbal Expression
Speaking clearly; speaking in complete sentences.
M-Other (Any characteristic about the product relating to
learning or
Physical deficits that is not already defined or
identified
in this group).
4. EDUCATIONAL:
Performance Level: A B C
A = Basic; B = Competency; C = Mastery
D-Math Arithmetic concepts or numbers skills
E-Reading Reading, comprehension, or letters, phonics skills
F-Science Fiction and nonfiction systematic facts, principles,
methods
and skills in the natural sciences; biology, chemistry
and
physics or life skill
G-Language Syntax, linguistic, grammar, poetry or communication
skills
H-Social Studies People, governments, societies or companionship and
relationship skills
I-Art (Fine Arts) painting, coloring, design, illustration,
(abilities) puzzle, drawing and building skills
J-Music Musical - vocal, instrumental, rythmatic
K-Other (Any characteristic about an academic value that the
product
could relate to that is not already defined or
identified
in this group)
5. INSTRUCTIONAL VARIABLES:
B-Length of Time (The amount of time that it should take on average to
complete
a cycled use of the product). If the time is
undeterminable,
this variable is entered as "open". This variable
addresses
attention span or deficit of a user.
C-No. of Factors Multiplicity of tasks to be done while using the
product
D-Performance Level.sub.--------
Same as performance levels in the educational values
E-Communication/lang. clarity
Speaking, communicating, language interaction
F-Rapport/relationships/
The friendly connection among people or things;
Companionships
socialization
G-Logic & Reasoning/Reaching
Reaching conclusions using principles;
inductive/deductive
Concl. Using Principles
H-Abstract Random Unpre-
Chancey, incidental
dictable
I-Moral Religious Principles
Principles of Right and Wrong
of Right and wrong
J-Sensory Awareness-Sight
To perceive or detect through a bodily function
Sound, Touch, Taste
& Smell
K-Mental Images A visual impression; mental picture
L-Retention & Recall
To hold in memory
M-Imitate Reproduce, repeat, copy, mimic, match, follow, model,
echo,
simulate
N-Sm. & Lg. Motor Actions
Tactile (touch) and kinesthetic (muscle feeling)
O-Pre-requisites required
A condition required before hand
P-Familiarity, Assoc.,
To connect, join, or unite in the mind a likeness
Resemblance
Q-Conceptualize-Beg. to
Beginning to understand the process, idea or design
understand
R-Emotional Stimuli/Patience
Feeling, sensitivity, temperament, attitude, moving,
stirring
& intensity
S-Other (Any characteristic about an instructional variable
that the
product could relate to that is not already defined
or
identified in this group).
6. VALUES-PERSONAL TRAITS:
A-Age The chronological age range for which the product is
suitable
B-Grade The preschool or school grade level for which the
product is
suitable
C-Sex The biological sex generally most likely to be
satisfied using
the product
D-Ethnic The product characteristics that relate to a specific
race,
culture or ethnic group
E-Handed Only if the product is specifically designed for the
use on
the right or left hand/arm, foot/leg, or eye/ear, of
any
user or has specific physical use limitations by any
user
F-Other (Any characteristic about the personal use aspects of
the
product that is not already defined or identified in
this
group).
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These identified characteristics (i.e., learning tool characterizing data) of the learning tools are then entered into the computer system 5, as shown at block 12 using a series of data entry screens (see Appendix II, screens IV-VI). Alternatively, the data may be initially entered directly into the computer system 5 using the screens. The entered data is then processed and sorted, thereby merging the data, as shown at block 14, into a Vendor data file 16 and storing the merged data on the mass storage device 8. A product data file 18 is also generated at block 14 and stored on the mass storage device 8. Each entry in the Vendor data file comprises vendor name, address, type and product information as illustrated in the example of a vendor listing shown in TABLE B. Other listings, reports, sorting of vendor data, and other data manipulation can be obtained within the data base structure using sorting and report writing options provided by the data base program (e.g., 4th DIMENSION).
TABLE B
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.COPYRGT. 1990 KDM Enterprises LTD.
Company Address City State
Zip Phone Retrieval
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ACCELERATED DEVELOPMENT
3400 KILGORE AVE.
Muncie
IN 47304 (317) 284-7511
BOOKS
INC. PUB.
ADDISON WESLEY PUBLISH-
ROUTE 128 Reading
MA 01867 1-800-447-2226
LEARNING
ING CO. MAT
ADICA-PONGO, INC. P.O. BOX 1264
Plattsburgh
NY 12901 1-800-247-6144
LEARNING
MAT
HOBBY KIT
H1 MFGR
AKKLAIM ENTERTAINMENT
189 SOUTH ST.
Oyster Bay
NY 11771 (516) 922-2400
TOYS
INC. NINTENDO
GAM
AMERICAN GAMES 16200 DALLAS PKWY
Dallas
TX 75248 1-800-642-6202
GAMES
AMERICAN TOY & 8950 GROSS POINT
Skokie
IL 60077 (312) 850-7977
LEARNING
FURNITURE CO., INC.
RD. MAT
BLACKEDS-B3
MFGR
TOYS
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Vendor data can also be entered separately (see Appendix II, screen II), as illustrated by block 15. Each entry in the Product data file comprises information as illustrated in the example of a Product Matrix Listing shown in TABLE C.
TABLE C
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.COPYRGT. 1990 KDM Enterprises LTD.
Code/Name/ Personal
Educational
Learning Instructional
Product
Avail Traits Value Value Variables
Description
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B009NDNRBG37
H age: 8-12
Perf Level: B
D-Grammar
Sight, Touch
NEWLY REVISED
DICTIONARY FOR
M grade: 3-7
G-Language
E-Visual Recpt
Length of time: 0
DICTIONARY
CHILDREN I sex: A F-Visual Assoc
No. of Factors: 1
FOR CHILDREN
$18.94 G ethnic: All G-Visual Mem
Pref Level: B
WITH OVER
INTERNATIONAL
O handed: A L-Verbal Expres
E-Communication
35,000 ENTRIES
PLAYTHINGS, INC. Min-1 L-Retention
& 1,100 FULL
Avai: Cat: VM Max-1 COLOR ILLUS-
76 156/2, TRATIONS
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The product data is cross-referenced to the vendor file by a vendor name identified when the data is entered. The system 5, in response to an operator request, uses the data to generate vendor listings (such as shown in Table B), as illustrated at block 20 and to generate product maxtrix listings (such as shown in Table C), as illustrated at block 24. A simple inventory listing showing product name and code, vendor, and cost may also be generated from the Product Inventory data file 18, as illustrated at block 22. These listings can be either displayed on the monitor 4 or printed by the printer 6. The product data file information is also made available for matching as will be described hereinafter with reference to FIG. 2D. FIG. 2B is a detailed flow diagram illustrating the methodology and structural flow for a specific routine for entry and compilation of individual child data. The process begins as illustrated at block 26 with completion of a two part questionnaire. The questionnaire in the illustrated embodiment is filled out by the parents or, if the child is old enough, by the child under the parents' supervision. The first section of the questionnaire is a Vital Information Profile (VIP). The VIP contains questions concerning the personal static information about the child and the child's family. This information is then entered into the computer, typically by a technical professional using a series of screens (see Appendix II, screens VIII-X), but may be entered directly in the computer without use of a written questionnaire. During entry of the data, an age equivalent is determined which is a modification of the chronological age of the child based upon an actual school grade and/or other developmental factors. For example, a child held back in school by one grade would have an age equivalent one less than chronological age, or a learning deficient child would have a reduced age equivalent to compensate appropriately for slowed development, etc. In matching products to the child, the age equivalent will normally be used in the illustrated embodiment, although in another embodiment, actual age may be used. An example of a suitable VIP questionnaire is shown in Table D.
TABLE D
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.COPYRGT. 1990 KDM Enterprises LTD. This form is copyright protected.
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6. Indicate the family structure in the home, with an (X) in which
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The second section of the questionnaire is a Preference Survey Model (PSM). The PSM contains questions concerning dynamic user developmental conditions such as the child's cognitive, social, emotional, and physical development, as well as medical conditions and nutritional habits, and the pregnancy and birthing events of the child and mother. There are three different PSM's designed for age groups zero to three years (PSM0-3), two to five years (PSM2-5), and six to fourteen years (PSM6-14). Children of ages two and three have both the PSM0-3 and the PSM2-5 completed because of the varying development and socio-enconomic differences that affect that age group. Examples of suitable PSM questionnaires are shown in Tables E1, E2 and E3.
TABLE E1
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PSM0-3 for 0-3 Age Group
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Preference Survey Model
(WRITE CLEARLY)
This form is designed to provide a permanent record of your child's
developmental progress from birth to 36 months.
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8. Baby responds to sound of his/her own name when whispered from
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25. Child frightens by objects that move electronically or under their
own
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30. Describe your child's dietary habits:
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31. Does your child appear to have any problems with:
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Listening or hearing at 4 months
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Identifying the source of sound
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Recalling what was seen at 8
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size and position of objects at
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catching a ball, etc. at 24 months
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Walking straight line heel to toe
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Speaking clearly; speaking in complete
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Middle (inner) ear at 4 months and
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32. Pregnancy, birth, and infancy information:
A. Describe any special conditions that occurred during pregnancy or at
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C. Check any of the following if they apply to your child's birth:
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33. Take Action Now:
Is there a particular area of your child's development that you would
like
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The information from the VIP and respective PSM's are then entered into the computer system 5, as illustrated at block 28. This information may also be entered directly instead of using a written form. Comments on the forms may be used by trained personnel to modify responses prior to entry. The computer system 5 then processes and sorts the entered data, as shown at block 30. Thus, the entered VIP data is merged into a VIP data file 32 stored on the mass storage device 8 and the entered PSM data is merged into a PSM data file 34 stored on the mass storage device 8. The VIP data and the PSM files for an individual child are cross-referenced by a user number. The system 5 may generate a listing of the VIP data, as illustrated at block 36 and a listing of the PSM data as illustrated at block 38 for an individual child responsive to an operator request. These listings can be either displayed on the monitor 4 or printed by the printer 6. The VIP data and PSM data for an individual is also compiled for use in matching to product data (see FIG. 2D) and for generating a User Preference Analysis (see FIG. 2C), as shown by block 40. Referring now to FIG. 2C, the computer system 5, as illustrated at block 41, retrieves data for an individual child from the compiled VIP data and the PSM data. The strengths, weaknesses, deficiencies, preferred interests, learning styles, and personal traits of the child are identified from the VIP and PSM data and a User Preference Analysis list is generated, as illustrated at block 41, which may be displayed on the monitor 4 or printed on the printer 6. The User Preference Analysis list summarizes the answers from the VIP and PSM and reports the current skill levels of the developmental and behavioral characteristics of the child in the categories listed in TABLE F.
TABLE F
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(1) sensory learning style preferences (visual,
auditory, tactile, etc.);
(2) hobbies, interests, talents, and sports;
(3) academic conditions;
(4) medical conditions;
(5) social habits;
(6) emotional attitudes; and
(7) nutritional habits.
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This User Preference Analysis list may be reviewed by a technical professional, as illustrated by block 42, and a User Preference Profile generated based upon the User Preference Analysis list, as illustrated at block 46. This User Preference Profile is a written report prepared by a technical professional analyzing the User Preference Analysis data. This report may then be reviewed and utilized by parents to aid in selection of learning tools. FIG. 2D is a detailed block diagram illustrating the matching of Product Inventory data with compiled VIP/PSM data to generate a preferred product list. As illustrated at block 47 and 48, for an individual child, the computer system 5 retrieves data from the Product data file 18 (from FIG. 2A) and the compiled VIP/PSM data (from FIG. 2B) and performs a set of matching sequences. The sequences are processes which compare and match information and characteristics of the child with the characteristics of the products from the product data file, and each sequence makes product selections based upon different criteria. There are 45 to 57 sequences used in the illustrated embodiment depending on the age group, with 57 for the 0-3 age group, 49 for the 2-5 age group and 45 for the 6-14 age group. The sequences are listed in Tables G1 for the age group 0-3, G2 for the age group 2-5, and G3 for the age group 6-14. In each table G1, G2, and G3, there is first a sequence number followed by an indication of the VIP/PSM question (the question number on the VIP/PSM questionnaire is indicated in parentheses) for which respective answers are matched with product characteristics which are identified in the next column (i.e., SPEF characteristic indicated by the SPEF identifying number). The last column indicates a PNR code assigned. The source code setting out detail for each sequence in the illustrated embodiment are listed in Appendix IV for the 0-3 age group, Appendix V for the 2-4 age group, and Appendix VI for the 6-14 age group.
TABLE G1
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MATCHING CRITERIA 0-3 SEQUENCING
SEQ.
NO. VIP/PSM QUESTIONS
SPEF PNR CODE
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PERSONAL TRAITS
AND AGE EQUIVALENT.sup.1
1. Age Equivalent VIP (3)
6A & 6B and other developmental
stages of the child
2. Sex VIP (3) 6C
3. Ethnic VIP (3) 6D
EDUCATIONAL VALUES.sup.2
4. Numbers/Math 4D P
5. Alpha Letters/Reading
4E P
6. Life Skills/Science
4F P
7. Communication/Language
4G P
8. Relationships/Social Studies
4H P
9. Drawing, Puzzles & Bldg./Art
4I P
10. Music 4J P
11. Other 4K P
LEARNING VALUES AND
PHYSICAL VALUES.sup.3
12. Auditory Reception (31)A
5J sound & 5M N
13. Auditory Association (31)B
5J sound & 5M or 5P
N
14. Auditory memory (31)C
5J sound & 5M or 5K or 5L
N
15. Grammar (31)D) 5J sound & 5M or 5E
N
16. Visual Rec (31)E
5J sight & 5M N
17. Visual Assoc (31)F
5J sight & 5M or 5P
N
18. Visual Memory (31)G
5J sight & 5M or 5K or 5L
N
19. Percept. Constancy (31)H
5J sight & 5K or 5L
N
20. Spatial Relationships (31)I
5J sight & sound N
21. Eye Hand Coord (31)J
5J sight & touch & 5N
N
22. Balance (31)K 5J sight & sound & 5N
N
23. Verbal Expression (31)L
5J sight & sound & 5M or 5E
N
24. Reserved (Not Used)
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Age Range Guide
Child Development Stage
Seq
When Skill Normally
or Skill Level Question
No.
is Performed
in PSM SPEF Characteristics
PNR Code
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PLAY (EMOTIONAL) VALUES AND
ENTERTAINMENT (SOCIAL) VALUES.sup.4
Infant 0-4 Months
Grasps items (1)
5J touch P or N
Infant 0-4 Months
Fingers items (2)
5J touch P or N
Infant 0-4 Months
Hits objects (3)
5J touch or sound
P or N
Infant 0-4 Months
Eyes follow (4)
5J sight P or N
Infant 0-4 Months
Interacts (5) 5J touch or sight
P or N
30.
Infant 0-4 Months
Responds to sounds (6)
5J sound P or N
Baby 4-6 Months
Turns over (7) 5N large motor
P or N
Baby 4-6 Months
Responds to name (8)
5J sound P or N
Baby 4-6 Months
Contact with objects (9)
5J touch or sight
P or N
Baby 4-6 Months
Moves objects (10)
5J touch P or N
Baby 4-6 Months
Pulls to sitting position (11)
5N large motor
P or N
Child 6-9 Months
Sits up (12) 5N large motor
P or N
Child 6-9 Months
Fearful of strangers (13)
5J sound or 5E
P or N
Child 6-9 Months
Understands words (14)
5J sound or 5E
P or N
or 4G
Child 6-9 Months
Speaks words (15)
5J sound or 5E
P or N
or 4G
40.
Child 6-9 Months
Crawls floorw/stairs (16)
5N large motor
P or N
Child 6-9 Months
Pulls to standing position (17)
5N large motor
P or N
Child 6-9 Months
Looks for dropped toys (18)
5J sight P or N
Child 6-9 Months
Walks steadily (19)
5N large motor
P or N
Child 14-24 Months
Speaks in sentences (20)
5J sound or 5F
P or N
Child 14-24 Months
Plays with children (21)
5J sound or sight
P or N
or 5F
Child 14-24 Months
Rides wagon (22A)
5N large motor
P or N
Child 14-24 Months
Rides tricycle (22B)
5N large motor
P or N
Child 14-24 Months
Rolls/throws ball (23)
5N large motor
P or N
Child 14-24 Months
Catches ball (24)
5N large motor
P or N
50.
Child 24-36 Months
Frightens by objects (25)
5J sound and touch
P or N
or 5F
Child 24-36 Months
Reads letters (26A)
5J sight and 4E
P or N
or 4G
Child 24-36 Months
Reads words (26B)
5J sight and 4E
P or N
or 4G
Child 24-36 Months
Fantasy activities alone (27A)
4G and 5J sight
P or N
or 5F or 5K
Child 24-36 Months
Fantasy activ. w/others (27B)
4G and 5J sight
P or N
or 5F or 5K
Child 24-36 Months
Does drawings (28A)
5J sight, touch and
P or N
5N small motor
and 5K or 5P
Child 24-36 Months
Does puzzles (28B)
5J sight, touch and
P or N
5N small motor
and 5K or 5P
Child 24-36 Months
Does Building (28C)
5J sight, touch and
P or N
5N small motor
and 5K or 5P
Child 24-36 Months
Interacts with peers (29)
5J sight, sound or
P or N
5F or 4G
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NOTES:
.sup.1 The child's age (converted to an age equivalent), sex, and ethnic
preference as answered on the VIP/PSM are matched to those same
characteristics as identified on the SPEF resulting in the computer
selection of products.
.sup.2 All products selected in Sequence 1, 2, and 3 that are coded with
the educational values identified in Sequences 4 through 11 are computer
selected and identified with those educational values for all children in
this age group.
.sup.3 If the respective answer to any category in PSM question 31
indicates the child has a deficit in a learning or physical value, the
computer will select product coded with characteristics (listed in column
2 (i.e., SPEF column) to the right of the specifically identified deficit
The sequences select products by first selecting all products from the product data file which match the individual child on the basis of age equivalency, sex, and ethnic background; and for older children, right or left handedness, as illustrated at block 47 and Tables G1, G2 and G3. Those selected products are then processed by additional sequences to allocate products into a series of categories, as illustrated at block 48 and Tables G1, G2, and G3. For the 0-3 age group, the categories are listed in Table H; for the 2-5 age group, the categories are listed in Table I; and for the 6-14 age group, the categories are listed in Table J. For example, referring to Table G1, products are selected based upon the product data in the product data file for the personal traits and age equivalent category creating a file of all products with the proper age, sex, and ethnic characteristic for the individual child. Each one of those products is then matched to any of the educational values of the product by the sequences 4-11, and each product is coded for the identified values and assigned a "P" code representing positive reinforcement. Next, the learning/physical values sequences 12-23 check for a problem in each of the learning/physical value characteristics of the child from PSM question 17. If no deficit is indicated for the characteristics, no product is identified. If a deficit in a particular characteristic exists (e.g., Auditory Reception), then the sequence identifies the products for the first category which have that value and assigns an "N" for negative reinforcement. The play/entertainment values category sequences 25-58 are then performed to match child characteristics with product characteristics for products allocated in the first category. For these sequences, Table G1 shows the PSM question(s) being matched and the product characteristics being matched. Thus, for example, for sequence 25, question one of the PSM0-3 is matched with product data from section 5J of the product evaluation form (SPEF). As indicated, this sequence applies to a child of age equivalent 0-4 months. Sequences are not run for age equivalent levels below that assigned to a child, however, products are chosen for the child based upon an age suitability characteristic of the product ranging from three months less to six months greater than the age equivalent of the child. The Tables G1, G2 and G3 indicate in the last column the PNR code assigned to that sequence. With regard to Tables G2, the processing of sequences in the first category is essentially similar to the first category of Table G1. The second and third categories are substantially similar except the PSM answers used are from various questions. The fourth category, play/entertainment Values, and fifth category, HITS, are processed substantially like the fourth category of Table G1, except that key word and string selection searches are also done in some sequences. Based upon the answer from the PSM question indicated immediately after the listed PSM question type (e.g., for Hobbies, the PSM question is 8A), the product characteristic listed in the second column is searched to identify product matches. A PNR code designation is also assigned as indicated in the last column in Table G2. Table G3 shows the sequences for the six to fourteen age group wherein the sequences generally function substantially similar to those for the 2-5 age group, with the PSM question and product characteristics to be matched, and PNR codes to be assigned identified as they are identified in Table G2. In Tables G2 and G3, certain sequences (i.e., those marked with an asterisk) for play, entertainment, HITS and social and emotional values are based upon PSM questions with Yes/No type answers. These sequences select a product and designate a PNR code based upon a Yes or a No answer, and the opposite answer results in no selection being made. The system then generates a Preferred Products List from the matches identified by the sequences, as illustrated by block 50, which may be listed on the monitor 4 or printed on the printer 6. The products in the Preferred Products List are listed in the separate categories which are shown on Tables H, I, and J. The Preferred Products List includes for each matched product a product code, a product name, the sequence that selected the product, the age and grade range for which the product is suitable, the price, and the instructional variables associated with the product. The Preferred Product List also identifies each selected product with a "PNR" code wherein a "P" is used to designate products selected to enhance the child's strengths (i.e., positive reinforcement), an "N" is used to designate products selected to abate the child's weaknesses (i.e., negative reinforcement), and an "R" is used to designate products selected for recreation, fun, and entertainment or having religious significance (i.e., recreational tool). For children ages zero to three, the categories are as follows:
TABLE H
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(1) age equivalency and personal traits;
(2) educational values;
(3) learning and physical values; and
(4) entertainment and play values.
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For children age two to five the categories are as follows:
TABLE I
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(1) age equivalency and personal traits;
(2) educational values;
(3) learning and physical values;
(4) entertainment (social) values;
(5) Preferred HITS (hobbies, interests, talents, and sports); and
(6) play (medical, physical, psychological, and emotional)
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values.
For children age six to fourteen the categories are as follows:
TABLE J
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(1) personal traits;
(2) age equivalency;
(3) educational values;
(4) learning and physical values;
(5) entertainment (social) values;
(6) play (medical, physical, psychological, and emotional)
values; and
(7) preferred HITS (hobbies, interests, talents, and sports).
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The Preferred Products List and the Product Matrix Listing (Table C), which together with a User Preference Profile forms a Game Plan Analysis (GPA), are analyzed and reviewed by the parents. The parents make an informed selection of learning products from the computer generated Preferred Products List. The Product Matrix Listing and User Preference Profile may be used to assist in the final selection made from the Preferred Products List. The products chosen may be demonstrated to the parents, and then the parents may present and demonstrate the matched and selected products to the child resulting in important interaction between the parents and the child while the child benefits from the matched product values. Appendixes I-VI are listings of the file structure, screens, and source code for a complete program for practice of the invention on a Macintosh Personal Computer (e.g., models: MAC SE, MAC SE30 or MAC PLUS) using the 4th Dimension database program. These listings and other portions of the disclosure of this patent document contain material which is subject to copyright protection. The copyright owner has no objection to the facsimile reproduction by anyone of the patent documents or the patent disclosure as it appears in the Patent and Trademark Office patent file, but otherwise reserves all copyright rights whatsoever. Specific embodiments of novel methods and apparatus for automated learning tool selection have been described for the purposes of illustrating the manner in which the invention may be made and used. It should be understood that the implementation of other variations and modifications of the invention in its various aspects will be apparent to those skilled in art, and that the invention is not limited by the specific embodiments described. It is therefore contemplated to cover by the present invention any and all modifications, variations, or equivalents that fall within true spirit and scope of the basic underlying principles disclosed and claimed herein. ##SPC1## ##SPC2## ##SPC3## ##SPC4## ##SPC5## ##SPC6##
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