CA2156326A1 - Method and apparatus for teaching character formation - Google Patents
Method and apparatus for teaching character formationInfo
- Publication number
- CA2156326A1 CA2156326A1 CA002156326A CA2156326A CA2156326A1 CA 2156326 A1 CA2156326 A1 CA 2156326A1 CA 002156326 A CA002156326 A CA 002156326A CA 2156326 A CA2156326 A CA 2156326A CA 2156326 A1 CA2156326 A1 CA 2156326A1
- Authority
- CA
- Canada
- Prior art keywords
- user
- output
- writing surface
- display device
- child
- Prior art date
- Legal status (The legal status is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the status listed.)
- Abandoned
Links
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Classifications
-
- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B11/00—Teaching hand-writing, shorthand, drawing, or painting
- G09B11/04—Guide sheets or plates; Tracing charts
-
- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B11/00—Teaching hand-writing, shorthand, drawing, or painting
-
- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B17/00—Teaching reading
-
- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B19/00—Teaching not covered by other main groups of this subclass
-
- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B19/00—Teaching not covered by other main groups of this subclass
- G09B19/06—Foreign languages
Landscapes
- Engineering & Computer Science (AREA)
- Business, Economics & Management (AREA)
- Physics & Mathematics (AREA)
- Educational Administration (AREA)
- Educational Technology (AREA)
- General Physics & Mathematics (AREA)
- Theoretical Computer Science (AREA)
- Entrepreneurship & Innovation (AREA)
- Electrically Operated Instructional Devices (AREA)
Abstract
An electronic learning aid provides instruction to a student in the formation of alphanumeric characters and symbols by allowing the student to trace the formation of alphanumeric characters and symbols on a writing surface. The writing surface is adapted to receive a sheet of writing material and is at least partially formed by a display device.
The display device has the capability to sequentially form the constituent components of each element of the character or symbol in a manner that is visible through the writing material and illustrates the proper formation of the character being formed. In addition, the electronic learning aid has the capacity to ask the student to identify letters and numbers, to receive input from a keyboard, and to indicate the appropriateness of the student's response.
Furthermore, the device has the capacity to identify an inserted card which is imprinted with a letter, an associated word, and pictorial representation, and to ask the student to spell the word using the keyboard, and to indicate the appropriateness of the student's selection of letters.
The display device has the capability to sequentially form the constituent components of each element of the character or symbol in a manner that is visible through the writing material and illustrates the proper formation of the character being formed. In addition, the electronic learning aid has the capacity to ask the student to identify letters and numbers, to receive input from a keyboard, and to indicate the appropriateness of the student's response.
Furthermore, the device has the capacity to identify an inserted card which is imprinted with a letter, an associated word, and pictorial representation, and to ask the student to spell the word using the keyboard, and to indicate the appropriateness of the student's selection of letters.
Description
~1563~6 BACKGROUND OF THE INVENTION
The present invention relates generally to teaching aids and particularly to electronic le~rning aids having the capacity to indicate the a~rup~iate pen strokes to be followed in the formation of a letter, number, or other symbol. Additionally, the present 5 invention provides both visual and audible reinforcement and mnemonic associations for the characters.
Young children typically require a great deal of training to learn the correct formation of numbers and letters of the alphabet. The repetitiveness and continuity of instructions in the correct formation of the characters are important factors dele~"~ ing the 10 speed and success of learning. In the usual environment, the teacher instructs the class on the formation of a letter and supervises each child inle~ ently to ensure that the child being supervised is forming the letter correctly. However, due to the large number of students which are frequently taught by a single teacher, it is often not practical for the teacher to supervise each student in the formation of each letter (capital and small case) and each 15 number for any substantial length of time. Furthermore, although the teacher can quickly evaluate a previously drawn letter or number for proper shape and configuration, it is often not possible for the teacher to determine if the proper pen strokes were used to create the alphanumeric character.
Many parents have developed poor writing habits, or (due to heavy reliance 20 on computers) have forgolLell the proper formation of printed or written characters.
Consequently, some parents, due to their limited availability or poor instructional capabilities, may not be able to provide the necessary instruction or supervision. And should ~156326 a child forget how to compose a letter, he or she will have to guess as to how to formulate the letter unless an adult is available to provide such instruction. As a result, even though very important to the le~rning process, fee~lb~ck and instruction from the teacher or parent, as to the correctness of the formation of the number or character, is frequently delayed or 5 unavailable.
Continued practice of the formation of characters or numbers is also an important factor in the success of learning. Young children (between the ages of 3 and 7) who are learning to write and print letters of the alphabet or numbers typically have a very short attention span. As a result, it is unlikely children of this age will spontaneously 10 practice writing letters or numbers without some outside stimulation such as from a parent or teacher. Even with supervision however, it is very difficult for most children to practice the formation of characters for any substantial length of time without becoming bored.
U.S. Patent No. 3,973,334 to Sterritt discloses a device that teaches a student the formulation of symbols and alphanumeric characters. The device has a number of 15 hllel~hangeable printed circuit boards on which a child uses a stylus to trace conductive segments of a symbol in an app.~liate sequence. The device detects the position of the stylus on one of the conductive portions of the printed circuit board attached to the console.
Should the child veer from the appropliale path and touch the stylus to a conductive segment other than the appropliale segment, the device will provide feedback by illllmin~t;ng a light.
20 A number of printed circuit boards are provided to be mounted on the device with each having a dirrel~lll pattern or symbol to be tMced.
There are a number of disadvantages associated with the device disclosed in the Sterrit patent. First, the printed circuit board must be replaced each time the child tMces 21~632~
a new symbol or character. Considering that the child is not old enough to know how to form letters, (and therefore not likely to be able to change the circuit board alone) and that as discussed above parents are often too busy to provide any supervision, this device is somewhat inadequate to provide continlling stimulation and instruction to an unsupervised 5 child. Furthermore, the tedium of ch~nging circuit boards (if the child is capable ) results in signifi-~nt periods with no stimulation and the lack of a variety of stimulation if the child cannot change the circuit board renders this device lln~it~ble for teaching an unsupervised child.
SUMMARY OF THE INVENTION
The drawbacks of the prior art are overcome by the present invention. The present invention provides for a writing surface adapted to receive a sheet of writing material, which is at least partially formed from by a display device. The display device has the capability of slowly forming alphanumeric characters and symbols thereby allowing the child to trace the formation of the character or symbol on the display device as it is being 15 formed. The present invention also provides synthesized speech output for audible identification and reinforcement of the character or symbol displayed and to query the child for a response. In addition, the present invention provides for a manual input device to allow the child to respond to the devices plu~
The pr~relled embodiment of the present invention is an electronic learning 20 aid having a writing surface partially formed by a display device con~i~ting of a Light Fmitting Diode (LED) array. The electronic learning aid also includes a keyboard assembly to allow the child to respond to the audible instructions and to provide operational control of the device. Electronic le~rning aid is operational in a number of modes including a Letter Mode in which the child traces letters, a Number Mode in which the child traces numbers, a Question Mode in which the child uses the keyboard to select numbers and letters as 5 requested by the electronic learning aid, a Picture Mode in which the child traces pictures, and a Card Mode in which the child selects the letters of a word i,~ inled on a card which is inserted into electronic learning aid.
BRIEF DESCRIPTION OF THE DRAWINGS
Fig. 1 is a front elevated view of an electronic learning aid employing the 10 principles of the present invention.
Fig. 2 is right side view of the electronic l~Arning aid of Fig. 1.
Fig. 3 is plan view of the keyboard assembly of the electronic l~rning aid of Fig. 1.
Fig. 4 is a plan view of a slide switch of the keyboard assembly of Fig. 3.
Fig. 5 is a front view of a card that is used with the electronic lP~rning aid of Fig. 1.
Fig. 6 is a front view of the display device of the writing console of the electronic ll~Arning aid of Fig. 1.
Fig. 7 is a front view of the display device of Fig. 6 illustrating the formation 20 of the number "7".
Fig. 8 is a schematic diagram of the plc;rellt;d electronic circuit of the 2156~25 electronic le~rning aid of Fig. 1.
DETAILED DESCRIYIION
The pl~;relred embodiment of the present invention provides instruction as to the formation of characters with a display device which has the capability of forming the S characters in a fashion which will allow the student to trace the characters. The display device forms part of a writing surface, which is adapted to receive a sheet of writing paper.
Thus, the display device ilh~ in~s the formation of the characters so that its formation is visible through the sheet of paper to allow the student to trace the character on the sheet of writing paper. The device is operational in a number of modes and also includes a keyboard 10 assembly to allow the student to input numbers and letters and to control operation of the device.
The pr~relrc;d embodiment of the present invention, an electronic le~rning aid 1 which is shown in Figs. 1 and 2, includes a housing 2 which has base 5 to which is mounted a keyboard assembly 100, and a writing console 200. A microcolllpuler 300 is 15 disposed in housing 2. The bottom surface 6 of base 5 is subst~nti~lly flat making electronic lP~rning aid 1 most suitable for use on a subst~nti~lly flat surface. Electronic learning aid 1 has a front end 3 and a rear end 4.
Writing console 200 is mounted toward the front portion of base 5 and includes a writing surface 205 and a paper rib 210. Writing surface 205 is substantially planar and sized and shaped to receive a sheet of paper with the paper' s longer edges running horizontal across writing surface 205. Writing surface 205 is also tilted slightly towards the child to allow for a more convenient writing surface. Paper rib 210 is a molded plastic rib which protrudes up from writing console 200 along the lower edge of writing surface 205 and acts to hold a sheet of paper in place on writing surface 205. Paper rib 210 also allows 5 the child to place each sheet of paper on the writing console 200 in the same vertical position.
Writing surface 205 is partially formed by a visual display device 220, which can be any device having the capability to illustrate the formation of a letter, number, or figure (ht;lc;i~ er "character") to allow the child to understand how to create the finished 10 character. In other words, display device 220 must be able to form the characters slowly enough to allow the child to trace the formation of the character and provide enough resolution so as to be able to sequentially display the constituent components of each element of the character . For example, the letter "T" consists of a vertical bar (an element) and a horizontal bar (an element). In this example, and in many cases, each element corresponds 15 to a pen stroke. The formation of the letter "T" would begin by sequentially forming (from left to right) the constituent components of the first element (the horizontal bar) followed by sequentially forming (from top to bottom) the constituent components of the second element (the vertical bar). Each element (or pen stroke) of each character is therefore divided into a plurality of constituent components, which when sequentially displayed illustrate the 20 formation of the element. The resolution of the elements, which can be defined as the number of constituent components that make up a particular element, must be great enough to demonstrate how the element is formed. For ease of discussion, the term "sequentially form" will be used to indicate that the display device is sequentially forming the constituent 21~632~
components of the elements of a character.
In the plerellt;d embodiment, display device 220 is an array 221 of LEDs 225 which is shown in Fig. 6. LED array 221 includes forty-nine red LEDs 225 which are mounted on a lower LED mounting surface 230 in seven columns and seven rows so that 5 LEDs 225 subst~nti~lly form a square. For ease of discussion, the seven columns of LEDs can be labeled one through seven and the seven rows can be labeled A through G (Note:
these letters and numbers are not physically present on the embodiment, but are in Fig. 6 for illustrative purposes). Thus, every LED can be uniquely identified by a row letter and a column number with Al being the top left LED. A display cover 235, which is constructed of clear plastic, is mounted over LED array 221 so that the top surface of cover 235 forms part of writing surface 205 and provides a subst~nti~lly uni-planar surface. In other words, the top surface of display cover 235 is subst~nti~lly co-planar with the r~ inillg portions of writing surface 205. LEDs 225, in the preferred embodiment, must provide enough ion to be seen by the child when a sheet of common writing paper is positioned on writing console 200 and over LED array 221.
As discussed, display device 220 has the capability to sequentially form numbers, letters, or figures. With respect to numbers and letters, electronic le~rning aid 1 will illustrate the correct formation of the letter or number. For example, the correct formation of the number "7" begins by starting at the upper left corner of the writing area 20 and drawing the top horizontal bar from left to right followed by the formation of the stem of the "7" which is formed by a downward stroke from right to left. Should electronic learning aid 1 select the number seven for display, display device 220 will slowly form a "7"
starting in the upper left corner of LED array 221, as shown in Fig. 7, with the illllmin~tion 215632~
of LED Al. Next, LED A2 will be ilh~ Aled followed sequentially by the ilh~ ion of LEDs A3, A4, A5, A6, and A7 at which time all the LEDs of row A will be illllminAtecl Electronic leArning aid 1 will then form the stem of the "7" by~ sequentially ilhlminAting LEDs B6, C5, D4, E3, F2, and Gl - thus completing the formation of the "7" so that all 5 of the selected LEDs are simultaneously illll~inAtP~ forming the number "7". Therefore, in the pr~relled embodiment, each illl~lllillAt~l LED 225 represents a constituent component, which when sequentially ill~lminAted, indicates the formation of each element.
Referring to Figs. 1 and 2, keyboard assembly 100 is mounted toward the rear portion of base 5 so that front edge 101 of keyboard assembly 100 is adjacent rear edge 201 of writing console 200. For ease of use, face 102 of keyboard assembly 100 is tilted toward front end 3 of electronic learning aid 1. Keyboard assembly 100, which is shown in more detail in Fig. 3, includes a power button 105, a repeat button 110, three slide switches 115-117, and four mode buttons 131-134. In addition, keyboard assembly 100 includes a card slot 140 and a handle 145 that extends from rear edge 103 of keyboard assembly 100, which allows for ease of portability.
Power button 105 is a conventional push button switch which is actuated when depressed to toggle electronic learning aid 1 on or off. Similarly, repeat button 110 is a conventional push button switch which is actuated when depressed and will cause electronic le~rning aid 1 to reproduce the most previously generated synthesized speech output.
Slide switches 115, 116, and 117 are moveable along horizontal grooves 121, 122, and 123, respectively. Horizontal grooves 121 and 122 each have thirteen stop points -allowing slide switch 115 to access the letters "A" through "M" and slide switch 116 to access the letters "N" through "Z". Implillled on face 102 of keyboard assembly 100 and 21~632~
directly above each stop point are the letters of the alphabet starting with "A" at the far left of horizontal groove 121 and co.~li...~ing in alphabetical order and ending with "M" at the far right of horizontal groove 121. Similarly, the letters "N" through "Z" are imprinted in alphabetical order from left to right above each stop point of horizontal groove 122. In addition, above each imp~ led letter is a pictorial representation, the spelling of which begins with its associated letter. For example, above the letter "A" is a pictorial representation of an arrow, above the "B" is a boat, and above the "C" is a cat.Slide switch 117 is movable along horizontal groove 123. Horizontal groove 123 has ten stop points corresponding to the numbers " 1 " through " 10", which are imprinted on face 102 of keyboard assembly 100 from left to right above each stop point. In addition, above each ~-~lplinl~d number are implillled a number of dots corresponding to its associated number. For example, three dots are implillled above the illlplinl~d number "3", four dots are above the "4", and five dots are implillled above the "5".
As shown in Fig. 4, each switch 115-117 also includes a button portion 120 and a shell portion 119 having a pointer 118, respectively. Pointer 18 extends from the upper end of each switch to more particularly indicate to the child which character is being selected.
For ease of discussion, only the actuation of slide switch 115 will be describedsince all three slide switches 115-117 are actuated in the same manner. To actuate slide switch 115, the child grasps the outside of shell portion 119 and slides switch 115 along horizontal groove 121 to a position a so that pointer 118 points directly at the desired letter, or graphic indicia. To register the selection with the electronic le~rning aid 1, the child then presses downward on button portion 120 of switch 115, in a direction perpendicular to face 2156~26 .
102 of keyboard assembly 100.
As previously discussed, there are four mode buttons 131-134, shown best in Fig. 3, each of which is actuated when depressed by the child. Depression of mode button 131, which is formed in the shape of the overlapping numbers "1", "2", and "3", directs 5microcolllpuler 300 to enter the Numbers Mode. Similarly, depression of mode button 132, which is formed in the shape of the overlapping letters "A", "B", and "C", directs microcolllpuler 300 to enter the Letter Mode. Mode button 133 has a portion which is formed in the shape of a "?" imposed on the shape of a tomato and when depressed directs microcolllpuler 300 to enter the Question Mode. Finally, mode button 134, is constructed 10in the shape of a number of dirrelt;lll overlapping simple objects, (such as a sailboat, a house, a bee, and moon in this embodiment), and when depressed directs microcolllpuler 300 to enter the Picture Mode.
Card slot 140 is sized and shaped to receive a card 402 from a card set and provides access to a card reader inside housing 2. The set of cards in the p-erell~d 15embodiment includes thirteen cards 402 resulting in twenty six card surfaces 403 (two sides of each of the thiTteen cards) that hold graphic indicia, letters and words. Each of the twenty-six card surfaces 403 is associated with a unique letter so that each of the letters of the alphabet are associated with one card surface 403. Each card surface 403 has its associated letter imprinted in the upper left corner. A word beginning with the associated 20letter is illlplhll~d near the bottom of each respective card surface 403, and a pictorial representation of the word is illlplull~d subst~nti~lly in the center of card surface 403. For example, as shown in Fig. 5, one card surface 403 of a card 402 in the pr~relledembodiment has a "T" illlplillled in the upper left corner and a pictorial representation of a tiger above the imp..lll~d word "TIGER". On the second card surface 403 (not shown) of the same card 402 is the letter "G" illlpl.lll~d in the upper left corner and a pictorial representation of a goat substantially in the center of the card and slightly above the illlp~ulled word "GOAT".
Each card 402 includes a unique pe nlu~lion of punched holes 405 along the bottom edge 401 of card 402. The card reader inside housing 2 is a conventional card reader and includes a number of mechanical fingers which are positioned to detect the pe-lllu~lion of punched holes 405 along the card that has been inserted into card slot 140. The card reader provides this information (arrangement of holes which are punched) to microcolll~uler 300 which identifies the card surface 403 which is facing the front end of electronic learning aid 1 and therefore exposed to the child. This identification process can be accomplished by any suitable method such as correlating the various combinations of punched holes to memory addresses which correspond to a ROM table that stores the necessary information.
Microcomputer 300, which is shown schematically in Fig. 8, includes Ul which is a speech synthesizer chip having the capability of generating intelligible audible speech (i.e., letters, words, or phrases) through speaker 305. A suitable speech synthesizer chip is procurable from Texas Instruments as part number TSPSOC14. Speaker 305 is mounted in the base of housing 2 in this embodiment, but could be mounted at any suitable position so that speech generated by electronic learning aid 1 is audible to the child.
Microcomputer 300 is powered by four C cell batteries which are housed in a battery colllp~llllent that opens along the bottom surface 6 of base 5.
Power button 105 is r~-~;st;lll~d schematically by SW43 which acts to toggle Ul on and off when ~ctu~ted. Transistors Ql-Q14 act as switches to turn on LEDs 225 of writing console 200. Transistors Q8-Q14 are directly controlled by Ul, while transistors Ql-Q7 are controlled by Ul through U3 (which is a 4017 Decade Counter). To turn on a particular LED 225, the transistor (Q8-Q14) corresponding to the row of the selected LED, and the transistor (Ql-Q7) corresponding to the column of the selected LED must be turned on simlllt~neously.
Slide switches 115-117, repeat button 110, and mode buttons 131-134 are represented schem~ti( ~lly by switches Sl-S41(S42is for expansion) and card reader 141is represented by switches S44-S48.To read a particular switch, Ul causes U3 to output put a TTL High (5 Volts) on one of U3's output lines while simultaneously latching the input lines to U2 (which is a 4021 Parallel/Serial Selector) which correspond to the rows of switches. Therefore, Ul identifies the switch that is depressed by identifying the column and row of the switch that is allowing a voltage to pass therethrough.
OPERATION
As discussed above, to turn on electronic le~rning aid 1 the child depresses power button 105. Microcomputer 300will then power up and generate synthesized speech which will be produced in audible intelligible form through speaker 305 (for ease of discussion helt;ina~ler "say") and with the words "Welcome to the write with lights playdesk.
Push a button. " At this point, electronic learning aid 1 is in the Command Mode and will flash various patterns on display device 220 while awaiting the child's response.
Before the child begins using electronic le~rning aid 1 in some of the modes described below, the child must place of sheet of writing material on writing console 200.
In the preferred embodiment, the child places a sheet of common writing paper on writing console 200 and, as discussed above, the ilh~ in~lion of LEDs 225 can be seen by the child through the paper.
Number Mode If and when the child depresses mode button 131, the device will enter the Number Mode in which electronic lf,~rning aid 1 will say "Let's play numbers." Electronic l~rning aid 1 will Mndomly select a number from one through ten and then sequentially form the selected number on display device 220. The finished pattern of LEDs will represent the number randomly chosen by electronic learning aid 1 and the sequential illllmin~tion of the pattern will illustrate the correct formation of the number.
Immediately after the completion of the formation of the number on display device 220, electronic learning aid 1 will audibly identify the number and i111lmin~te a number of dots corresponding to the number selected. For example, should electronic ~ rning aid 1 randomly select the number seven, a "7" will be sequentially formed on display device 220 (as shown in Fig. 7) and electronic learning aid 1 will say "That's seven.
Here are seven dots." Electronic l~,~rning aid 1 will then extinguish the "7" currently displayed and illllmin~te seven LEDs 225, thus creating an association of the written number "7" and the audibly spoken "seven" with the actual quantity that seven represents.
Electronic learning aid 1 will then say "Let's write seven." (instructing the child to begin tracing) and then sequentially form the number "7" again. As the number is sequentially formed by display device 220, the child traces the formation of the number on the sheet of paper, which was previously positioned on writing console 200. Thus, electronic rning aid 1 provides instruction in the formation of the number and reinforcement of the pronunciation and visual identification of the number .
Electronic le~rning aid 1 will then return to the Command Mode and say 5 "Let's keep playing. Press a button." prolllplillg the child to select a mode by pressing a button. If the child delays in responding the device will say "Press a button." or "Lets keep playing. Press a button." to further prompt the child.
Letter Mode If the child depresses mode button 132, electronic le~rning aid 1 will enter the 10 Letter Mode in which electronic learning aid 1 says "Let's play letters. " Electronic learning aid 1 will randomly select a letter ("A" through "Z") and then sequentially form the selected letter on display device 220. The finished pattern of LEDs will represent the letter randomly chosen by electronic learning aid 1 and the sequential ilhlmin~tion of the pattern will illustrate the correct formation of the letter.
Immediately after the completion of the formation of the letter on display device 220, electronic le~rning aid 1 will audibly identify the letter and say a word whose spelling begins with the selected letter. For example, should electronic learning aid 1 randomly select the letter "T", a "T" will be sequentially formed on display device 220 and electronic learning aid 1 will say "T, Tiger." thus creating an association of the audible 20 spoke "T" with the written letter "T" and providing a mnemonic device associated with the letter "T" to aid the child in remembering the letter. Electronic learning aid 1 will then extinguish the "T" currently displayed and say "Lets write T." (instructing the child to begin tracing) and then sequentially form the letter "T". As the letter is sequentially formed by display device 220, the child traces the formation of the letter on the sheet of paper, which was previously positioned on writing console 200. Thus, electronic l~rning aid 1 provides S instruction in the formation of the letter and reinforcement of the pronunciation and visual identific~tion of the letter.
Electronic ll~rning aid 1 will then return to the Command Mode and say "Let's keep playing. Press a button." pr~ pling the child to select a mode by pressing a button. If the child delays in responding the device will say "Press a button." or "Lets keep 10 playing. Press a button." to furtherprompt the child.
Trace Mode If electronic le~rning aid 1 is in the Command Mode and the child were to select a number or letter through the actuation of one of slide switches 115-117, electronic l~rning aid 1 will audibly identify the letter or number selected and sequentially form the lS character on display device 220. For example, if the child selects the "P" while electronic learning aid 1 is in the Command Mode, electronic le~rning aid 1 will say "P", sequentially form the letter "P", and then return to the Command Mode.
Picture Mode When the child depresses mode button 134, the device will enter the Picture Mode in which electronic l~rning aid 1 says "Let's draw a picture. Follow the dots." thus prulllp~ g the child to begin tracing. Electronic le~rning aid 1 will randomly select a picture for display from a predetermined set of pictures and sequentially form the picture on display device 200. Some of the predetermined pictures that are displayed by the pl~ell~d 5 embodiment include a house, boat, star, arrow, umbrella, heart, circle, triangle, rectangle, and square.
Immediately after the completion of the formation of the picture on display device 220, electronic le~rning aid 1 will audibly identify the picture. For example, should electronic learning aid 1 randomly select a house, a house will be sequentially formed on 10 display device 220 and electronic l~ ~rning aid 1 will say "That's a house." As the picture is sequentially formed by display device 220, the child traces the formation of the picture on the sheet of paper, which was previously positioned on writing console 200.
Electronic learning aid 1 will then return to the Command Mode say "Let's keep playing. Press a button." plolllplillg the child to select a mode by pressing a button.
15 If the child delays in responding the device will say "Press a button." or "Lets keep playing.
Press a button." to further prompt the child.
Ouestion Mode When the child depresses mode button 133, electronic lP~rning aid 1 will enter the Question Mode in which electronic le~rning aid 1 will randomly select either the Find 20 Number or Find Letter submodes.
If electronic le~rning aid 1 selects the Find Number submode, it will say ~156325 "Let's play numbers." and then ask the child to find a number. For example, electronic lP.~rning aid 1 might say "Let's play numbers. Find five." at which time display device 220 will display a "?" and electronic le~rning aid 1 will await the child's response. The child will then move slide switch 117 along horizontal groove 123 to a stop position and depress button portion 120 to actual slide switch 117. If the child selects the wrong number, electronic learning aid 1 identifies the incorrect number and again p~ lpls the child to find the number. For example, if the child selects the "8" (instead of the correct response of "S"), electronic le~rning aid 1 will say "That's eight. Find five.", pro~..plillg the child for the correct response.
If the child is correct in his or her selection and selects the "S", electronic lP~rning aid 1 will say "You're right." or "Very good." and then sequentially form the number (a "S" in this example) on display device 220 and say "That's five." Electronic learning aid 1 will then immediately randomly select a second number, dirrer~.~l from the first number, and ask the child find the second number. As with the identification of the first number, the device will identify wrong responses, and prompt the child for selection of the correct number. When the correct response is received, electronic learning aid 1 produces the same speech output and again sequentially forms the number. When the child responds by selecting the second correct number, electronic le~rning aid 1 will randomly select a third number and prompt the child to find the number and progress through the same iteration.
After the child selects the correct number and the number is sequentially formed, electronic le~rning aid 1 will say "Let's keep playing." followed by some congratulatory displaying by display device 220 (such as displaying a star or a smiling face). Electronic lP~rning aid 1 will then return to the Command Mode and say "Press a button." pr()~plillg the child for ~156326 a input.
As discussed above, when the child depresses mode button 133 the device will enter the Question Mode in which electronic learning aid 1 will randomly select either the Find Number or Find Letter submodes. If electronic le~rning aid 1 selects the Find Letter S submode, it will say "Let's play letters." and then ask the child to find a letter. For example, electronic learning aid 1 might say "Let's play letters. Find A." at which time display device 220 will display a "?" and electronic le~rning aid 1 will await the child's response. The child will then move slide switch 115 or 116 along its associated horizontal groove 121 or 122 to a stop position and depress button portion 120 to actuate the 10 a~rupliate slide switch. If the child selects the wrong letter, electronic learning aid 1 identifies the incorrect letter and again pru~ the child to find the letter. For example, if the child selects the "G" (instead of the correct response of "A"), electronic le~rning aid 1 will say "That's G. Find A." pr~lllplillg the child for the correct response. If the child selects three consecutive incorrect responses, electronic le~rning aid 1 will randomly select 15 a dirrel~;lll letter on which to query the child.
If the child is correct in his or her selection and selects the "A", electronic learning aid 1 will say "You're right." or "Very good." and then sequentially form the letter (an "A" in this example) on display device 220 and say "That's A." Similar to the Find Numbers submode (which asks the child to find three numbers), electronic le~rning aid 1 will ask the child to find five letters before re~ .l;ng to the Command Mode in which electronic l~rning aid 1 will say "Press a button." Thus, in the Question Mode, electronic le~rning aid 1 provides feedb~ck as to the child's identification of characters along reinforcement of the pronunciation and visual identification of the character .
~1563~
Card Mode When electronic le~rning aid 1 enters the command mode, instead of ~ct~l~ting one of mode buttons 131-134 the child may insert any card 402 from a card set into card slot 140. When card 402 is fully inserted, card reader 141 will immediately identify card 402 5 and the card surface 403 that is facing the child due to the unique pel-nulalion of punched holes 405 of cards 402 of the card set.
Electronic le~rning aid 1 will then say "Let' s play spelling. " and then ask the child to spell the word i.llplinled on card surface 403 that is facing the child. If card surface 403 of card 402, is associated with the letter "A", card surface 403 will have an "A"
10 illlplinled in the upper left corner, a pictorial representation of an arrow, and the word "ARROW" imprinted near the bottom of card 402. Upon detecting and identifying card 402 and the card surface that is facing the child, electronic learning aid 1 will say "Let's play spelling. Spell arrow." pr~---plillg the child to spell the word on card surface 403 of card 402 with slide switches 115 and 116. The child will then proceed to select the letters of the 15 word on the card in the correct sequence to correctly spell the word.
Each time the child selects a correct letter, electronic learning aid 1 will identify the letter and sequentially form the letter on display device 220. For example, when the child, who is allelll~ g to spell "arrow" selects the "A", electronic learning aid 1 will say "A" and sequentially form an "A" on display device 220. Upon selection of the "R"
20 electronic learning aid 1 will say "R" and sequentially form an "R". This will continue until the last letter has been correctly selected at which time electronic lP~rning aid 1 audibly identifies and forms the final correct letter and then says "You're right."
~- 215632~
If the child selects an incorrect letter, electronic learning aid 1 will identify the letter incorrectly selected and prompt the child to try again. For example, if the child incorrectly selects an "S" (instead of an "R"), electronic learning aid 1 will say "That's 'S'.
Try again." If the child makes three incorrect selections during the spelling of the word, 5 electronic le~rning aid 1 will say "Oops." and then identify the word followed by the correct spelling and sequential formation of each letter. For example, if the child makes three incorrect selections in an attempt to spell "arrow", electronic le~rning aid 1 will say "Oops.
Arrow." and sequentially form each letter while saying each letter "A - R - R - O - W".
Thus, in the Card Mode, electronic learning aid 1 provides feedback as to the child's 10 identification of characters along reinforcement of the pronunciation and visual identification of the character. In addition, electronic learning aid 1 provides mnemonic devices to assist the child in remembering the letter.
After the child correctly spells the word or electronic l~rning aid 1 spells the word because the child made three incorrect selections, electronic le~rning aid 1 returns to 15 the Command Mode and awaits for another input from the child.
In all of the previously described modes, display device 220 may provide some congratulatory displays to provide the child with further stimulation and reinforcement during the le~rning process. This congratulatory display may be a static display (such as a star or a smiling face) or may be a moving picture (such as a random il1~ in~ion or moving 20 concentric circles.) Other Modes and Embodiments - 21~6~26 In the plc;rerled embodiment, display device 220 sequentially forms each constituent component of each element of the character to illustrate the proper formation of the character to the student. However, a variation on the previously described modes of the preferred embodiment might simply display the character in.~t~nt~n~ously and allow the child S to trace the completed character on the writing m~teri~l. Although this mode of operation may not provide instruction as to the formation, it does allow the child (who presumably knows the proper formation of the characters) to practice the formation of the characters without the aid of the electronic le~rning aid. If further instructional capabilities are desired with this variation of operation, the display device could be constructed to have the capability 10 of displaying a plurality of colors. Thus, although the display device would in~t~nt~neously display a given character, each element might be a different color with each constituent component of each element having a dirrer~nl brightness. For example, the child would then know to trace the red element first, from the brightest to the darkest constituent component.
Next, the child would trace the green element in the same manner and continue until the 15 character is completely formed.
The display device of the p~rellt;d embodiment is a square array 221 of red LEDs 225. However, the LEDs could be arranged in an array other than a square (such as a circle) and the LEDs could be multi-colored (each L~D capable of illllmin~tin~ in a number of colors). In addition, a number of other display devices would be equally suitable.
20 For example, an LCD, CRT or other display device would work equally well provided its displaying capabilities were sufficient to sequentially form the constituent components of the elements of each character. Also, the display device could form the entire writing surface or numerous display devices could be used to form portions of the writing surface.
The present invention relates generally to teaching aids and particularly to electronic le~rning aids having the capacity to indicate the a~rup~iate pen strokes to be followed in the formation of a letter, number, or other symbol. Additionally, the present 5 invention provides both visual and audible reinforcement and mnemonic associations for the characters.
Young children typically require a great deal of training to learn the correct formation of numbers and letters of the alphabet. The repetitiveness and continuity of instructions in the correct formation of the characters are important factors dele~"~ ing the 10 speed and success of learning. In the usual environment, the teacher instructs the class on the formation of a letter and supervises each child inle~ ently to ensure that the child being supervised is forming the letter correctly. However, due to the large number of students which are frequently taught by a single teacher, it is often not practical for the teacher to supervise each student in the formation of each letter (capital and small case) and each 15 number for any substantial length of time. Furthermore, although the teacher can quickly evaluate a previously drawn letter or number for proper shape and configuration, it is often not possible for the teacher to determine if the proper pen strokes were used to create the alphanumeric character.
Many parents have developed poor writing habits, or (due to heavy reliance 20 on computers) have forgolLell the proper formation of printed or written characters.
Consequently, some parents, due to their limited availability or poor instructional capabilities, may not be able to provide the necessary instruction or supervision. And should ~156326 a child forget how to compose a letter, he or she will have to guess as to how to formulate the letter unless an adult is available to provide such instruction. As a result, even though very important to the le~rning process, fee~lb~ck and instruction from the teacher or parent, as to the correctness of the formation of the number or character, is frequently delayed or 5 unavailable.
Continued practice of the formation of characters or numbers is also an important factor in the success of learning. Young children (between the ages of 3 and 7) who are learning to write and print letters of the alphabet or numbers typically have a very short attention span. As a result, it is unlikely children of this age will spontaneously 10 practice writing letters or numbers without some outside stimulation such as from a parent or teacher. Even with supervision however, it is very difficult for most children to practice the formation of characters for any substantial length of time without becoming bored.
U.S. Patent No. 3,973,334 to Sterritt discloses a device that teaches a student the formulation of symbols and alphanumeric characters. The device has a number of 15 hllel~hangeable printed circuit boards on which a child uses a stylus to trace conductive segments of a symbol in an app.~liate sequence. The device detects the position of the stylus on one of the conductive portions of the printed circuit board attached to the console.
Should the child veer from the appropliale path and touch the stylus to a conductive segment other than the appropliale segment, the device will provide feedback by illllmin~t;ng a light.
20 A number of printed circuit boards are provided to be mounted on the device with each having a dirrel~lll pattern or symbol to be tMced.
There are a number of disadvantages associated with the device disclosed in the Sterrit patent. First, the printed circuit board must be replaced each time the child tMces 21~632~
a new symbol or character. Considering that the child is not old enough to know how to form letters, (and therefore not likely to be able to change the circuit board alone) and that as discussed above parents are often too busy to provide any supervision, this device is somewhat inadequate to provide continlling stimulation and instruction to an unsupervised 5 child. Furthermore, the tedium of ch~nging circuit boards (if the child is capable ) results in signifi-~nt periods with no stimulation and the lack of a variety of stimulation if the child cannot change the circuit board renders this device lln~it~ble for teaching an unsupervised child.
SUMMARY OF THE INVENTION
The drawbacks of the prior art are overcome by the present invention. The present invention provides for a writing surface adapted to receive a sheet of writing material, which is at least partially formed from by a display device. The display device has the capability of slowly forming alphanumeric characters and symbols thereby allowing the child to trace the formation of the character or symbol on the display device as it is being 15 formed. The present invention also provides synthesized speech output for audible identification and reinforcement of the character or symbol displayed and to query the child for a response. In addition, the present invention provides for a manual input device to allow the child to respond to the devices plu~
The pr~relled embodiment of the present invention is an electronic learning 20 aid having a writing surface partially formed by a display device con~i~ting of a Light Fmitting Diode (LED) array. The electronic learning aid also includes a keyboard assembly to allow the child to respond to the audible instructions and to provide operational control of the device. Electronic le~rning aid is operational in a number of modes including a Letter Mode in which the child traces letters, a Number Mode in which the child traces numbers, a Question Mode in which the child uses the keyboard to select numbers and letters as 5 requested by the electronic learning aid, a Picture Mode in which the child traces pictures, and a Card Mode in which the child selects the letters of a word i,~ inled on a card which is inserted into electronic learning aid.
BRIEF DESCRIPTION OF THE DRAWINGS
Fig. 1 is a front elevated view of an electronic learning aid employing the 10 principles of the present invention.
Fig. 2 is right side view of the electronic l~Arning aid of Fig. 1.
Fig. 3 is plan view of the keyboard assembly of the electronic l~rning aid of Fig. 1.
Fig. 4 is a plan view of a slide switch of the keyboard assembly of Fig. 3.
Fig. 5 is a front view of a card that is used with the electronic lP~rning aid of Fig. 1.
Fig. 6 is a front view of the display device of the writing console of the electronic ll~Arning aid of Fig. 1.
Fig. 7 is a front view of the display device of Fig. 6 illustrating the formation 20 of the number "7".
Fig. 8 is a schematic diagram of the plc;rellt;d electronic circuit of the 2156~25 electronic le~rning aid of Fig. 1.
DETAILED DESCRIYIION
The pl~;relred embodiment of the present invention provides instruction as to the formation of characters with a display device which has the capability of forming the S characters in a fashion which will allow the student to trace the characters. The display device forms part of a writing surface, which is adapted to receive a sheet of writing paper.
Thus, the display device ilh~ in~s the formation of the characters so that its formation is visible through the sheet of paper to allow the student to trace the character on the sheet of writing paper. The device is operational in a number of modes and also includes a keyboard 10 assembly to allow the student to input numbers and letters and to control operation of the device.
The pr~relrc;d embodiment of the present invention, an electronic le~rning aid 1 which is shown in Figs. 1 and 2, includes a housing 2 which has base 5 to which is mounted a keyboard assembly 100, and a writing console 200. A microcolllpuler 300 is 15 disposed in housing 2. The bottom surface 6 of base 5 is subst~nti~lly flat making electronic lP~rning aid 1 most suitable for use on a subst~nti~lly flat surface. Electronic learning aid 1 has a front end 3 and a rear end 4.
Writing console 200 is mounted toward the front portion of base 5 and includes a writing surface 205 and a paper rib 210. Writing surface 205 is substantially planar and sized and shaped to receive a sheet of paper with the paper' s longer edges running horizontal across writing surface 205. Writing surface 205 is also tilted slightly towards the child to allow for a more convenient writing surface. Paper rib 210 is a molded plastic rib which protrudes up from writing console 200 along the lower edge of writing surface 205 and acts to hold a sheet of paper in place on writing surface 205. Paper rib 210 also allows 5 the child to place each sheet of paper on the writing console 200 in the same vertical position.
Writing surface 205 is partially formed by a visual display device 220, which can be any device having the capability to illustrate the formation of a letter, number, or figure (ht;lc;i~ er "character") to allow the child to understand how to create the finished 10 character. In other words, display device 220 must be able to form the characters slowly enough to allow the child to trace the formation of the character and provide enough resolution so as to be able to sequentially display the constituent components of each element of the character . For example, the letter "T" consists of a vertical bar (an element) and a horizontal bar (an element). In this example, and in many cases, each element corresponds 15 to a pen stroke. The formation of the letter "T" would begin by sequentially forming (from left to right) the constituent components of the first element (the horizontal bar) followed by sequentially forming (from top to bottom) the constituent components of the second element (the vertical bar). Each element (or pen stroke) of each character is therefore divided into a plurality of constituent components, which when sequentially displayed illustrate the 20 formation of the element. The resolution of the elements, which can be defined as the number of constituent components that make up a particular element, must be great enough to demonstrate how the element is formed. For ease of discussion, the term "sequentially form" will be used to indicate that the display device is sequentially forming the constituent 21~632~
components of the elements of a character.
In the plerellt;d embodiment, display device 220 is an array 221 of LEDs 225 which is shown in Fig. 6. LED array 221 includes forty-nine red LEDs 225 which are mounted on a lower LED mounting surface 230 in seven columns and seven rows so that 5 LEDs 225 subst~nti~lly form a square. For ease of discussion, the seven columns of LEDs can be labeled one through seven and the seven rows can be labeled A through G (Note:
these letters and numbers are not physically present on the embodiment, but are in Fig. 6 for illustrative purposes). Thus, every LED can be uniquely identified by a row letter and a column number with Al being the top left LED. A display cover 235, which is constructed of clear plastic, is mounted over LED array 221 so that the top surface of cover 235 forms part of writing surface 205 and provides a subst~nti~lly uni-planar surface. In other words, the top surface of display cover 235 is subst~nti~lly co-planar with the r~ inillg portions of writing surface 205. LEDs 225, in the preferred embodiment, must provide enough ion to be seen by the child when a sheet of common writing paper is positioned on writing console 200 and over LED array 221.
As discussed, display device 220 has the capability to sequentially form numbers, letters, or figures. With respect to numbers and letters, electronic le~rning aid 1 will illustrate the correct formation of the letter or number. For example, the correct formation of the number "7" begins by starting at the upper left corner of the writing area 20 and drawing the top horizontal bar from left to right followed by the formation of the stem of the "7" which is formed by a downward stroke from right to left. Should electronic learning aid 1 select the number seven for display, display device 220 will slowly form a "7"
starting in the upper left corner of LED array 221, as shown in Fig. 7, with the illllmin~tion 215632~
of LED Al. Next, LED A2 will be ilh~ Aled followed sequentially by the ilh~ ion of LEDs A3, A4, A5, A6, and A7 at which time all the LEDs of row A will be illllminAtecl Electronic leArning aid 1 will then form the stem of the "7" by~ sequentially ilhlminAting LEDs B6, C5, D4, E3, F2, and Gl - thus completing the formation of the "7" so that all 5 of the selected LEDs are simultaneously illll~inAtP~ forming the number "7". Therefore, in the pr~relled embodiment, each illl~lllillAt~l LED 225 represents a constituent component, which when sequentially ill~lminAted, indicates the formation of each element.
Referring to Figs. 1 and 2, keyboard assembly 100 is mounted toward the rear portion of base 5 so that front edge 101 of keyboard assembly 100 is adjacent rear edge 201 of writing console 200. For ease of use, face 102 of keyboard assembly 100 is tilted toward front end 3 of electronic learning aid 1. Keyboard assembly 100, which is shown in more detail in Fig. 3, includes a power button 105, a repeat button 110, three slide switches 115-117, and four mode buttons 131-134. In addition, keyboard assembly 100 includes a card slot 140 and a handle 145 that extends from rear edge 103 of keyboard assembly 100, which allows for ease of portability.
Power button 105 is a conventional push button switch which is actuated when depressed to toggle electronic learning aid 1 on or off. Similarly, repeat button 110 is a conventional push button switch which is actuated when depressed and will cause electronic le~rning aid 1 to reproduce the most previously generated synthesized speech output.
Slide switches 115, 116, and 117 are moveable along horizontal grooves 121, 122, and 123, respectively. Horizontal grooves 121 and 122 each have thirteen stop points -allowing slide switch 115 to access the letters "A" through "M" and slide switch 116 to access the letters "N" through "Z". Implillled on face 102 of keyboard assembly 100 and 21~632~
directly above each stop point are the letters of the alphabet starting with "A" at the far left of horizontal groove 121 and co.~li...~ing in alphabetical order and ending with "M" at the far right of horizontal groove 121. Similarly, the letters "N" through "Z" are imprinted in alphabetical order from left to right above each stop point of horizontal groove 122. In addition, above each imp~ led letter is a pictorial representation, the spelling of which begins with its associated letter. For example, above the letter "A" is a pictorial representation of an arrow, above the "B" is a boat, and above the "C" is a cat.Slide switch 117 is movable along horizontal groove 123. Horizontal groove 123 has ten stop points corresponding to the numbers " 1 " through " 10", which are imprinted on face 102 of keyboard assembly 100 from left to right above each stop point. In addition, above each ~-~lplinl~d number are implillled a number of dots corresponding to its associated number. For example, three dots are implillled above the illlplinl~d number "3", four dots are above the "4", and five dots are implillled above the "5".
As shown in Fig. 4, each switch 115-117 also includes a button portion 120 and a shell portion 119 having a pointer 118, respectively. Pointer 18 extends from the upper end of each switch to more particularly indicate to the child which character is being selected.
For ease of discussion, only the actuation of slide switch 115 will be describedsince all three slide switches 115-117 are actuated in the same manner. To actuate slide switch 115, the child grasps the outside of shell portion 119 and slides switch 115 along horizontal groove 121 to a position a so that pointer 118 points directly at the desired letter, or graphic indicia. To register the selection with the electronic le~rning aid 1, the child then presses downward on button portion 120 of switch 115, in a direction perpendicular to face 2156~26 .
102 of keyboard assembly 100.
As previously discussed, there are four mode buttons 131-134, shown best in Fig. 3, each of which is actuated when depressed by the child. Depression of mode button 131, which is formed in the shape of the overlapping numbers "1", "2", and "3", directs 5microcolllpuler 300 to enter the Numbers Mode. Similarly, depression of mode button 132, which is formed in the shape of the overlapping letters "A", "B", and "C", directs microcolllpuler 300 to enter the Letter Mode. Mode button 133 has a portion which is formed in the shape of a "?" imposed on the shape of a tomato and when depressed directs microcolllpuler 300 to enter the Question Mode. Finally, mode button 134, is constructed 10in the shape of a number of dirrelt;lll overlapping simple objects, (such as a sailboat, a house, a bee, and moon in this embodiment), and when depressed directs microcolllpuler 300 to enter the Picture Mode.
Card slot 140 is sized and shaped to receive a card 402 from a card set and provides access to a card reader inside housing 2. The set of cards in the p-erell~d 15embodiment includes thirteen cards 402 resulting in twenty six card surfaces 403 (two sides of each of the thiTteen cards) that hold graphic indicia, letters and words. Each of the twenty-six card surfaces 403 is associated with a unique letter so that each of the letters of the alphabet are associated with one card surface 403. Each card surface 403 has its associated letter imprinted in the upper left corner. A word beginning with the associated 20letter is illlplhll~d near the bottom of each respective card surface 403, and a pictorial representation of the word is illlplull~d subst~nti~lly in the center of card surface 403. For example, as shown in Fig. 5, one card surface 403 of a card 402 in the pr~relledembodiment has a "T" illlplillled in the upper left corner and a pictorial representation of a tiger above the imp..lll~d word "TIGER". On the second card surface 403 (not shown) of the same card 402 is the letter "G" illlpl.lll~d in the upper left corner and a pictorial representation of a goat substantially in the center of the card and slightly above the illlp~ulled word "GOAT".
Each card 402 includes a unique pe nlu~lion of punched holes 405 along the bottom edge 401 of card 402. The card reader inside housing 2 is a conventional card reader and includes a number of mechanical fingers which are positioned to detect the pe-lllu~lion of punched holes 405 along the card that has been inserted into card slot 140. The card reader provides this information (arrangement of holes which are punched) to microcolll~uler 300 which identifies the card surface 403 which is facing the front end of electronic learning aid 1 and therefore exposed to the child. This identification process can be accomplished by any suitable method such as correlating the various combinations of punched holes to memory addresses which correspond to a ROM table that stores the necessary information.
Microcomputer 300, which is shown schematically in Fig. 8, includes Ul which is a speech synthesizer chip having the capability of generating intelligible audible speech (i.e., letters, words, or phrases) through speaker 305. A suitable speech synthesizer chip is procurable from Texas Instruments as part number TSPSOC14. Speaker 305 is mounted in the base of housing 2 in this embodiment, but could be mounted at any suitable position so that speech generated by electronic learning aid 1 is audible to the child.
Microcomputer 300 is powered by four C cell batteries which are housed in a battery colllp~llllent that opens along the bottom surface 6 of base 5.
Power button 105 is r~-~;st;lll~d schematically by SW43 which acts to toggle Ul on and off when ~ctu~ted. Transistors Ql-Q14 act as switches to turn on LEDs 225 of writing console 200. Transistors Q8-Q14 are directly controlled by Ul, while transistors Ql-Q7 are controlled by Ul through U3 (which is a 4017 Decade Counter). To turn on a particular LED 225, the transistor (Q8-Q14) corresponding to the row of the selected LED, and the transistor (Ql-Q7) corresponding to the column of the selected LED must be turned on simlllt~neously.
Slide switches 115-117, repeat button 110, and mode buttons 131-134 are represented schem~ti( ~lly by switches Sl-S41(S42is for expansion) and card reader 141is represented by switches S44-S48.To read a particular switch, Ul causes U3 to output put a TTL High (5 Volts) on one of U3's output lines while simultaneously latching the input lines to U2 (which is a 4021 Parallel/Serial Selector) which correspond to the rows of switches. Therefore, Ul identifies the switch that is depressed by identifying the column and row of the switch that is allowing a voltage to pass therethrough.
OPERATION
As discussed above, to turn on electronic le~rning aid 1 the child depresses power button 105. Microcomputer 300will then power up and generate synthesized speech which will be produced in audible intelligible form through speaker 305 (for ease of discussion helt;ina~ler "say") and with the words "Welcome to the write with lights playdesk.
Push a button. " At this point, electronic learning aid 1 is in the Command Mode and will flash various patterns on display device 220 while awaiting the child's response.
Before the child begins using electronic le~rning aid 1 in some of the modes described below, the child must place of sheet of writing material on writing console 200.
In the preferred embodiment, the child places a sheet of common writing paper on writing console 200 and, as discussed above, the ilh~ in~lion of LEDs 225 can be seen by the child through the paper.
Number Mode If and when the child depresses mode button 131, the device will enter the Number Mode in which electronic lf,~rning aid 1 will say "Let's play numbers." Electronic l~rning aid 1 will Mndomly select a number from one through ten and then sequentially form the selected number on display device 220. The finished pattern of LEDs will represent the number randomly chosen by electronic learning aid 1 and the sequential illllmin~tion of the pattern will illustrate the correct formation of the number.
Immediately after the completion of the formation of the number on display device 220, electronic learning aid 1 will audibly identify the number and i111lmin~te a number of dots corresponding to the number selected. For example, should electronic ~ rning aid 1 randomly select the number seven, a "7" will be sequentially formed on display device 220 (as shown in Fig. 7) and electronic learning aid 1 will say "That's seven.
Here are seven dots." Electronic l~,~rning aid 1 will then extinguish the "7" currently displayed and illllmin~te seven LEDs 225, thus creating an association of the written number "7" and the audibly spoken "seven" with the actual quantity that seven represents.
Electronic learning aid 1 will then say "Let's write seven." (instructing the child to begin tracing) and then sequentially form the number "7" again. As the number is sequentially formed by display device 220, the child traces the formation of the number on the sheet of paper, which was previously positioned on writing console 200. Thus, electronic rning aid 1 provides instruction in the formation of the number and reinforcement of the pronunciation and visual identification of the number .
Electronic le~rning aid 1 will then return to the Command Mode and say 5 "Let's keep playing. Press a button." prolllplillg the child to select a mode by pressing a button. If the child delays in responding the device will say "Press a button." or "Lets keep playing. Press a button." to further prompt the child.
Letter Mode If the child depresses mode button 132, electronic le~rning aid 1 will enter the 10 Letter Mode in which electronic learning aid 1 says "Let's play letters. " Electronic learning aid 1 will randomly select a letter ("A" through "Z") and then sequentially form the selected letter on display device 220. The finished pattern of LEDs will represent the letter randomly chosen by electronic learning aid 1 and the sequential ilhlmin~tion of the pattern will illustrate the correct formation of the letter.
Immediately after the completion of the formation of the letter on display device 220, electronic le~rning aid 1 will audibly identify the letter and say a word whose spelling begins with the selected letter. For example, should electronic learning aid 1 randomly select the letter "T", a "T" will be sequentially formed on display device 220 and electronic learning aid 1 will say "T, Tiger." thus creating an association of the audible 20 spoke "T" with the written letter "T" and providing a mnemonic device associated with the letter "T" to aid the child in remembering the letter. Electronic learning aid 1 will then extinguish the "T" currently displayed and say "Lets write T." (instructing the child to begin tracing) and then sequentially form the letter "T". As the letter is sequentially formed by display device 220, the child traces the formation of the letter on the sheet of paper, which was previously positioned on writing console 200. Thus, electronic l~rning aid 1 provides S instruction in the formation of the letter and reinforcement of the pronunciation and visual identific~tion of the letter.
Electronic ll~rning aid 1 will then return to the Command Mode and say "Let's keep playing. Press a button." pr~ pling the child to select a mode by pressing a button. If the child delays in responding the device will say "Press a button." or "Lets keep 10 playing. Press a button." to furtherprompt the child.
Trace Mode If electronic le~rning aid 1 is in the Command Mode and the child were to select a number or letter through the actuation of one of slide switches 115-117, electronic l~rning aid 1 will audibly identify the letter or number selected and sequentially form the lS character on display device 220. For example, if the child selects the "P" while electronic learning aid 1 is in the Command Mode, electronic le~rning aid 1 will say "P", sequentially form the letter "P", and then return to the Command Mode.
Picture Mode When the child depresses mode button 134, the device will enter the Picture Mode in which electronic l~rning aid 1 says "Let's draw a picture. Follow the dots." thus prulllp~ g the child to begin tracing. Electronic le~rning aid 1 will randomly select a picture for display from a predetermined set of pictures and sequentially form the picture on display device 200. Some of the predetermined pictures that are displayed by the pl~ell~d 5 embodiment include a house, boat, star, arrow, umbrella, heart, circle, triangle, rectangle, and square.
Immediately after the completion of the formation of the picture on display device 220, electronic le~rning aid 1 will audibly identify the picture. For example, should electronic learning aid 1 randomly select a house, a house will be sequentially formed on 10 display device 220 and electronic l~ ~rning aid 1 will say "That's a house." As the picture is sequentially formed by display device 220, the child traces the formation of the picture on the sheet of paper, which was previously positioned on writing console 200.
Electronic learning aid 1 will then return to the Command Mode say "Let's keep playing. Press a button." plolllplillg the child to select a mode by pressing a button.
15 If the child delays in responding the device will say "Press a button." or "Lets keep playing.
Press a button." to further prompt the child.
Ouestion Mode When the child depresses mode button 133, electronic lP~rning aid 1 will enter the Question Mode in which electronic le~rning aid 1 will randomly select either the Find 20 Number or Find Letter submodes.
If electronic le~rning aid 1 selects the Find Number submode, it will say ~156325 "Let's play numbers." and then ask the child to find a number. For example, electronic lP.~rning aid 1 might say "Let's play numbers. Find five." at which time display device 220 will display a "?" and electronic le~rning aid 1 will await the child's response. The child will then move slide switch 117 along horizontal groove 123 to a stop position and depress button portion 120 to actual slide switch 117. If the child selects the wrong number, electronic learning aid 1 identifies the incorrect number and again p~ lpls the child to find the number. For example, if the child selects the "8" (instead of the correct response of "S"), electronic le~rning aid 1 will say "That's eight. Find five.", pro~..plillg the child for the correct response.
If the child is correct in his or her selection and selects the "S", electronic lP~rning aid 1 will say "You're right." or "Very good." and then sequentially form the number (a "S" in this example) on display device 220 and say "That's five." Electronic learning aid 1 will then immediately randomly select a second number, dirrer~.~l from the first number, and ask the child find the second number. As with the identification of the first number, the device will identify wrong responses, and prompt the child for selection of the correct number. When the correct response is received, electronic learning aid 1 produces the same speech output and again sequentially forms the number. When the child responds by selecting the second correct number, electronic le~rning aid 1 will randomly select a third number and prompt the child to find the number and progress through the same iteration.
After the child selects the correct number and the number is sequentially formed, electronic le~rning aid 1 will say "Let's keep playing." followed by some congratulatory displaying by display device 220 (such as displaying a star or a smiling face). Electronic lP~rning aid 1 will then return to the Command Mode and say "Press a button." pr()~plillg the child for ~156326 a input.
As discussed above, when the child depresses mode button 133 the device will enter the Question Mode in which electronic learning aid 1 will randomly select either the Find Number or Find Letter submodes. If electronic le~rning aid 1 selects the Find Letter S submode, it will say "Let's play letters." and then ask the child to find a letter. For example, electronic learning aid 1 might say "Let's play letters. Find A." at which time display device 220 will display a "?" and electronic le~rning aid 1 will await the child's response. The child will then move slide switch 115 or 116 along its associated horizontal groove 121 or 122 to a stop position and depress button portion 120 to actuate the 10 a~rupliate slide switch. If the child selects the wrong letter, electronic learning aid 1 identifies the incorrect letter and again pru~ the child to find the letter. For example, if the child selects the "G" (instead of the correct response of "A"), electronic le~rning aid 1 will say "That's G. Find A." pr~lllplillg the child for the correct response. If the child selects three consecutive incorrect responses, electronic le~rning aid 1 will randomly select 15 a dirrel~;lll letter on which to query the child.
If the child is correct in his or her selection and selects the "A", electronic learning aid 1 will say "You're right." or "Very good." and then sequentially form the letter (an "A" in this example) on display device 220 and say "That's A." Similar to the Find Numbers submode (which asks the child to find three numbers), electronic le~rning aid 1 will ask the child to find five letters before re~ .l;ng to the Command Mode in which electronic l~rning aid 1 will say "Press a button." Thus, in the Question Mode, electronic le~rning aid 1 provides feedb~ck as to the child's identification of characters along reinforcement of the pronunciation and visual identification of the character .
~1563~
Card Mode When electronic le~rning aid 1 enters the command mode, instead of ~ct~l~ting one of mode buttons 131-134 the child may insert any card 402 from a card set into card slot 140. When card 402 is fully inserted, card reader 141 will immediately identify card 402 5 and the card surface 403 that is facing the child due to the unique pel-nulalion of punched holes 405 of cards 402 of the card set.
Electronic le~rning aid 1 will then say "Let' s play spelling. " and then ask the child to spell the word i.llplinled on card surface 403 that is facing the child. If card surface 403 of card 402, is associated with the letter "A", card surface 403 will have an "A"
10 illlplinled in the upper left corner, a pictorial representation of an arrow, and the word "ARROW" imprinted near the bottom of card 402. Upon detecting and identifying card 402 and the card surface that is facing the child, electronic learning aid 1 will say "Let's play spelling. Spell arrow." pr~---plillg the child to spell the word on card surface 403 of card 402 with slide switches 115 and 116. The child will then proceed to select the letters of the 15 word on the card in the correct sequence to correctly spell the word.
Each time the child selects a correct letter, electronic learning aid 1 will identify the letter and sequentially form the letter on display device 220. For example, when the child, who is allelll~ g to spell "arrow" selects the "A", electronic learning aid 1 will say "A" and sequentially form an "A" on display device 220. Upon selection of the "R"
20 electronic learning aid 1 will say "R" and sequentially form an "R". This will continue until the last letter has been correctly selected at which time electronic lP~rning aid 1 audibly identifies and forms the final correct letter and then says "You're right."
~- 215632~
If the child selects an incorrect letter, electronic learning aid 1 will identify the letter incorrectly selected and prompt the child to try again. For example, if the child incorrectly selects an "S" (instead of an "R"), electronic learning aid 1 will say "That's 'S'.
Try again." If the child makes three incorrect selections during the spelling of the word, 5 electronic le~rning aid 1 will say "Oops." and then identify the word followed by the correct spelling and sequential formation of each letter. For example, if the child makes three incorrect selections in an attempt to spell "arrow", electronic le~rning aid 1 will say "Oops.
Arrow." and sequentially form each letter while saying each letter "A - R - R - O - W".
Thus, in the Card Mode, electronic learning aid 1 provides feedback as to the child's 10 identification of characters along reinforcement of the pronunciation and visual identification of the character. In addition, electronic learning aid 1 provides mnemonic devices to assist the child in remembering the letter.
After the child correctly spells the word or electronic l~rning aid 1 spells the word because the child made three incorrect selections, electronic le~rning aid 1 returns to 15 the Command Mode and awaits for another input from the child.
In all of the previously described modes, display device 220 may provide some congratulatory displays to provide the child with further stimulation and reinforcement during the le~rning process. This congratulatory display may be a static display (such as a star or a smiling face) or may be a moving picture (such as a random il1~ in~ion or moving 20 concentric circles.) Other Modes and Embodiments - 21~6~26 In the plc;rerled embodiment, display device 220 sequentially forms each constituent component of each element of the character to illustrate the proper formation of the character to the student. However, a variation on the previously described modes of the preferred embodiment might simply display the character in.~t~nt~n~ously and allow the child S to trace the completed character on the writing m~teri~l. Although this mode of operation may not provide instruction as to the formation, it does allow the child (who presumably knows the proper formation of the characters) to practice the formation of the characters without the aid of the electronic le~rning aid. If further instructional capabilities are desired with this variation of operation, the display device could be constructed to have the capability 10 of displaying a plurality of colors. Thus, although the display device would in~t~nt~neously display a given character, each element might be a different color with each constituent component of each element having a dirrer~nl brightness. For example, the child would then know to trace the red element first, from the brightest to the darkest constituent component.
Next, the child would trace the green element in the same manner and continue until the 15 character is completely formed.
The display device of the p~rellt;d embodiment is a square array 221 of red LEDs 225. However, the LEDs could be arranged in an array other than a square (such as a circle) and the LEDs could be multi-colored (each L~D capable of illllmin~tin~ in a number of colors). In addition, a number of other display devices would be equally suitable.
20 For example, an LCD, CRT or other display device would work equally well provided its displaying capabilities were sufficient to sequentially form the constituent components of the elements of each character. Also, the display device could form the entire writing surface or numerous display devices could be used to form portions of the writing surface.
2 1 ~ 6 3 2 6 Although the plc;relled embodiment discloses the child tracing the formation of characters on common paper, other writing material could be used. For example, the writing material could be a sheet of transparent plastic, thus elil.,in~ -g the need for a display device that illllmin~tes (making an LCD suitable). Another embodiment might S include the child tracing the formation of characters directly on writing surface 205 and having the writing surface constructed of material, or the tracing implement form letters, which allows for easy removal of the letters by the child or electronic l~rning aid 1. For example, the child might use a non-permanent felt tip pen to trace the formation on the writing surface and then simply wipe the writing surface clean before tracing additional letters. Another embodiment might include an electrical pen which forms the characters on an electrically sensitive transparent capacitive pad, which is electrically purged by electronic le~rning aid 1 after the formation of each character to provide for a self-cleaning writing surface.
The p-t;relled embodiment has been described by sequentially displaying each additional constituent component of each element until the character is fully displayed at which time all of the constituent components of all of the elements are being simultaneously displayed. However, another embodiment might temporarily display each constituent component of each element in the apprupliate sequence to demonstrate the formation of the character although no two constituent components would be displayed simultaneously.
Although the keyboard in the pr~relled embodiment uses slide switches, any suitable manual input device would work equally as well, such as standard colllpuler keyboard.
The p-t;relled embodiment has been described by sequentially displaying each additional constituent component of each element until the character is fully displayed at which time all of the constituent components of all of the elements are being simultaneously displayed. However, another embodiment might temporarily display each constituent component of each element in the apprupliate sequence to demonstrate the formation of the character although no two constituent components would be displayed simultaneously.
Although the keyboard in the pr~relled embodiment uses slide switches, any suitable manual input device would work equally as well, such as standard colllpuler keyboard.
Claims (16)
1. An apparatus for teaching a user to compose symbols, comprising:
an array of indicators, said array having a plurality of rows of indicators and a plurality of columns of indicators; and an electronic circuit coupled to said array of indicators for causing the sequential activation of said indicators of said array along one of a plurality of predetermined patterns.
an array of indicators, said array having a plurality of rows of indicators and a plurality of columns of indicators; and an electronic circuit coupled to said array of indicators for causing the sequential activation of said indicators of said array along one of a plurality of predetermined patterns.
2. The apparatus of claim 1, further comprising:
an output device coupled to said electronic circuit; and said electronic circuit causing said output device to produce a first output associated with said pattern of said activated indicators.
an output device coupled to said electronic circuit; and said electronic circuit causing said output device to produce a first output associated with said pattern of said activated indicators.
3. The apparatus of claim 2, further comprising:
an input device coupled to said electronic circuit for receiving an input from the user in response to said first output, wherein said first output produced by said output device prompts the user to respond; and said electronic circuit causing said output device to output a second output indicative of the correctness of said input from the user.
an input device coupled to said electronic circuit for receiving an input from the user in response to said first output, wherein said first output produced by said output device prompts the user to respond; and said electronic circuit causing said output device to output a second output indicative of the correctness of said input from the user.
4. The apparatus of claim 3, further comprising:
a housing having a writing surface;
said writing surface adapted to receive a sheet of paper;
said array of indicators forming at least a portion of said writing surface; and said activated indicators being visible through a sheet of paper positioned on said writing surface to allow the user to trace the formation of the pattern on the sheet of paper.
a housing having a writing surface;
said writing surface adapted to receive a sheet of paper;
said array of indicators forming at least a portion of said writing surface; and said activated indicators being visible through a sheet of paper positioned on said writing surface to allow the user to trace the formation of the pattern on the sheet of paper.
5. An apparatus for teaching a user to compose symbols on a sheet of writing material, said symbols being formed from a plurality of constituent components, comprising:
a housing having a writing surface;
a display device capable of sequentially displaying the constituent components of a plurality of symbols, said display device forming at least a portion of said writing surface; and an electronic circuit coupled to said display device for causing said display device to sequentially display the constituent components of the symbols.
a housing having a writing surface;
a display device capable of sequentially displaying the constituent components of a plurality of symbols, said display device forming at least a portion of said writing surface; and an electronic circuit coupled to said display device for causing said display device to sequentially display the constituent components of the symbols.
6. The apparatus of claim 5, wherein:
said writing surface is adapted to receive the sheet of writing material; and said displayed segments of said symbols are visible by the user through the sheet of writing material to thereby allow the user to trace the formation of the symbol on the sheet of writing material.
said writing surface is adapted to receive the sheet of writing material; and said displayed segments of said symbols are visible by the user through the sheet of writing material to thereby allow the user to trace the formation of the symbol on the sheet of writing material.
7. The apparatus of claim 6, further comprising:
an audio output device coupled to said electronic circuit; and said electronic circuit causing said output device to produce a first audible output associated with said symbol displayed.
an audio output device coupled to said electronic circuit; and said electronic circuit causing said output device to produce a first audible output associated with said symbol displayed.
8. The apparatus of claim 7, further comprising:
an input device coupled to said electronic circuit for receiving an input from the user in response to said first output;
wherein said first output produced by said output device prompts the user to respond; and said electronic circuit causing said output device to output a second output indicative of the correctness of said input from the user.
an input device coupled to said electronic circuit for receiving an input from the user in response to said first output;
wherein said first output produced by said output device prompts the user to respond; and said electronic circuit causing said output device to output a second output indicative of the correctness of said input from the user.
9. A method of teaching a user to compose a symbol which is formed from a plurality of constituent components, comprising the steps of:
providing a writing surface;
forming a least a portion of said writing surface with a display device; and sequentially displaying the constituent components of the symbol to allow the user to trace the symbol on said writing surface.
providing a writing surface;
forming a least a portion of said writing surface with a display device; and sequentially displaying the constituent components of the symbol to allow the user to trace the symbol on said writing surface.
10. A method for teaching a user to identify characters, which are formed from elements consisting of a plurality of constituent components, comprising the steps of;
producing an audible output to prompt the user to select a particular character on an input device;
identifying the selection of the user;
producing an audible output associated with the selection of the user; and sequentially displaying the constituent components of the elements of the character selected by the user.
producing an audible output to prompt the user to select a particular character on an input device;
identifying the selection of the user;
producing an audible output associated with the selection of the user; and sequentially displaying the constituent components of the elements of the character selected by the user.
11. An apparatus for teaching a user to identify characters, said characters being formed from elements consisting of a plurality of constituent components, comprising:
a writing surface;
a display device forming a portion of said writing surface;
a programmable microcomputer coupled to said display device and selectively operable in a first mode and a second mode;
an audio output device coupled to said microcomputer;
an input device coupled to said microcomputer;
said microcomputer programmed in said first mode to cause said output device to prompt the user to select a particular character on said input device, to identify the selection of the user, and to produce an audible output indicative of the correctness of the selection of the user; and said microcomputer programmed in said second mode to cause said display device to sequentially display the constituent components of a character and thereby allow the user to trace the character on said writing surface.
a writing surface;
a display device forming a portion of said writing surface;
a programmable microcomputer coupled to said display device and selectively operable in a first mode and a second mode;
an audio output device coupled to said microcomputer;
an input device coupled to said microcomputer;
said microcomputer programmed in said first mode to cause said output device to prompt the user to select a particular character on said input device, to identify the selection of the user, and to produce an audible output indicative of the correctness of the selection of the user; and said microcomputer programmed in said second mode to cause said display device to sequentially display the constituent components of a character and thereby allow the user to trace the character on said writing surface.
12. A method for teaching a user to identify characters, said characters being formed from elements consisting of a plurality of constituent components, comprising the steps of:
providing the user with a manual input device;
producing an audible output to prompt the user to select a first or second mode of operation with said manual input device;
identifying the selection of the user;
if the user selects said first mode, producing an audible output to prompt the user to select a particular character on an input device, identifying the selection of the user, producing an audible output indicative of the correctness of the selection of the user; and if the user selects said second mode, sequentially displaying the constituent components of the character on a writing surface to thereby allow the user to trace the character on said writing surface.
providing the user with a manual input device;
producing an audible output to prompt the user to select a first or second mode of operation with said manual input device;
identifying the selection of the user;
if the user selects said first mode, producing an audible output to prompt the user to select a particular character on an input device, identifying the selection of the user, producing an audible output indicative of the correctness of the selection of the user; and if the user selects said second mode, sequentially displaying the constituent components of the character on a writing surface to thereby allow the user to trace the character on said writing surface.
13. An apparatus for teaching a user to compose symbols on a sheet of writing material, comprising:
a housing having a writing surface;
a display device forming a portion of said writing surface and capable of displaying a plurality of symbols, and an electronic circuit coupled to said display device for causing said display device to display the symbols.
a housing having a writing surface;
a display device forming a portion of said writing surface and capable of displaying a plurality of symbols, and an electronic circuit coupled to said display device for causing said display device to display the symbols.
14. The apparatus of claim 13, wherein:
said writing surface is adapted to receive the sheet of writing material; and said displayed symbols are visible by the user through the sheet of writing material to thereby allow the user to trace the symbol on the sheet of writing material.
said writing surface is adapted to receive the sheet of writing material; and said displayed symbols are visible by the user through the sheet of writing material to thereby allow the user to trace the symbol on the sheet of writing material.
15. The apparatus of claim 14, further comprising:
an audio output device coupled to said electronic circuit; and said electronic circuit causing said output device to produce a first audible output associated with said symbol displayed.
an audio output device coupled to said electronic circuit; and said electronic circuit causing said output device to produce a first audible output associated with said symbol displayed.
16. The apparatus of claim 15, further comprising:
an input device coupled to said electronic circuit for receiving an input from the user in response to said first output;
wherein said first output produced by said output device prompts the user to respond; and said electronic circuit causing said output device to output a second output indicative of the correctness of said input from the user.
an input device coupled to said electronic circuit for receiving an input from the user in response to said first output;
wherein said first output produced by said output device prompts the user to respond; and said electronic circuit causing said output device to output a second output indicative of the correctness of said input from the user.
Priority Applications (1)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| CA002156326A CA2156326A1 (en) | 1995-08-17 | 1995-08-17 | Method and apparatus for teaching character formation |
Applications Claiming Priority (1)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| CA002156326A CA2156326A1 (en) | 1995-08-17 | 1995-08-17 | Method and apparatus for teaching character formation |
Publications (1)
| Publication Number | Publication Date |
|---|---|
| CA2156326A1 true CA2156326A1 (en) | 1997-02-18 |
Family
ID=4156453
Family Applications (1)
| Application Number | Title | Priority Date | Filing Date |
|---|---|---|---|
| CA002156326A Abandoned CA2156326A1 (en) | 1995-08-17 | 1995-08-17 | Method and apparatus for teaching character formation |
Country Status (1)
| Country | Link |
|---|---|
| CA (1) | CA2156326A1 (en) |
-
1995
- 1995-08-17 CA CA002156326A patent/CA2156326A1/en not_active Abandoned
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Legal Events
| Date | Code | Title | Description |
|---|---|---|---|
| FZDE | Discontinued |
Effective date: 19980817 |