DE2610726A1 - Audio visual interactive learning system - has mechanical card sorter controlled by microprocessor chip to process input data cards - Google Patents

Abstract

An audio visual interactive teaching system uses input data cards processed through a mechanical card sorter. The cards are then deposited on different stacks dependent upon the student's response to a displayed or requested question. The complete process is controlled by a microprocessor chip. The unit has a full alpha-numeric keyboard (12) for input of data and a video display screen (17) split into two regions; one for questions (19a) and one for answers (18a). A number of interactive keys (21, 22, 42, 45, 100, 120, 121) enable the student to control his rate of progress. A microphone (14) and loudspeaker (14) are provided for audio tests.

Description

"Learning machine"

The invention relates to a learning machine with a housing, data input devices and playback devices.

A learning machine is described, which the skills and learning progress of the student, works with programmable cards and three stacking devices, adjustable or controllable transport devices, display devices and devices for input by the student5 such as a keyboard.

Rising costs for education and training associated with many places increasing tax burdens have a new and additional impetus to search for Teaching methods given that do not directly take up the teacher's time. The increasing demand for efficiency in the field of training, in particular for the materially disadvantaged, did the search for better ones Give priority to methods of conveying information to individuals. the Demand for such improved methods is particularly strong in the so-called cognitive, i.e. purely mechanical, learning in which content is based on constant repetition mediated.

Teachers repeatedly complain that they spend their precious time with endless Spend drill to convey such information and in particular their skills, Conveying concepts, inspiring and guiding pupils and students, not to be able to use. In addition, teacher-performed drill exercises are often insofar unsuitable as they do not differentiate the learning speed different Students whose knowledge and skills allow.

As a result, many students get bored during such drills, others, however, cannot process the subject matter.

A great waste of time for the teacher also results from that different learning behavior of the students, caused by the fact that the one important Basic requirements are known, the other not, and vice versa. Based on these pronounced difference in the memory patterns of individual students in a group the teacher is forced to act as a private tutor for each student, and the The result is that he teaches factual knowledge, possibly as a prerequisite for the the material to be taught must be viewed. This process of ~ filling up Information Gaps "by individual students is estimated to take up to 80% of the time of the teacher. The problem can be particularly serious in certain situations , for example for new students at universities where there are gaps in their knowledge difficult to compensate for because of the high cost of individual instruction can.

One of the main difficulties with individual teaching is in the fact that test procedures are required which must also be individual. However, these would take a disproportionate amount of time, and as a result of this, the learning material is only conveyed individually to the extent that it is conveyed through the test procedure is given, i.e. all learners at the same time and using the same material be tested.

When buying a commodity or goods for which many are competing There are opportunities, for example when buying a house, a brand of drinks or an instrument, the buyer has to judge a large number of comparable things, and the final choice ultimately results from a comparative assessment. A machine that is able to show and compare individual items Eliminating those that are rejected by the buyer would add to the decision-making process simplify significantly. Such a device could be called a "sales display machine" describe.

A number of learning machines have been proposed for the teacher to help with teaching. Some of them are based on special learning theories, which are completely rejected by many of the teachers. Still others suggested Machines are relatively simple and cheap and therefore acceptable to achieve with them, however, little more than can be done with pencil and paper anyway. In other words, their options are so limited that they will work in many situations are practically worthless Also, learning machines are proposed - and few are built - which have proven to be relatively expensive and complex, for example those with an output terminal connected to a computer is. The cost of hardware, including the cost of using the computer, is increasing Cost of long distance transmission lines, high cost of software i.e. programming of the computer, have prevented such systems from being widely used.

In general, such learning machines represent, starting from the simplest mechanical device up to a large computer with time sharing, their questions to the student in a visible or audible form. The student answers by pressing a number of buttons or by writing on one of the buttons provided for this purpose Job. Depending on the complexity of the machine, the next question is asked, if the student in any way or - in the case of complex machines - answered the question correctly. The difficulty of the next question can be again depend on the previous answer or not, depending on the skills the machine.

The currently available learning machines generally leave control of their program by the teacher or Schiller. The complexity of theirs Programming and the sensitivity of the mechanics of current machines stands in the way of application below the secondary school level. The time the Teacher has to muster> to get today's machines going, leaves an application such machines do not seem sensible directly in the interruption. Also based on the present the evaluation of Schuller's answers, if the machine has any can accomplish, only on a consideration, but not on an activation the reminder, or it is very time-consuming for the teacher and requires that he spends a lot of time outside of the classroom.

Also, the lack of program flexibility lowers the cost of the Development of the learning programs will be very high. As it is the present machines is not possible to individualize their programs and the individual student adapt, that is, teaching only what is necessary and knowing when to do what is necessary Amount of information is conveyed, they are for the above mentioned padding of information gaps not usable.

The previous approaches to build sales aid devices have generally more aimed at the potential buyer's attention to be addressed as a decision-making aid for him. At the same time has been on one Range of areas the number of to get the attention of the potential buyer competing objects multiplied while the selling costs increased by a reduction in the sales force should be reduced, so that the consumer increasingly has to make his own choice.

This and the decreasing qualification of the sales force leaves it appear advantageous to have the product range conveyed by a machine, to really bring the buyer into contact with the offer.

It is therefore the aim of the invention to produce a learning machine, which is relatively easy to use for teachers and students, which is implemented by the teacher in can be put into operation in a short time and when buying and operating relatively is cheap.

It is a further object of the invention to produce a learning machine, which can be programmed quickly and without relevant instruction, namely through the teacher, inexpensively by other people or by the student himself.

It is a further object of the invention to produce a learning machine, the different personality traits of the student using them can adapt, which takes into account that a learning content is based on a) previous history, b) a learning algorithm and c) data that can be fed in, the ability to learn of the student is taught that the results of this algorithm in the sense of a Evaluates changes in the presented material during learning and the results modifies this algorithm according to the student's current mood.

It is a further object of the invention to produce a learning machine, who has the ability to identify where the student's information gaps are and accordingly selects the program to fill these gaps and that no time is wasted conveying known material. This attribute The machine is especially important as the different students form a group the same level of knowledge can be brought and the teacher achieves more because he is using it a group that has comparable knowledge.

It is a further object of the invention to produce a learning machine, giving a visual indication to the student and a printed record to the teacher about the skill with which Schiller answers questions, and when the personality structure of the student requires this recording to be suppressed, so that it cannot be seen by the school, and ultimately the teacher informs about the details that are causing difficulties for the student.

It is a further object of the invention to produce a learning machine, the one group of learning content in one optimal number of times presented to the student and the over each content as long as a record of the Achievements of the student leads until the learning success through a corresponding answer pattern is guaranteed and which then decides on the basis of the expired answer template, that or when the learning success occurred.

After that, the learning content is removed and done by the teacher beforehand selected new content. The machine cancels records automatically about the student's performance as soon as they are no longer needed.

It is another object of the invention to provide a climate through this machine to produce in which the students interact with each other in a sociologically acceptable manner can compete.

The machine reinforces the learning effect by combining it with the learning process Muscle activity that can be adapted to the individual's physique.

It is a further object of the invention to produce a learning machine, the tactile responses, such as those on the keyboard of musical instruments play a role, used to teach the student skills that usually require very intense interaction between student and instructor and capable of visual, hearing, and tactile experiences to connect, as they are important for example in the development of the hearing.

It is a further object of the invention to provide a learning machine, dealing with learning systems both psychological and administrative Level, in such a way that the machine performs the specific function of the Teaching cognitive material adapted to the student's abilities is. If the Machine this function using the entered Program cannot exercise, the machine can recognize this deficiency and report it informing the teacher of the points that the student is not in the process of processing Location is. This way the teacher can intervene when his or her skills are real are necessary. When the machine or the underlying system fails, for example through an error in the assignment of learning material to a student, then is the machine is able to initiate corrective manipulations on the part of the user.

It is a further object of the invention to provide a learning machine, which can develop a number of different time-dependent activities and their Runtimes are determined by timing algorithms that take variables into account, such as the relative time taken to complete what was offered to the student Material, the type of material offered (since, for example, the one student on verbal problems quickly, but reacts slowly to math), the relative Time spent by a student in each of these areas and the mood of the student, how he feels it right now.

It is a further object of the invention to provide a learning machine, which can be connected to a computer via a telephone connection for information> which it gathers from interacting with different students.

It is a further object of the invention to provide a learning machine, that treats a group of related content as a cohesive unit. the The sequence of these contents, either given or chosen by the student, ensures that as is the case, for example, with solving a problem step by step or with considering the different forms and tenses of verbs in a foreign language necessary is.

It is a further object of the invention to provide a vending machine, which helps the buyer to choose comparable items that simply can be programmed to bring the warehouse up to date and which a certain range of goods either visually or acoustically accordingly the wishes of the buyer can expire, the buyer having the option has to stop the presentation of certain objects prematurely and move on to another Subject to pass. The selection of the material to be presented can be done in a simple way In a way that, for example, from a given amount of material, which represents the warehouse of the store, a certain ensemble of material in the Machine is entered.

It is a further object of the invention to provide a learning machine, which is either self-programming according to a certain programming procedure or the teaching procedure is already specified.

It is another object of the invention to provide a personality testing machine indicate, which conveys visual or acoustic stimuli to the user, his reactions together with the response times and later, if requested, to a computer (Data evaluation device) for evaluation. As the cost of collecting and evaluating data in the field of psychological tests particularly high is the ability of the machine to stimulate a multi-sensitive interaction and their results directly and without human intervention, namely without coding and paperwork to enter into a computer especially for the execution cheaper psychological testing procedures of interest. Furthermore, the machine can Carry out tests, such as those for the theoretical driving test, for certificates as a car or aircraft mechanic or for cashiers and secretaries in banks are common.

It is another object of the invention to provide an exercise machine for children to specify. Children often lose interest in exercises of some kind and it is necessary to improve their physical condition through appropriate motivation. By combining the learning machine with the exercise apparatus, which must be activated, in order to trigger the next step in the learning machine, one can give the child interesting Things like comics in connection with acoustic material show that but can only be presented if the child keeps using the exercise machine.

It is a further object of the invention to provide a learning machine, who evaluates their programs themselves. The machine steps out of a group with students individually in interaction, uses the same PIXCgrammV records the results Cards, identifies the student and his characteristics on the basis of records from a student choice memory or a teacher choice memory. This data is grainy later to check the correctness and effectiveness of the learning process Computer to be entered. In this way the results are classified and improved with little effort.

'8Computert' is understood here to mean a device that has entered To save, change, arrange and rearrange data and also in other Wise to handle; the ability to perform arithmetic operations is not a necessary feature.

AVIT (audio-visual-interactive-hernmaschine) is made up of the following components and functions determined: The new works according to the invention, abbreviated here learning machine labeled AVIT with an electric one Power source and a set of cards in a cassette specific to a) the learning material and b) of the student using them. In addition, the machine has instruction inputs regarding the behavior of the machine towards the student, the teacher and the delivery system. It contains a card manipulator and a control circuit for the learning algorithm. It has a large number of entrances and exits for students, Teachers and systems outside. The sin and outputs can be optical, electrical or be mechanical.

AVIT has the following skills: 1. It treats learners as individuals, 2. it mechanizes human learning behavior with regard to cognitive material, 3. she can carry out and evaluate drill and memorization exercises, 11. she can automatically switch to a learning processa if a content is not known is, 5. it requires physical effort as part of the learning process, 6. it informs the user's level of knowledge and adapts to this through self-programming on, 7. it can provide instructions to the user with regard to his or her knowledge accept and accelerate her own learning process; 8. she can call for help, when the learning gets out of hand and they can hit the problematic points identify the learning process without having to interrupt the session. The teacher can prepare the next setting, as AVIT solves the problems itself, when they occur 9. she can carry out individual tests, by having entered information on the psychological and physiological Utilize the state of the individual, 10. it can send stored data directly to a Computer enter by acting as a terminal and allowing the user to connect 11. It can monitor other devices about which the learner informs should be, and she can take this into account in her behavior adapt the given program to the learning process.

Handling the information The deck of cards A deck of cards is used used to manipulate the material to be taught or cognitive Evaluate material.

The set of cards for an individual student is in a special Cassette housed, different learning contents put several sets of cards in advance. Each card contains all information about the special learning content, about content, which are to be evaluated by the user or on the basis of which he is to be tested target. The information is divided into a) visual material on the front of the card, b) magnetically marked acoustic material on the back the card, both of which can be presented to Schiller. #more} iin contains the card (drawn magnetically on the back) c) digital information about the correct answer or other reactions of the user to the learning content, d) Digital information about the rules according to which the student with the learning content should interact, and e) Digital information about the interaction of the user (student) with the given content.

Within the "rules of interaction" (point d), above) the card contains Information on the level of difficulty of the content in a learning algorithm (see below) should be built in, about the time to answer a question, the code for regulating the permeability behavior of the screen, codes for the sequence of a series of interrelated questions which are asked in such a way that a question must always be answered before the next is asked, or codes, choosing the order of questions and answering them on the keyboard allowed by the student himself.

Since all information relating to a learning content is on a single Card, this card does not only contain the interaction mechanisms of the student with the content (audiovisual outputs) but also the whole The machine's memory for interaction with the student regarding the given Content.

Data inputs of the machine AVIT Eland has the sequence of the learning content (Cards) and his own behavior both towards the student based on individual Maps as well as in relation to the sociological and administrative environment four types of incoming files, namely through a) information on the cards (see above), b) student choice memory, c) teacher choice memory> and d) answers (reactions) of the student.

The student choice memory provides information about the behavior pattern of the individual regardless of the learning material.

For example, one piece of information is the number of retries that a student has to make comparisons with others in order to learn a content. One other information is the time to answer one question versus another.

The teacher choice memory provides information about AVIT's interaction with the teacher. For example, it regulates information feedback or feedback from AVIT to the teacher and the transmission of AVIT's collected information other places (e.g. in a computer) It also contains information for all users, like the date, for example.

The input devices for the user are varied.

Keyboards and levers that are somewhat physical are preferred Require effort. Other input options are based on electrically recorded ones Characteristics of individuals such as a) electroencephalographic data (Alpha, Beta, Garima and Delte brain waves), b) galvanoelectric skin effects, c) Outputs of the "Sentic Sensing System" (Sentics: The Tcuch of Emotions, Manfred Clynes, Doubleday), d) the handling of machines, including musical instruments by the AVIT user in accordance with an AVIT program.

For example there is a microphone with a frequency sensor and one Time sensor for the frequency as the "answer" a series of tones that either decreased or played with a musical instrument.

Requirements for learning behavior In cognitive learning, the Learner is confronted with a question that contains the content to be learned and on which he has to give a specific answer. If the answer is given, there will be a other content considered. The process continues until the same content repeats becomes what is necessary in the learning process. The repetition of the contents of a group continues until content is learned. As soon as this has occurred, this will be Content taken out of the group while learning the other content continues. Often content is taken out without others being added. this has but the disadvantage that the number of steps between two repetitions of the same The content becomes very small, the short-term memory bridges the gap and that for the Development of the long-term memory necessary intermediate forgetting process not taking place. A better method is to have each removed learning content through a replace new ones and then let the learning process continue.

The mechanization of the learning process AVIT mechanizes the learning process through the use of an "active deck" of cards, each card being one Includes learning content. The cards are picked out cm one end of the pile, processed by the learner and lined up again at the other end of the pile. the Editing consists of the student giving their answers to AVIT.

The evaluation of replicating answers from a question-and-answer game is the basis of cognitive learning.

Multiple answers are unsuitable, as will be shown below.

AVIT informs the student about incorrectly answered questions by pointing the correct answer. The visible material is on the front of the card attached in such a way that it can be closed with the closure of a playback or demonstration window, preferably a screen, matches (the shutter consists of dark Areas of a liquid crystal matrix which are controlled by means of a microprocessor can be made transparent) Certain parts of the material to be shown by opening or closing the latch between the card and the student shown or hidden. AVIT either puts the question through on the card opening the shutter or by demonstrating the card in a position in the lock is missing. If an incorrect answer is entered, AVIT switches in one of the programs in a "repeat function" so that the shutter is in front the visible answer opens so that the student can see the answer. At the same time, the acoustic part of the question is repeated. Can the answer to be entered acoustically, then a repeat function can also be used turn on. Finally, the Schiller is asked to enter the correct answer, where he can check the answers visually and acoustically using the machine. In this way, several senses are involved in the flaxing process.

AVIT creates a competitive situation by showing three numbers which include the following: a) the total number of processed contents (cards), b) the number of correctly edited content, and c) the time required to do so.

The combination of these three numbers will end up or to the student shown during the session with the machine (as entered by the student Command), creating a competition between multiple students or a student with can arise even through multiple sessions.

The results are printed out on a piece of paper inside the cassette, so that the success rate is recorded after every interaction between the student and AVIT and can be checked.

AVIT "speaks back" via a symbol screen (in contrast to the Screen) to help the student troubleshoot. The symbol screen shows Schiller what he has keyed in. To identify a bug can the correct answer can be compared with the wrong answer on the symbol screen. Of the Screen also offers the control that AVIT 'heard' Schiller. Farther the screen is used for communication between AVIT and the teacher.

This is particularly important when analyzing errors in the system and when using it important from AVIT as a computer terminal.

In addition, the symbol screen is a dot matrix. The Codices special magnetic cards can be used to create characters that can be read in the usual way and any sentence of Are able to generate symbols. In this way, the symbols on the Enter the beginning of the program for which they are required. The keyboard will by covering the keys with rubber covers containing the symbols accordingly changed.

AVIT requires physical exercise in addition to audiovisual Sensory activation. An input for physical activity, for example a Handle is provided. The device accelerates the learning process by that they attract the attention of the user at the time when a decision (answer) is hit, focused on just that answer.

Because the force with which the handle is operated is psychologically effective must be, it is necessary the resistance of the handle to the respective individual to adapt, for example to a weight lifter or a kindergarten child. The physical one Resistance is shown in the student choice memory in combination with other inputs in connection with the learning algorithm described below, in particular regulated with the control of the mood of the user.

During his teaching, AVIT conveyed correction commands through a "Wrong" sign and / or a sound generator and a "correct" sign and / or a noisemaker. It also has an "immediate display of an error" button, which is activated during the "Repeat" operating mode and the ~ Wrong "lamp (Error indicator lamp) lights up> as soon as the wrong key is pressed. This enables the student, if he has difficulty locating a fault, to find exactly the key that was pressed incorrectly.

AVIT learns by using the level of knowledge of the student as its base used for reprogramming and so adapt to individual needs of the student adapts. This learning and reprogramming ability is made possible by the following guaranteed: 1) through a pure learning algorithm, 2) through a discard pile of Cards, 3) through a supply pile of cards, #) through a transport mechanism, which allows cards to be removed from the cycle described above and to transfer the discard pile and cards from the supply pile to the one described Cycle (i.e.

in the ~ active stack "), the learning algorithm gives how will be shown later, the basis on the basis of which it is established will can if a student has a good experience with a subject, being a great one Number of factors can be considered.

The definition of learning used here is called "modification of the future Behavior based on past experience ". AVIT's behavior exists accordingly from the presentation of content (maps) and the AVIT student interaction. Will If the student knows this content (by learning it), the answers will always be be correct more often, and eventually the learning algorithm becomes a learning content as view "learned". The card with this content is transferred to the conveyed the system pile and the next card taken from the supply pile. AVIT's Behavior in the future is now different in that it reflects the learned content removed and replaced with new content, i.e. the machine has to a certain extent Senses learned and reprogrammed.

AVIT can be taught what level of knowledge was of the student is located. This is done through the ~ I know this "button Student presses the I know this button as soon as he is presented with a card whose content he already knows. If not sure is the student's reaction is correct, and if he presses the "I know this" button anyway is to be accepted, he must first enter the correct answer. Is she right then AVIT transports the card to the discard pile and draws a new one again Card from the supply pile. So AVIT has declined due to their future behavior an experience to change. It is taught by the pupil, quickly on his To react to the level of knowledge by demonstrating this to her through a test. As soon this test is passed, the card is no longer processed in the cycle, so that no Schuller's time is wasted.

AVIT calls for help when a student has a question because of an error in the machine, in the programming or in another part of the overall system not answer at all can and therefore wishes that AVIT in the Program continues without forcing him to answer correctly. To that end is a "remove please" button is provided which allows the card to be removed immediately causes in the discard pile. To enable the teacher to identify the content, where the difficulty arose and to make the necessary corrections to be able to, be they in connection with a learning problem of the Schuller, a Error in the machine or in the programming, the relevant card is displayed marked on the way back to the discard pile in the cassette. When checking the cassette the teacher can determine the markings. If such a marker is found, then this is an indication of a learning / teaching error on the card in question and can be interpreted in such a way that AVIT called the teacher for help because she got into a situation in which she was unable to act.

Scoring reproductive responses As mentioned above, multiple choice responses are not appropriate for the teaching tasks presented here. So you can, for example not learning how to script the word "arithmetic" by choosing from five alternative spellings of the word picks out the correct one. Rather, it is necessary to use the correct sequence of letters in the word # arithmetic #.

For this reason it is necessary to have a system for evaluating to use reproductive answers and not multiple-choice answers. Farther the cards contain evaluation criteria about what is "right" in the so-called Interaction rules for an evaluation corresponding to the material to be learned to enable. For example, in a spelling lesson you will be asked how "Washington" is spelled while in a history lesson asks ~ Who threw a silver dollar across the Rapahannock River? ". The answer to both Questions are the same, but in the first case the spelling seems important, in the second but not. The evaluation algorithm could in the latter case even consider an answer to be correct if seven out of ten letters of the Word must be given in the correct order.

The learning algorithm The learning algorithm makes decisions according to whether a student has previously learned a subject or not (what is on the Card is recorded), and due to additional information included with the Learning abilities of the student are related.

The information includes: a) the number of correct edits of a given content, b) the total number of edits, c) the level of difficulty the content to be learned (from the ~ interaction register "of the card in question), d) the time elapsed since the student last interacted with the content is (of importance for forgetting), i.e.

the time between the last use of the card in question and the date from the teacher selection memory, e) the current mood of the student (good or bad), which is influenced by a rotatable button "mood regulation" can be entered, f) the learning area, to which the content must be assigned, as in the interaction rules on the card and g) a series of numbers, each of which corresponds to a subject (such as specified under f)) and which indicates the relative number of repetitions, which the pupil needed to have a certain level of knowledge within this To achieve the learning area.

This information is based on what an average schiller needs Number of repetitions is standardized, is from the student elective memory wher made available.

For an example of an algorithm all of the above Contains information, the letter numbers a through g used as mathematical symbols in the computer languages Fortrall or Basic: H = C / E - (100 ((B-A) / B - D) t100 / G (F). If H is positive, the content has not yet been learned, but II is equal to zero or negative, then the content already leaning All numbers are positive, and E increases as your mood improves to.

Description of the Invention Brief Description of the Drawings Figure Figure 1 is the front view of the invented learning machine AVIT, Figure 2 is a left one Side view for better localization of later images, Figure 3 is a Section through the acoustic storage circuit (section A-A in Fig. 2), Figure 11 shows a section through the card manipulator (section B-B in Fig. 2) with the Gripper and cat system, the positions of the magnetic heads with the screen and the Karterilekschieber, Figure 3 shows a section through the card manipulator (Section C-C in Fig. 2) with the light beam sensors, the card marking device and a combination of gripper tongues and separating knives, Figure 6 represents the variable lever device in its strongEtell force setting, Figure 7 represents the iSebel device with weak force setting, Figure 8 is an exploded view of the inner and outer cassettes including the student voting memory system, Illustration Figure 9 is a perspective view of the gripper and the gripper roller system and theirs Interfaces with the cassette, Figure 10 is a block diagram of the control loop, Figure 11 shows a simplified flow diagram for a single working state the machine in "teaching function" with the matrix window omitted for the sake of simplicity, Figure 12 is a view of an optical command entry card with the group 1 free, group 2 addressed to location 1, with command points 1, 11, 6 and 8 switched on and switched off with the command points 0, 2, 3, 5, 7 and 9.

Groups three, four and five are in second place (000010), three (000011) and four (000100) addressed with the numbers 6, 5 and 8 (binary). the Groups 6, 7, 8 and 9 are free, i.e. addressed at position zero.

Figure 13 is a front view of the teaching card 210 with the card folded over Corner to show the magnetic tracks on the back. The solid lines There are visible segments numbered 211 to 220 on the front of the card. Magnetic track 208 is a digital magnetic track on the back of the card that Track 209 is an acoustic magnetic track immediately next to it.

Figure 111 shows the principle of a liquid crystal matrix window, its circuits, presented cards and the information paths for regulating the Presentation.

Detailed Description of the Invention General Description of the Systems As Fig. 1 shows, there is AVIT, the audio-visual-interactive learning machine, from a housing 10 with a front panel 11 which is inclined towards the user. One Keyboard 12 is mounted on the front panel 11 and consists of a number of Pushbuttons.

Each key has a symbol on its surface such as, for example. a number, a letter, punctuation, or other symbol.

Preferably, the keyboard 12 is a conventional typewriter keyboard, Die Keyboard is the working device by means of which the student or programmer enters the answers or allows the programmer to enter question material enabled during the programming process. The machine is programmed from the manufacture of the cards. A microphone 111 is mounted on the front panel 11 and allows the programmer to enter audible information into one Magnetic tape storage 47 during the manufacture of the cards. A loudspeaker 13 (or Headphones), which is not shown, is also mounted in the front panel and will be used during teaching or programming. During the programming process the information stored on the magnetic tape 47 via the microphone 14 transfer the cards. During the teaching process, the acoustic information is provided by the Transfer the card back to the magnetic tape and play it through the loudspeaker. A handle 15 can be moved in a slot 16 of the front panel 11, others Details of the operation of the handle are given in Figs. 6 and 7.

Visual outputs A screen 17 with a number of areas for sequences of questions and answers is mounted on the case. For example, the right one is Page 18a for the answer, the left side 19a intended for the question. However, the format can be adapted to the individual learning content that is to be conveyed will. The screen 17 preferably consists of a liquid crystal matrix. Its purpose and its interaction with the learner and the card is under "AVIT teaches ". The front panel also contains a running time display 18b, a "completed all" display 19b and a ~ completed correctly "display 20.

These advertisements are governed by a variety of data from the Student choice memory, the current level of knowledge of the student and the rules of interaction on the card as described in the sections "Card set" and ~ Data inputs "above became. They are necessary for the function of the machine and are described above under "AVIT creates a competitive situation".

In addition, the symbol screen 205 is mounted on the front plate 11, which consists of a dot matrix or some other writing symbol system. He accomplished the function "AVIT speaks back" 1. The coding of this screen allows playback any symbol.

Regulation inputs on the Frong8Elatte for the pupil A "mood regulation" 23 and a number of special buttons 21, 22, 42, 45, 100, 120 and 121 allow this Students direct regulation of the machine. In addition, the below enables discussed student choice memory input an automatic and indirect regulation the behavior of the machine in order to assimilate it to the behavior of the student. The mood regulation 23 allows the student to influence the machine according to his current situation Acceptance and the desired learning performance pressure. An example of the effect the mood regulation has been described under "Learning Algorithm" above.

The buttons have the following functions: "rejected" 21, ~ I know that " 22, "correct" 42, "acoustic repetition" 45, "end session" 100, "error display" 120 and ~ note please "121. Each button is described below.

The "Rejected" button 21 indicates that the student has just asked Don't want to answer the question and move on to the next card. The previous card is discarded immediately.

The "I know the" button 22 requires the machine to function as follows: The card shown is also stored, but only if the student has the answered the question correctly.

The machine differentiates between this function and the one described above immediate filing by differently marking those that are returned to the teacher Cards using the card marking device. Besides, the card won't Filed if the student does not know the learning content, what he through the wrong Answer gives. If the machine is in this functional state, an incorrect If the answer is given, the "wrong" lamp lights up and the process is started noted in the student register on the card. The card is then sent to Schiller shown again at a later date.

The "correct" button 112 is intended to cause the student to receive an incorrect given answer is not taken into account, but that he give a new answer can.

The "repeat" button 115 causes the normally in a new card is only repeated once played acoustic statement, and so often like the "repeat" button 115 is pressed.

The "Error Display" button 120 allows the machine to display the wrong To indicate a symbol of a chain of answers by the "wrong" lamp when pressing the wrong button lights up immediately, before the Ilebel 15 is pulled.

Such error messages allow the student to misunderstand the Answer questions to determine. This is especially the case when he Enters a wrong answer even though he sees the correct answer with others Words because be Perception with what is in reality is, does not match. The button can also serve as an input to the learning algorithm, in order to prevent a wrong evaluation in the given case.

Using the ~ End Session 'button, the student admits realize that he wishes to end the session. In this case the machine stows away the cards back in the cassette, prints the results achieved by the student a special card, which is located inside the inner cassette 30 in position 97 (Fig. 8) is kept, closes the cassette and releases it.

The ~ hint please "button is pressed when the student gives an acoustic signal or possibly a visual cue from another field on card 210 wishes, which should make it easier for him to answer the question. The notice appears after a certain time, which depends on both the student and the subject The type of hint depends on the presented learning content and on whether it is the first or second etc notice was. At the same time the fact that the student Notes are needed, fed back to the learning algorithm to indicate that the Knowing not as great as expected.

PP »Russian connections with AVIT An inner cassette 30 is after it has been removed from an outer cassette 90, replaceable in the housing 10 Each student preferably has their own cassette.

The student pushes the outer cassette 90 into the machine, the cassette automatically engages in the housing 10, the inner cassette 30 automatically jumps from the outer cassette 90 and is automatically in the housing 10 in Arbeitsstellullg brought. A plurality of cable sockets 31 are provided for cable connections (not shown in the picture). The cables serve to the network connection for 220 volts alternating voltage, as connections for electrodes, amplifiers and "stress meters", to control the physiological state of the student, as well as outputs for headphones and for the delivery of electrical impulses.

The latter can be used, for example, for learning results and others Collect data on student-machine interaction, either by a digital recorder or a direct computer connection. The physiological state of the student can controlled by various systems, such as those described above under data inputs of the machine - inputs for the user have been described.

Command inputs Both student and teacher command inputs become needed.

The student command inputs depend on the behavior of the machine towards the pupil ætogether, the I, ehlser command inputs are more general Art. They contain general guidelines and information for the machine regarding the information that goes to the teaching or is entered into a computer, obtained from other sources, or they include data such as those which the learning algorithm takes into account the forgetting pattern of the respective At least the following three possibilities exist: The reed switch system. As shown in Figure 8, the bottom of the inner cassette 30 contains a number of T-shaped channels 911 with holes 95 therein. In the holes 95 fit spring-loaded Balls (not shown) located at the bottom of each magnetic pin 96 are located. Each of the magnetic pins 96 can be moved along the track 94 and in one of the positions provided. The magnetic pins are coupled with reed switches in housing 10. Upon contact with the magnetic pins include the reed switch, being a Set of such switches serves as a command input and as a storage system. This system has the advantage that the data will not be destroyed in the event of a power failure. On the other hand it is less suitable as a teacher tape recorder, since the teacher takes each individual student cassette programming instead of being able to enter his information all at once.

The regular magnetic cards 210 (Fig. 13) can be used as memory inputs to be used. They do not have any additional costs and they can be different Cards to be used for the commands of the student and the teacher. The disadvantage is that the cards are only available directly through the learning machine and not outside can be read and modified by the machine, as in case A with the cassette or with pencil and paper in case C (see below).

A visually effective card 206 (Fig. 12) contains input data such as e.g. the student and teacher command inputs and the operating commands. Punch cards can be placed parallel to their longitudinal axis under a set of 8 to 25 marking sensors (17 are shown in Fig.

shown), for example of the type SPX 1396 2 from Sepctronics Inc., 830 E. Araphoe Road, Richardson, Texas 75080, USA.

These sensors identify pencil or ballpoint pen markings on the designated positions on the card.

Each of the 17 positions is recorded as a digital bit and can be divided into three Classes are divided into: A) The clock bit is narrower than in the direction of movement the rest and always marked in black, B) the address bits A to F, C) the data bits G to 9.

All bits are captured continuously, but data is captured by the control circuit only accepted when the clock bit is black is read. There the centering of the clock bits matches the centering of the address and data bits, they are only read when all address and data bits are in the right place are. The read data become one of the 611 memory locations through address bits A - F assigned. The data bits O to 9 can either be used as switching bits for switching on or turning off specific functions or commands are used, or they act as multi-bit data to transfer values or variables such as

specific information about student characteristics, such as needs of repetitions or the time to enter. A certain accuracy that the Information adapted can be achieved by using multi-group inputs will. For example, a number up to 999 can be described by a group each is used for the ones, tens and hundreds, though these is not a very efficient coding on the card, it is for technical not very savvy users desirable. This input system does not require any special equipment besides the map itself plus a pencil and eraser. The entire system can be viewed as a function switch (operating mode selector switch) that switches the machine between a variety of alternative operating modes.

The number of such operating modes is the same as in the 17-bit system described between 10611 and 11.56 x 10192 being the value of the mix of switching commands and data value commands.

Because the data is stored in memory locations that are simultaneously are determined by the code of this data group, cards can be encoded in such a way that that they only enter pupil orders and in this way Schiller entry order cards will. Other cards can be coded to only input teacher commands. Furthermore, cards can be used as keys for users who have the special Task have certain functions of the machine according to given tasks to adjust. For example, a teaching assistant can be given the simple task of turning the machine on and off and the machine function required by the student to adjust. Analogue can a service man using a pencil on a card making its own code to show the different To make areas of the memory of the machine accessible and in the maintenance of the Check the machine for its functions.

The lever mechanism with variable force adjustment The construction of the lever 15 is shown in detail in FIGS. The lever 15 consists from an outer arm 70 protruding from the housing of the learning machine and at right angles is connected to a side arm 71. The arms 70 and 71 are rotatable about an axis 72 stored. The arm 71 moves between two stops 73 and 711 on the housing 10 are attached. A coil spring 75 is between the end of arm 71 and a bracket 76 of a plate 77 is attached. The plate 77 moves about a pivot point or pivot 78 which is itself rotatably mounted on a second plate 79. the Plate 79, in turn, is rotatably attached to hinge 80, which is a rotatable connection with which one end face of a gear 81 is produced. The gear 81 rotates the center 82 and is in connection with a worm 83.

As shown in Figures 6 and 7, the worm 83 creates motion of the gear counterclockwise. This changes the position of the Point of rotation 80 and consequently also of point of rotation 78. From the movement of the points of rotation The result is a reduced spring tension 75. The rotation of the worm 83 results Accordingly, there is an increase or decrease in the force that is necessary to move the lever 70 to move so that the side arm 71 rotates #: ischen stops 73 and 711. Of the Stop 711 is also a switch that indicates that the llebel has been pulled has been, i.e. that the side arm 71 from the stop 73 to the Schajteransclllag, 711 has been moved. The auger is mounted on an adjustable shaft with a motor, which is controlled as follows: A cam 811 with switch is on the gear in the position minimal effort for the lever 15 is arranged. If this contact is closed, the motor rotates until after a 180 ° turn of the gear 81, the maximum operating resistance of the lever 15 is reached. This allows the running of the engine to be combined with a digitally controllable time, which is set via the Reg-1er 114 to the desired effort of the student can be. The desired force setting is in turn one of the commands to the Machine from the student selection memory, which is described below. Is the If the specified time has elapsed after the actuation of the contact 89, the motor switched off.

In this way the resistance of the lever arm on the physique is increased and psychology of the student matched as under "AVIT" requires physical exercise explained ".

Internal structure of the learning machine First of all, the acoustic system to be viewed as. Fig. 3 is a section A-A of Fig. 2, shows the mechanism of Transfer of the acoustic information from the card to the Magnetic tbt '- # fld loop, which is used for later playback. The mechanism shown in Fig. 3 serves to make the acoustic output independent of the movement of the cards. The order consists of a first (35) and a second (37) electromagnetic coil 35 or 37 with a reversing output tappet 36 or 38.

The plungers 36 and 38 are at the ends of a rail 39 with the aid attached by tabs 40 and 41, which protrude from the rail there.

The rail 39 swings about its center 46. One from a motor driven rubber washer 57b (which also holds the cards over the magnetic heads as shown in Fig. 4 shown tt'ansportiert), is arranged above a freely rotating disk 57d. This rotating disk and a related one:! TaL ^ rXetband guide roller are attached to the rail 39 and hold the magnetic band 117. Likewise A slow-running take-up reel (driver roller) 48 is motor-driven. An extinguishing head 119 is connected to loop 117, likewise a magnetic one Acceptance- and feed head 50a which applies and reads information to loop 47. A felt covering 44 together with the tension exerted by the roller 57d brings the Loop in contact with the heads.

In operation, the plunger 36 is pulled back into the spool 35 (Rotation of the rail 39 in Fig. 3 counterclockwise) the roller 57d the roller 57b pressed so that the passing through the gripping device 57b and 57c-57d Magnetic card with exactly the same speed (including deviations) how the magnetic tape loop is moved so that the distances of the magnetized positions are exactly the same on the map and loop, regardless of changes in the transport speed.

The microphone is recording at the same slow pace 14 on (machine in programming function) and the head linguists work during playback and loudspeaker 13 (machine in teaching function). Alternatively, the coil 35 can except In operation, however, the coil 37 must be in operation and the plunger 38 to the bottom (Fig. 3) pull. This causes the roller 57d and the loop running over it with the slow-moving capstan roller 48 in engagement contact. This role 48 runs slowly but at a very constant speed, so that recording (machine in programming function) and replay (machine in teaching function) are also very constant. It it must be mentioned that during the transfer of information from the loop to the Card (programming function) and from the card to the loop (teaching function) the card drives the loop directly so that their GescEIwindizkeiten are identical. Through this it is ensured that the evil of the acoustic data is identical to the magnetic Traces in the source and recipient, even if the., Speed are variable. Only shifts in simultaneous execution cause errors in of acoustic transmission, and these are insignificant. The position of the loop 47 is indicated by a transparent piece of tape that runs between a lamp 67 and a photocell 68 passes through and a signal to the control circuit gives away.

The card manipulation system should be explained using Fig. 4, which represents the section B-B in Fig. 2.

Figure 4 shows the inner cassette 30 in the housing 10. The inner cassette 30 has three departments, of which the top 50b has the discarded (also rejected) Cards, the middle 51h the active pile and the bottom 52b the supply pile of cards. The cards are either from the active stack 51h or from the Picked out supply stack 52b. The pickup or gripper shown in Fig. 9 101 is built as a unit, moves as such and has two hole tongues 25 and 26 with holes in their upper surface. On command from the control circuit it moves to the right into the cassette as shown in Figs. 4, 5, 8 and 9 is. When the gripper tongues 25 and 26 take their extreme positions right in the cutouts 92 and 93 (Fig. 8) have reached the cassettes, they stop and a vacuum is applied In response to a command from the control system in the pipes 102 (supply stack gripper 25) or 103 (active pile gripper 26 in Fig. 8). The bottom card of the supply pile or the active stack is pulled to the gripper, which this while the rest of the Stack is retained with the separating knives 58c and 58b, during its return movement to the left into the gripping devices of rolls 5Gf-5Ge or 51g-51d. from there the card is directed to the gripping device 56b-56c, then silver the heads 85, 86 and finally to playback position 200.

The stacking device comprises the inner part of the cassette.

She arranges the cards in a deposited pile 50b, in an active one Stack 51h and into a supply stack 52b.

The mechanism consists of a card pusher 60, which is connected to the card gripper 101 is connected via an arm 61, and moves to the right when the gripper is set in motion. During this process, the card is removed from the Screen position 200 pushed into the gripping device of rollers 67a and 57a before the cards are gripped because the gripping process only takes place when the gripper moves to the left. The returning card is then taken out of the way of the newly gripped card, passes the magnetic erase and record heads 87 and 88 and passes over the Device for gripping rollers 56a and 56b into cassette 30.

After the roller 56a, 56b has passed, the one that has reached the cassette 30 must Card either deposited on top of the discard pile 50b or on the active pile 51h will.

This is directed by a card transport controller 108 (Figs. 4, 10). An electromagnet (not shown) rotates the card track switch 54, which also rotates connected to a track piece rotating about the axis 55 against stops (not shown) which puts the card on the desired track. With the normal teaching function becomes, after one card has been deposited on the discard pile 50b, the next one Card taken from the supply stack 52b so that there is always a constant number of Cards are in the active stack 51h.

Fig. 5, a section along-C-C in Fig. 2, shows essentially the same thing as in Fig. 4, but instead of the magnetic heads and the card track switch two lamp photodiode sensors 62, 63 and 65, 66 are used. The sensor 63 shows the circuit when a card has been picked up and starts the timing of magnetic data transmission. The sensor 66 indicates when a card from the cassette to the screen and ungeL: honors from the screen to the Cassette is coming. The tip 27 of the card marker pen and its cold 28 is in Fig. 5 also shown. The holder 28 rotates the axis 29 under control of the circuit. The tip 27 marks the cards when actuated of the holder 28 in designated locations on the back when the cards be transported to the discard pile.

A spring tension device 34 above the supply stack 52b serves to press the cards of the stack against the gripper surface when the cards are curved so that the vacuum cannot grip them. Same function exercises a movable finger 33 on the active stack 51h. Since cards to the active Stack coming back, this finger cannot always stay in the same position, but is moved upwards by an electromagnet (not shown) and thus out of the Moved away when the grapple starts to work. If the gripper moves to the right, then the card is placed in the cassette on the active stack. When the grapple stops in the rightmost position and the vacuum is turned on, the finger presses 33 the stack against the gripper tongue 26 to ensure a successful grip. The approximate number of cards in the active deck 51h can be seen from the position of the Remove fingers by pressing down. This information is used by the circuit required, as described below and in Fig. 10.

Fig. 9 is an oblique view of the roller-gripper system.

Rollers 51a> 51c, 51e and 51f are not full rolls over the whole width, but empty runners. The lack of a full roll at 51g creates the necessary space for the gripper tongue 26 to pass through the cassette cutout 92 (Fig. 8) to get under the cards of the active deck.

In a similar way, space is provided for the gripping tongue 25 on roller 51f, so that they get through the cassette cutout 93 (Fig. 8) under the supply stack can.

The electronic control circuit The electronic circuit consists from an all-purpose microprocessor 130 in Fig. 10 with inputs and outputs (openings; Fig. 10), through which information is received and answers given to the environment will. The outputs are made up of wires with logical levels to indicate the various levels To be able to switch parts of the physical system. Such a system exists e.g. from an INTEL 8008 microprocessor, which is available from Control Logic Co., 9 Tech Circle, Natick, Mass., USA.

When using the Control Logic ~ L series system, the units exist from a set of cards CGL-532-8 with a central processor card LCP-593, one Address memory card LMA-595, one or more input-output control cards LIO-594, an LDD-503 address decoder card, a lock line amplifier card LBA-512, multiple interlocked output cards LLO-515, multiple bus outputs l.BI-511 and other coupling element logic adapted to the system as used by all users such systems can be used.

The input connectors include: 1) the keyboard outputs, 2) outputs from alternative sensors, 3) input single status bits, such as those from the lamp photocell sensors produced signals that, as described above, position and timing of maps and loop indicate, or bits that indicate the state of the regulators of the front panel and indicate all internal activities, 4) student command memory inputs, either from the described magnetic pen system or from the optical marking system with optical reading card and 5) magnetic card data from the magnetic heads. In addition can switch input data from systems outside the machine through port 31 in connection with the switching system as described below have to.

The outputs also include all connections to lamps 116, 117, 118 and 119 to display the time used 18b, for Total number 19b, the number of correct answers 20, the printer 24, the icon screen 205 and to the magnetic card recording heads 85, 86, 8?, 88, 49 and 50a. Switching and display connections go to all acoustic recording and Rilek playing devices, all digital recording and playback systems that communicate with the magnetic oxide memory on the cards are used to regulate the permeability of the liquid crystal window segments 17, 18a and 19a, to the gripper 101 and for vacuum generation 102, 103, to the card distributor 54 and to the card marker 28. Further exits are necessary to systems outside the learning machine with which during the teaching or testing process as described below, a connection should be established.

If necessary, a temporary storage can be a large one Number of data, for example, as test results of a larger number incurred by students, by means of a magnetic tape cassette, such as the execution of the Microcommunications Inc.> 680 Main Street, Waltham, Mass., USA. Input and output connections for communication with such systems are also required when the responses from students because of the greater detail on tape and should not be saved on cards. Input and output connections are for communication over telephone lines through MODEM (such as the Anderson system Jacobson Inc., 213 Middlesex Turnpike, Burlington, Mass., USA). Be there Serial data via an interface such as the control logic card LSI-599 a general-purpose large computer, mediated by a Xerox Sigma Six computer. Input and output connections are also needed for applications where the functions of the learning machine with others Systems are networked via the plug 31, e.g. with functions that the behavior pattern affect the machine. Such systems convey information about the user e.g. from electroencephalograms, from galvanoelectric skin effects and from the "Sentic Sensing System". Information of this kind can use the response sensor influence, replace it or additional information for the learning algorithm deliver. Systems outside the learning machine can also provide teaching devices for the Be a student, the student's response being to use the teaching device to interact. The teaching device's responses are passed through the AVIT Connections 31 (answer sensor) entered. The connections 31 of AVIT can also be used to set the external device in accordance with the Teaching program on the cards according to the interaction rules in section 112 to control.

The programs for the 8ovo8 microprocessor can be started with the help of the ~ 8008 Macro Assemblers "(MAC8), which is available on most computers with time sharing is to be set up. Such programs can be constructed as a set of Subprograms that determine the various aspects of machine operations, as they emerge from the main programs, such as teaching function, programming function, test function, Data transfer function (the learning machine is the terminal of a mainframe computer and transmits its data to the computer). When using this principle you can different parts of the program are stored in programmable read-only memories (PROMs) with changes in the overall behavior of the machine for special purposes simply by changing part of the PROM that is the main program contains, can be achieved.

The programs of the microprocessor used in the present machine are easiest to understand by looking at the different ways in which the machine works, as described later in the section "Functionality".

The Matrix Window and its Control System Devices in which the Transparency of a liquid crystal is controlled by an electric field known. Such Devices consist of a polarizer like e.g. 243 in Fig. 14, whose direction of polarization is around 900 compared to a second Polarizer 244 in Fig. 14 is rotated. Each polarizer contains conductive transparent Material on the facing surfaces 241 to 243 and the combination 221 to 230 to 244. In reality, 243 and 244 as well as 221-230 and 241 are as Sandwich built up and form a unit. The segments 221-230 can individually are operated and represent rectangular windows of the surface. Coming from above Light penetrates through the polarizer 243 and the associated electrode, through the liquid crystal 245 and gets into the second part of the assembly, e.g. segment 221, penetrates this and comes to the polarizer 244, whose plane of polarization is perpendicular to the of the polarizer 243 stands. In this case the light does not penetrate the polarizer 244 and segment 211 on card 210, which is below 221, is not visible from above. If a voltage is now applied between electrodes 241 and 221, then changes the liquid crystal 245 its polarization behavior, so that coming from segment 221 Light penetrates polarizer 244 and makes segment 211 visible on card 210. The liquid crystal window has a low lifespan when powered by direct current is controlled, but a long time with alternating current, so it is preferably with alternating current is operated. A capacitor 252 ensures that only an alternating current component is effective on segment 221. The transformer 246 operates the electrodes at one AC voltage of about 14 volts. The electronic circuit shown causes that connection 231b remains at ground potential (within three diode drops or 2 volts), as the husganffl of the control connection 247 the value 1 in TTL Logic t) it The control output IC 247 (Texas Instruments Type SN 7438) has an open Collector and resistor 253 makes the base of transistor 248 positive, the in turn, the emitter of transistor 249 positive with respect to its grounded Base makes. Now if connection 242 is positive, both transistors will be and diode 250 are conductive and keep connection 231b within three diode drops (248, 249, 250) from the earth. Is the Connection 242 negative then blocks the diode 250, diode 251 is conductive as well as the transistor 249, which the Connection 231b near earth, i.e. in this case two diode drops from earth, holds. If the output of the connection 247 is at logic 0, neither has transistor 248 still 249 the necessary bias and both are open circuits. That's why No current flows through the load resistor 254, and the connections 231b and 242 are at the same potential. So if connection 231a has logic O, if there is no voltage between the electrode segment 221 and the electrode 241, the liquid crystal in between does not affect the incident light, light penetrates not through and segment 221 of card 210 is invisible. Comparable control groups are connected to all segments 221 to 230 of the liquid crystal window. These Segments, in turn, control the visibility of segments 211 through 220 of the teaching card. The logic levels of the individual input connections such as 231a control the permeability the liquid crystal window segments such as 221 and then the visibility of a Card segment, e.g., 211. Similarly, 232a controls the visibility of the card segment 212, while 233a the visibility of map segment 213 and 240a that of 220 regulated.

Connections 231a through 240a are TTL logic levels derived from the output port 132, and can come from an integrated circuit INSEL 8212. Such I / O outputs can each process 8 bits, so that more than one output is required for controlling the 10 control bits of the 10 segments.

Each of these 8-bit output connections provides word information from the computer This is why a tZort of 8 bits and an additional two F> its from in another word the permeability of all window segments at the same time. the necessary information for this control is usually a complex program, that of the knowledge status of the individual and of the learning material to be conveyed depends. All of these outputs are controlled by the microprocessor system 130 that a processor unit chip 131 contains (e.g. an 8008 or 8080 CPU from Intel Corp.) and with memories, input-output circuits etc. in the Usually connected by means of its manifold structure. A very simple one Control could work as follows when the magnetic digital strip 208 is on the back of the teaching card 210 en route from the cassette 30 to the screen 200 passes the read-write button 86, the latter reads the digital data and enters them into the microprocessor, which stores them in the program data memory of the memory 112 forwards. In this case, these data consist of two words each with 8 bits. Should now be a certain transparency and opacity during the teaching program are achieved at a given point in time, then these words are extracted from the program data memory 112 passed through the I / O output 132 to the window, where the desired result is achieved will.

How the learning machine works The mechanical cycle The decision the control circuit to remove a card from the active stack, for example the following sequence of events: First the gripper motor (not shown) is turned on, which moves the gripper 101 back and forth, first to the right as in Fig. 9 and then back to the rest position on the left.

While the gripper is in its rightmost position in the active The vacuum solenoid is switched on and a vacuum pulse is generated abandoned through the line 103 on the tongue 26. As a result of on the cards The vacuum acting on the holes in the tongue pulls the tongue 26 off the bottom card of the active stack 51h down, so that the card is below the cutting knife 58b (Fig. 5) then pulls it to the left until it is off the spinning roller 51d and its empty roll sig is seized.

The transport device for moving the cards consists of gripping rollers, which are mechanically driven and in Fig. 4 from top to bottom with 51a, 51b> 51c, 51d> 51g, 51e and 51f are designated. The cards are run along guide rails moved, some of which, namely 53 and 56d are parts of the gripping device itself and are therefore driven by the gripping mechanism. The guide rails 52a and 58, which consist of two plates with a gap between them the only fixed rails (Fig. 4). The lower guide rail 53 (which holds the cards from the supply stack 52b) and the guide rail 56d of the active stack also parts of the gripping device and move with it. Each of these guide rails 53 and 65d have corresponding slots 53 and 56d (Fig. 9) to allow the passage of the Sensor light beam from the lamp 62 to the phototransistor 63 according to Fig. 5 to enable this ray is refracted by any card, either by the active one Stack 51h or from supply stack 52b, but not through from the screen position 200 incoming cards that are transported to the active pile Sih or to the discard pile 50b will. In this way shows the interruption of the beam of the control circuit indicates that the gripping mechanism has actually gripped a card and that it is open the way to the screen. The control circuit then sets the solenoid 38 (Fig. 3) after a corresponding delay and brings the magnetic tape loop 47 in progress. Both the card and the magnetic tape loop are with reel 57b connected so that acoustic information between card and loop is synchronized Be transmitted.

When the leading edge (left edge) of the card is out of the roll assembly 57b and 57c exits, it enters the screen guide rail 59, moves through the curved part of the rail 59 and becomes between the straight part of the screen guide rail and the screen 17 until they are on the back slide 60 and thus in the final Position arrived.

She is now in the screen position 200, where she by their own stiffness is maintained, although they were previously curved without support over the Part of the screen guide rail 59 has migrated.

Towards the end of the movement of the card to the screen position 200 the magnetic tape loop 47 then stopped when the transparent point of the loop is detected by the photocell 68 in connection with the lamp 67 (Fig. 3). As soon the tape loop has completed its high-speed recording phase switched them to the slow speed return phase by the control circuit. In this way, AVIT plays the acoustic message that has just been recorded through the Speaker 13 off while the card is behind in screen position 200 Fenseter i17 is located where it can be seen by the student.

In the case of functions other than the teaching function, the sequence is the Events mechanically the same, but subject to data flow and data usage Changes.

AVIT '5 internal information transfer and ~ the card gripping mechanism 26 usually takes cards from the active pile Sih and the card transport mechanism 51g, 51d, 56b, 56c, 57b> 57c and 59 conditionally when transferring the cards to the screen position 200 that all recorded on the back of the cards digital data on AVIT's temporary data storage 110 using the magnetic head 86 are transferred. AVIT's short-term functioning is based on their interaction with the student on this inner memory 110. Part of this data concerns the register of Schiller behavior, so that AVIT adapts to the earlier behavior of the Schuller's "reminded" when reading the card. By AVIT with the student over When individual cards interact, more information about the Behavior of the Schuller towards questions generated on the cards leading to modification of the internal memory 113 of the student register can be used. If the card to the cassette is transported back, the old student register becomes deleted on the card in question and the digital information in the student register 113 transferred from the temporary memory of the machine to the card, so that when the next appearance of the AVIT card, the latest status of the student register in the memory section 113 including the student's most recent answers to the card's questions owns.

During the programming function, data flow from the coded data memory 110 and loop 47 on the card, in the teaching function takes place the transfer of previously stored data on the card to loop 47 and data storage 110 instead. The loop 47 runs slowly during the programming process through the microphone 14, likewise, the loop through loudspeaker 13 or headphones becomes slow in the teaching function played back.

The programmed data in location 112 of the data memory 110 affect the transmission of the various information through control the time data distribution setting 111. An example of this is the controller of the parts of the cards visible on the screen 17 by controlling the transparency of the districts concerned. The different subdivisions on the screen correspond the positions 211, 212, 213, 214, 215, 216, 217, 218, 219, 220 on the map 210 in Fig. 13. This enables selective information transfer according to the Allows districts visible on the map, While moving from right to old digital and acoustic information is displayed on the left over the erase head The magnetic stripe on the card has been erased during the programming function, but not with teaching function. At the same time, acoustic information between track 209 on the card 210 by means of the recording head 86 and the magnetic tape loop 47 overhead 50a transferred both in programming and teaching.

During the first part of moving the map from right to left Above the head 86 are digital indices, which are the subject matter affect, between the digital track 208 of the card 210 and the control circuit, namely the programmed data part 112 of the coded data memory 110 (Fig. 10).

These data are programmed by the programmed one in the programming function Data part 112 of the encoded data memory is transferred to the card, with the same Direction like the acoustic data. This digital data is on the left Part of the data track 208 of the card 210 collected. The right part of this digital track 20 is separated from the left part by a distance that is greater than the distance between the reversing heads 87 and 88. When this right part of the digital track 208 on the card the head 86 happens in the programming function, this part becomes the Reshaped map. During the teaching function, the head 86 is used as a reading head and the information on the left part of the digital track 208 flows in reverse Direction, i.e.

from the head to the programmed data portion 112 of the encoded data memory 110. The right part of the digital track 208 is not changed when the map is in Teaching function is moved from right to left, but the data is from the card 210 to the student register data part 113 of the encoded data memory 210.

While moving from left to right, the map moves that was previously in screen position 200 and has passed rollers 57a and 57b, over the erase head 87 and the pick-up head 88 before they go to the gripping device of the Rolls 56a and 56b.

In the teaching function, the erase head 87 is only used to erase data the right part of magnetic track 208 (digital track or channel) is used. These dates but are previously in the student register data part 112 of the encoded data memory 110 saved when the map was on its way to the screen. The print head 88 is used in all ivurlctions to keep the updated Contents of the Schplerregister data part 113 of the encoded data memory 110 on the same to bring the right part of the digital track 208. Consequently, so if the card 210 from the cassette 30 to the screen position 200 comes the one located on it magnetic information transfer three temporary memories, namely - the acoustic information of the track 209 on the magnetic tape loop 47, the left part of the digital track 208 on the programmed data part 112 of the encoded Data memory 110, and - the right part of the digital track 208 on the student register data part 113 of the coded data memory 110.

The contents of the magnetic tape loop 47 and the programmed data 112 are used to interact with the student when the card is in the screen position 200 is, and the results of this interaction are used to create the student registry to bring up to date that in the student register data part 113 of the encoded Data memory 110 is stored. This refreshed register is applied to the Cards 210 and 208 retransferred for future use when the card is for Cassette moves back while the other two information is in the storage register overwritten when a new card enters.

The information remains on the cards for future use 210 and 208 that have been returned to the cassette.

The automatic deletion of the old student register is a function which allows the teacher to reuse cards that were already used by a previous one Students have been used (and have a student register on it). Need thereby the cards are not processed separately when used by the next student to become. If the emptier used cards 210 with an incorrect student register 208 on the supply pile, one can make the assumption (with teacher-elective function) that that -because the cards come from the supply memory-the student register in 113 is zeroed and thus the submitted student register is not taken into account. if the card moves back to the cassette, the student register becomes in the memory location 114 recorded on cards 210 and 208 via the old student register, the is destroyed in the process. Various other behaviors can by controlling the teacher choice memory with regard to different learning situations be generated.

Such is, for example, holding a repeat setting, where the cards that the student learned from along with his register for Will be provided. In this case it is advisable to open the register 208 use the cards 210 in the supply deck. Further examples of this procedure are discussed under the following section Long Term Storage System.

The long-term storage system is implemented as follows: If a student wants to who has ended a session with AVIT, come back to AVIT at a later point in time, this should interact with him in the right way. There are different possibilities the behavior of the machine at a later meeting, depending on the content of the teacher selection memory and the state of the cassette, which has meanwhile been used by the teacher may have been edited.

a) The cards 210 remain in the same piles and the cassettes start where you left off; all student registers remain unchanged.

b) Because the students forget a lot between sessions with AVIT the student register releases more memories than is normally necessary, i.e. it is "over-learned" so that the content remains in the memory. This Effect can be brought about by the following behavior of the machine: The reintroduction the cassette can be used to indicate that a particular session has been held since the last session Time has passed when all of the cards 210 from the active pile 51h are down on the discard pile were laid. AVIT can take this time into account by first making a takes a certain number of cards, say 4, from the active pile and then nlit the supply pile continues to work. It is important that AVIT learns this itself so that the teaching does not must feed an additional teacher command correspond to the since everyone single learning session past times. Just moving the cards from the active one Stack to stock stack when checking the work done by the student is sufficient, to apply the correction for the forgetting in the meantime.

AVIT knows from the student selection memory how many cards are in the active one Should be stacks. These two pieces of information are used to keep the student register to correct on the cards in the active deck (for the first N cards if There are N cards in the active deck but starting the supply deck), and to change the student register in the direction of lowering the learning level.

c) A more precise modification of the student register with regard to the The time elapsed since the last session can be added by adding one more piece of information be achieved. Information about the elapsed time can namely the learning algorithm can be made available through the following process: If the teacher choice memory has the Contains date and this date is always recorded on the card in student register 113 the next time the card appears and from the new date, the elapsed time can be calculated.

AVIT's user-oriented control function The error display button 120 puts the machine in a state in which an error lamp lights up, as soon as the student makes a mistake entering the answer. This helps that Student peim at finding the bug.

A delete button on the keyboard deletes the last symbol of the answer, when pressed. This process is visible through the response screen 205 made. In the case of larger errors, the correct button is used to delete the entire answer 42 actuated.

The "acoustic repeat button" 45 repeats the triggering for the playback of the magnetic tape loop so that the student can use the acoustic Can hear part of the question again.

The ~ End Session "button 100 is necessary because the machine is cannot easily stop in the learning function. This is due to the cyclical Nature of the treatment of the active stack conditionally, so many consecutive Steps contains (most of which are repeated) that do not have enough time is there for storage. For this reason, the student gives a separate one Stop command when he wants to close the session.

The ~ hint please "button 121 works for a certain period of time the presentation of the card does not. This time is controlled by an algorithm, that takes into account both the student and the subject matter in such a way as it was described earlier. As soon as he pressed on the first question it gives a hint, either by opening part of the liquid crystal window, behind which the hint is hidden, or by playing a second, the hint containing track on the acoustic loop or through both.

Repeated actuation of the button can result in a reference to a toggle another, if this is done through several window sections according to the question asked or traces appear necessary.

There are two ways to arrange for the cards to be discarded: The first is the shelf with greening ider ~ I know that "> if the student is convincing is that he knows the subject and does not want to complete the usual cycle; while the button 22 is actuated. The second is the "filing for no reason," the is accomplished by pressing button 21 when the student just can't answer the question correctly and wants to get rid of it. In both In some cases, the appropriate filing button is pressed> while the card is presented will.

If, after pressing the "I know this" button 22, he actually does gives the correct answer, the final act of entering the answer is actuation of the lever. The card is immediately transported to the discard pile, along with the card marking device 27, 28 actuated, the pencil mark corresponding to the time of actuation of the pencil relative to the map position. Does the student after activity des "I know that" button 22 entered an incorrect answer, then accepted the machine does not store the card, but rather the card, while the ~ Wrong "lamp lights up, brought back to the active stack 51h, with the correct answer is shown on the screen 17 as if the answer was correct. In this case, the display 20 of the correctly answered questions does not change.

If the "Rejected" -}: button is pressed, the card is sent immediately on the discard pile and the bottom of the discard is marked in a different place. Cards with such a mark give information to the teacher about the subjects that the student has difficulties with.

This indicates that the machine is overwhelmed during the teaching process and teacher intervention is required.

The time pressure and the associated command options are fundamental Components of the psychological environment required for effective learning is. In order to avoid daydreaming, one can set periods of time after which one correct answer is no longer accepted; this stops the student to end well. Another kind of time limit by which a print is the duration of the screen display; such a length of time must depend on the type of material to be presented and the ability of the student be coordinated. Different periods of time may vary according to the stage of the Machine student Interaction form a student's time pattern. Also, these times may vary for an individual student depending on the type of material be different, so that the algorithm that computes these time functions in multiple inputs are used in the same way as in the learning algorithm described above.

The learning algorithm was briefly discussed in the summary and the example H = C / E- (100 ((B-A) / B) -D) + 100 / G (F), although very simplified, as possible Given form of the learning algorithm.

The goal of this algorithm is to decide whether the state of the Learning a certain content (on a map) at a given time is sufficient and whether or not to keep repeating the contents of the card. In the latter Trap, the card distributor 54 and 55 is actuated and the card becomes the discard pile 50b instead of being transported to the active stack Sih. So the learning algorithm determines in a simple way whether the card distributor is started or not. A A positive value of H sets the direction of the distributor 511, 55 to the active one Stack 57b, while a negative value or zero puts the distributor on stack 50b sets what the microprocessor 130 does.

The learning algorithm receives data in the following way: Assume that that a card is in the screen position a few cycles earlier through the active one Stack has completed and thereby a student register was built, which is in the Memory location 113 is held when the card is at screen position 200 comes, and can be removed from the read head 86.

During the passage through the reading head 86, parts of the programmed Data storage space 112 included, which the rules of interaction mentioned in the summary contain.

This place also received the correct answer from the digital strip 208 of card 210 when it passed head 86. The setting of the '' mood control '' 23 is done directly from the front panel.

Various data are also entered from the teacher command memory, regardless of whether he is from the switch plate 32 from which the digital track 208 containing magnetic card 210 during normal card handling from or from of the optical card 208 has been filled out. Other data is obtained from the student command box entered, regardless of whether it was from the pen / magnet system 94, 95, 96, from the digital track 208 on the magnetic card 210 (which of course differs from the teacher command card), or filled from an optical card 206. the latest answer is over the keyboard 12 is made available, along with data on use or non-use the ~ note please "button 121 and inner data on whether this is the first attempt an answer is just this passage of the card or other information that concern the evaluation of the answer.

Answer evaluations can also come from outside the machine and are input through terminals 31.

Such data can be the user's response to the system instead be on the keyboard and go to the answer evaluator 109, or there are inputs, the evaluation of the learning process by indicating the current learning ability affect the user. For example, the brain waves of one can be very focused working student show a particular frequency range by outside instruments available on the machine can be measured. Such measuring devices are as models 1635, 1652, 71809, 42194, 1655, 1656 and 19199 from Edmund Scientific Go., Berrington, New Jersey, USA. The fact that the student's attention On the other hand, being good means fewer repetitions. Because of this, a Input from such a system to the learning algorithm is advantageous.

Similar inputs convey the galvanoelectric skin effect and the "Sentic Sensing System" (Sentics: The Touch of Emotions, Manfred Clynes, Doubleday), although the Sentic System is much more specific as to the type of emotion is. If such information is available, an interactive link must be used between the material to be learned and the significant emotion in the learning algorithm according to a connection between sizes G and F in the summary and below.

AVIT controls external systems as response sensors and stimulators. For example, if a switchboard serviceman is using switchboard equipment and their possible malfunctions should be trained, AVIT can use the system connected so that it works in a certain way according to a given program. In this case, the interaction rules on the card contain data for routine use Handling of the facility when AVIT is connected to the system. This allows AVIT to impose different behavior patterns on the system and the reactions of the System to give responses to the student's actions to AVIT. These answers are then entered into the response evaluator 109.

The learning algorithm decides whether a card is based on the following the data described should be stored or not; the letters correspond of the sections correspond to the symbols of the simple I.el algorithm given above.

A) A is a measure of the number of correct answers to a Learning content as specified in place 113.

An indication of the correctness of Schuller's last answer is available from the response evaluator 109. As stated in the executive summary are evaluations of what is ~ right 'in the rules of interaction laid down, which are part of the programmed data storage space 112 on the card. As an educator prefer to have a ~ gray scale "of correctness instead of right or wrong, as stated in the summary under the evaluation of reproductive responses has been carried out, a somewhat more complicated algorithm than the one described be used.

B) The total number B of the edited content is a very simple one Characterization of the learning history when combined with A. Instead of can in more sophisticated algorithms the course of the ratio of correct wrong answers or an indicator showing this trend.

This more complex task poses no problem for the microprocessor and means very little expenditure in ROM.

C) C means the difficulty of the subject to be learned, stated as a number in the programmed data storage location 112.

D) D is the length of time since the student's last interaction with the learning object (at the same time a measure for forgetting in the meantime) and is determined once from a date in the student register on the card and entered in memory location 113, on the other hand from the current date from the Teacher command input.

E) E means the student's current mood, like it is entered by the mood regulator 23. She did for a euphoric Person has a more positive value than for a depressed one. The value is equivalent to a whole range between depression and euphoria and also likes moods like ~ please be careful, I feel bad today "or" today I feel wonderful, we want to work extra hard "include. An additional input for the greatness E, which is averaged with it in a corresponding manner, can be any statement from a physiological examination that gives insight into the emotional state.

Such inputs are switched via connection 31 and can use the Outputs of an EEG examination device, a galvanic skin effect measuring device, of the Sentic Sensing System or other external systems as described in the summary be described under ~ Data inputs to the machine ".

F) F indicates the learning field into which the learning content fits and how it is in the interaction rules of the card is contained and in the programmed data location 112 is transmitted.

G) G specifies a series of repetitions, each with a Learning field (as characterized under F) is associated. It means the relative Number of repetitions by a particular student in a given field of study to achieve a certain skill and is from the student command memory available.

Based on the numbers given or an equivalent percentage together with the algorithm, which can be more or less complex, decides AVIT whether a card should be stored using the card distributor or not.

AVIT's external behavior The programming process consists of that the programmer can access the information via AVIT's keyboard and microphone map transmits. This is done a) by typing in the correct one Answer, b) by discussing the microphone or other sound inputs to the acoustic Admission, c) by entering numbers indicating the expected duration of the response of the learning content on the map that characterize the difficulty of the learning content and which mean a code after which the screen is made transparent is, if necessary after an appropriate timing, and d) by codes for the Sequence of information showing the machine behavior after filling out the card determine, through codes, information that will enable the student to interact with the Include map and AVIT's interaction with some external system. The machine is then partially switched to the interaction function with the student (teaching function), so that the acoustic part is reproduced, the various timing commands and in general the programmer the result of his programming can check for correctness. If the programmer is satisfied with a result, then he has two options: Should the card only have one correct answer, i.e. only one row of segments 211-220 on card 210 should be permeable controlled, while the others remain transparent to point out the question, and if this permeability is to be controlled uniformly, then he only gives that Number of copies of the cards you want using the appropriate key. This Command starts a process as described under "AVIT programs cards" below will.

However, the programmer wants a certain number of card segments use it at different times of his program, then he presses another Key and moves the machine to the next element of the correct answer or the associated information and the same process will be repeated. The processes continue until all of the information is put on the card should be in the machine memory. The programmer then uses one Another control key to indicate that he wants to check the type of interaction and the The machine now begins with a series of inputs, according to the sequences and other information about your interaction with the programmer. Is the programmer Satisfied with the test, he uses another key to start the production process to set in motion.

AVIT programs the cards as follows: The active deck and the Storage piles are empty at the beginning of the programming process, while the supply piles is full of cards to be programmed. After the machine memory as above are loaded, the machine picks up a supply card and deletes all of them beforehand recorded information, transfers all information from the internal memories onto the card while the card is being transported to the screen position 200. Then the card goes into the discard pile 5Ob. Then the next card is picked and repeat the same process until the predetermined number of cards are made is. Afterwards, a new programming process can be carried out for another card according to the same Start the procedure. Before or after the programmer writes or prints the material that Schiller is supposed to see on the card. This written or Printed material must be arranged so that it is aligned with segments 211-220 (Fig. 13 and 1) of the screen match and can be shown in due course.

The contents shown on segments 211-220 can e.g.

typed, printed or written words and also color photographs be.

AVIT can be done by a professional programmer, by a teacher with own program, from a teacher, additions to existing programs makes or modifies it, and also by a student who uses the machine to to memorize special contexts, to be programmed. Anyway, relates the programming on the material to be taught and needs the type of use of the machine by the student or teacher. There is at least three other types of programming that change the behavior of the machine adapt the present invention to the needs of the student and the teacher.

AVIT programs the greeting card in practically the same way, as described above for the teaching card.

The greeting card greets the student by name, either acoustically, visually or by some combination of both. After the greeting does not need any Answer, unless the teacher uses an access code to the material to be conveyed. When the machine is switched on for the first time, this card says hello the student by name. If the student has inserted the wrong cassette, a warning is issued This greeting not only serves as a confirmation in front of false material, that the correct cassette has been inserted. The greeting card can also contain the student commands i.e. it contains the student command routing mechanism. To this card To program, a different set of control commands must be used. There one of the most common situations is the modification of a card according to itself improving learning and development patterns of a student will only be reading the content and then modifying it will be most in demand. In addition the card is drawn from the supply stack, read and placed in the screen position 200 brought.

The commands are then presented by arrangement on the icon screen 205. The read values can be modified on request. Is the programmer satisfied with the information in the machine, he then activates another command by means of a control key and the card becomes the active deck 51h instead of the Discard pile 50b brought. After that, the card is immediately picked up again as it is no further cards in the active deck as specified in this working mode it will be on its way to the screen with the modified set of commands loaded and brought to the discard pile.

When the student command register is updated, be it through the described magnetic process or be it through one of the other command transmission mechanism described above, then this means again a learning of the system in terms of the commands required by an individual student. If complaints about the machine behavior become known, the behavior is modified in such a way that that it corresponds to the needs of the student. That is how it can changes future behavior on the basis of past behavior, which is nothing other than the definition of learning used here. The machine System.

~ learns "to meet the needs of the student over a long period of time optimally adapt.

The teacher command cards are programmed in exactly the same way, the only difference being the codes used.

It should also be mentioned that in alternative versions of the Learning machine a special switch plate 32 for the teacher that Can replace card programming system.

Teacher and student commands can also be entered with pencil and paper by inserting the optically readable card 206 (Fig. 12), as described above under "An optical Card "is used. It should be noted that each option for the machine behavior by a command coming from the student or teacher can be controlled. The only difference is in the way the optical or magnetic reading system.

The student commands are chosen so that the machine reactions be personalized, i.e. that they adapt to the individual. Preferably should In the event of a power failure, this memory is stable and in the one belonging to the student Cassette or at least a stack of cards located therein be included. In One embodiment of the invention described herein is the student instruction memory a set of movable magnetic pins in the base of the cartridge that hold the Holds pins in place; the memory can also be a set of switches be inside the machine or it is the optical or magnetic described above Card reading system (Fig. 12 and 13). If the pen / magnet system is used, then the various student commands by moving these magnetic pins by means of a pointed object, such as a pencil, or entered using a switch will. When using such pens, the magnetic pattern is created by an IfI.Itrix read by reed switches in the housing of the learning machine. The student command memory conveys data that interact with the information from the individual cards and act as inputs to the learning or timing algorithm. These algorithms are based on data such as

the relative working speed of a student (relative to other students) and a student's relative ability to learn (in relation to other students).

In the algorithm, the numbers (which are determined by positions of the magnetic pins are given), which indicate such relative values, the following sizes: a) the speed at which the machine operates with the student in different areas of the cycle interacts (taking into account the time to answer a question the previous interaction with this question) and b) the degree of repetition, i.e. the number of times a question is asked before the machine determines that a Learning content is known to the student. Different timing makes the different Areas of machine functions tailored to the student. Also additional functions You can use student commands, i.e. by setting the magnetic pins, through a Marking on the optical card or triggered by a magnetic card. For example, when the "repeat command" is actuated, the machine is set up again to the beginning of a question when the student has made a mistake. she asks ask the student to try again while she shows the correct answer. Will this repeat command is not given, then the machine goes to the next learning object over, but shows the correct answer for more than just a short moment beforehand, as with repetition, but not so long that the student still gets the correct one Answer can be entered using the keyboard.

The teacher commands either completely control the behavior of the machine generally or specifically according to the teacher's wishes. The control devices are three as mentioned above: the switch panel 32, the optical card 206 or the normal magnetic card 210.

These commands control every interaction of the machine rrjit an outside located system. The connection with a computer, the use of the galvanoelectric Skin effect, the sentic system or encephalographic information that Control of external systems, such as the telephone central device described above, are always switched on via a teacher command selection.

These commands cause jumps in the program of the microprocessor 130. In addition, the behavior of the machine can be controlled in the following way are: the data outputs of the machine are controlled so that only such data that the teacher wishes.

For example, if cards are automatically marked by the machine with pencil marks 27, 28 were provided, which show the problems of the student, the teacher these data but do not wish, then they can be suppressed so that the cards do not need to be deleted by hand.

The teaching flow diagram in Figure 11 is a simplified diagram the operation of the invention described herein. Let it be assumed that only a learning content is on an individual card 210 and therefore only one or a few segments of the card 211 to 220 are required to present the response will. Let us first consider this simplified situation in order to get the basics show machine behavior; this is followed by modifications, if the matrix screen and the "note please" request is used. The description becomes a single specific pattern of a large number of alternate flow patterns based on the Schiller command memory (9 #, 95, 96 or 210 or 206) can be selected. The double arrows characterize the main circuits of the machine during normal interaction with the student, where the active deck has as many cards as the student instruction memory needs.

When a card comes to screen location 200, the machine memories become loaded, the acoustic output (loop 47) and the "input" lamp 116 switched on. The student has eight basic ways of interacting with the machine, depending on whether he presses one of seven buttons or starts typing. The options for activating the button are: "Rejected" 21, ~ I know that " 22, "Correct" 42, "Acoustic repetition" 45, ~ End session "100," Error display " 120, ~ Note please "121. The ~ End session" button 100 and the two ~ Rejected "buttons 21 and 22 are switching options that take the machine away from the double-arrow path and therefore should not be treated further at the moment. The normal case is the input of an answer using the keyboard 12 following a question as a combination of the verbal output of the magnetic tape loop, the visual output from screen 17 or icon screen 205 can be given. The last The activity of the student when entering the answer is to pull the lever 15, whereby the input lamp 116 is turned off.

Assuming that the answer is incorrect, the control circuit evaluates 108, first lied the answer as wrong, makes the screen 17 transparent to to show the correct answer contained on the card face and toggle the input lamp 116 comes on, the light 116 appears to stay on as the Evaluation processes are very fast. Those previously on segments 211-220 on the map Responses laid down in 210 are made transparent by the liquid crystal window becoming transparent visible made. Now the student tries to find a correct answer based on the answer shown to enter.

If he makes another mistake, the system starts all over again, until he gives the correct answer or presses the 'batter the error' button 120.

In the latter case, the "error" lamp 118 lights up as soon as the first wrong key is pressed. On the other hand, the student can press the "Acoustic Repeat" button Press 45 to hear the acoustic message again or press the "Hint-please" button to get a hint of the correct answer, though the latter is better used before a first wrong answer is recorded. If, despite this help, the student is unable to give a correct answer then there is still the option of using the file button 21 or the ~ session Exit "button, the function of which is explained below. Finally, it is the answer is correct, then the control circuit shows the correct answer, shifts the ~ number of correct answers "display 19b by a counter and transported the card back to the active deck, while at the same time the student register, possibly with modifications. Since the ~ end session "button 100 was not pressed and the active deck has enough cards, the machine's next step is transport another card from the active deck to the screen position while in turn, the map data is transferred to the machine's memory. In order to a new question is asked and the circle is closed.

If the student works in the same way as above so that he starts first a wrong answer and then a correct answer after giving the correct answer the screen 17 and he repeats this several times for more cards, then finally the whole active pile is worked through. If he has repeated this cycle a few times with the set of cards in the active pile, so that it can be assumed that each card has been answered several times, then he is finally able to use the card as soon as it first appears answer correctly. Up to this point there was still no correct answer counted in the student register, while the total number of cards processed was counted continuously.

If the first answer is entered correctly, the answer evaluator will modify it 108 the student register in memory location 113. When further processing the cards the student register is now continuously updated, the learning algorithm eventually considers the card learned and it is discarded 50b, like described above under "learning algorithm".

The possibility of filing without the card being learned, either because the student already knew the card in advance or because he did not learn it was able to was up under ~ File "button and ~ I know this ~ button already explained. The "Correct" button has also already been described.

The machine is started in teaching function when the cassette is inserted and springs into place (not shown) that hold the outer cassette. During this engagement, the power switch is held in the switch position. The inner one The cassette is then mechanically removed from the outer and placed in the positions shown in Fig. 4 and 5 positions shown inside the machine, the electronic System released. A card is first made from the Supply pile 52b (Fig. 11). This card is the greeting card when given by the teacher inserted correctly. It has a code that causes it to be filed, when it has served its purpose and that has not waited for reactions from the student shall be. The card travels to the discard pile 50b and when the cassette with a empty active stack has been prepared, which is the case when the student is new begins, then the level detector of the active stack 33 does not respond and it a card is taken from the supply pile. How does this process repeat itself then more and more cards are transported from the supply pile to the active pile, until the given level of cards in the active deck is reached.

Now the next card is taken from the active deck, and the machine operates in its normal cycle as described above.

If the student wishes to end the session, he presses the ~ session exit11 button 100. The machine immediately transports the card on top of the active one Batch with the student register updated, but the Number of cards processed is not increased. It is decided to hit the ~ Off ~ button to actuate, then the machine arrives at a special shutdown path. First the three numbers of the student register ~ Elapsed time "," Worked questions " and ~ Correctly Answered Questions "on a special sheet 97 on top of the inner The cassette (Fig. 8) is printed out. This sheet is a permanent register for the teacher. Then the inner cassette, along with this register, goes into the outer cassette brought and put the two together. The feathers originally when brought in the cassette have been squeezed, slide the cassette out of the machine when the locks are released. The current is then switched off again.

The teaching mode using the matrix screen at the same time is basically the same as in the single question-single answer procedure described in the summary and in the programming section. The multi-segment screen 17 (Fig. 1) is preferably an electro-optic liquid crystal system with segments (Windows). There is e.g.

of rectangular areas that are individually connected (the lines are transparent conductors on glass, e.g. tin oxide) and individually permeable or can be made impermeable. Such windows are provided by the International Liquid Cristal Company of 26101 Miles Road, Cleveland, Ohio, USA. Her Function is based on a liquid crystal that is sandwiched between two crossed polarizers is located, and when electrically activated the light additionally polarized so that it comes from one polarizer through the second passes through.

The problem posed to the student is now broken down into an ordered or random arrangement of segments, all of which are on a map, divided (Fig. 13) as mentioned in the abstract above. Each segment corresponds to one Part of the question, all of which are of course linked to the overall problem. the Positions of the printed material or artwork on the cards must include match the individual positions of the windows, so that the control circuit open or close the window in front of the content to be shown (see section ~ Internal information transfer "and ~ The matrix window and its control system). The sequence of opening and closing is controlled by the program If, for example When a question is asked, it may amount to that segment of the screen 17, which hides the position 211 of the card 210, immediately upon entry of the card is made transparent. Segment 211 contains the entire problem, i.e. it is formulated on segment 211 and with the window 17 open (part of 19a in Fig. 1) can be seen. The first step in solving the problem is taken by the student entered via the keyboard 12. The right answer be up Position 216 of the card 210 written by making the corresponding Segment of 18a on screen 17 (Fig. 1) becomes visible if this is from the timing and Data distribution controller 111 of microprocessor 130 is so commanded. This For example, segment is opened when the system is in the equivalent of the repeat function in Fig. 11 with the box ~ Correct answer on screen, pupil gives answer a "is designated. The correct answer is to the programmed one Data location 112 of the encoded data memory 110 of the microprocessor system 130, such as described under "AVIT's internal information transfer". These Data are processed together with the response evaluator 109 taking into account the Evaluation rules in the same data location 112 of the encoded data memory 110 of the Microprocessor system 130 used to go to the next learning segment according to the Skip the order of programming that represents these rules.

A process then follows which is analogous to the process under the "Teaching Function Flowchart" in Fig. 11 "runs, but not from a cycle of cards in the active pile exists, but by shifting the transparency of the segments of the matrix window is accomplished from one segment to another. For example, if the segments 211 and 216 of a card as above have been used, segment 212 can be used for use the answer to a partial problem. Conversely, the segments 212 and 217 are used together in handling another question-and-answer problem will. If all of these segments, say 212, 213, 214, 215, 216, 217, 218, 219, 220 machined, i.e.

all learning steps for the problem have been completed, the card becomes returned to the active deck and retrieved a new card. In such a way a series of contents can be combined and used in one of AVIT's psychological, analog technology are taught, only that instead of sorting cards the electrical Control of the permeability of segments of the screen image 17 occurs. Possibly returns a card to the Screen position 200 and will edited again with the difference that a set of results for the student register instead of a single one. This in turn does the learning algorithm more complicated in terms of desired segment shifts or in terms of a averaging evaluation of the card storage as required by the programmer can - but everything within the possibilities of microprocessor-controlled systems.

Problems can be dealt with in the manner described require a certain order of the sub-problems. However, this way of working would be impractical for a normal card sorting process, because the cards would have to be dated Instructor in order before they are used by the student can. This is because the cards in the discard pile are not sorted, as each one pre-exists Order through the randomness of the filing when processing by a student Rearranging the cards would be too time-consuming and therefore assign expensive. In the case of the liquid crystal window 17, however, are the elements of the problem physically coupled to one another on a card and switching from one Segment to the other is just a matter of electronics. Of course you can also here Only a limited number of ways can be considered because of the storage capacity on the card that controls the switching and that is transferred to the machine memory is not arbitrarily large. At the same time, the whole process is on one card arranged so that after the end of the teaching process, the whole with each other related content can be stored in one unit (the card).

Another example is an irregular French verb. Ist The stem identifies the different forms of the word within the Language can be viewed as specific problems, each of which is one or more Segments of the Screen image required. This allows contiguous Learning content is learned as a unit and is not broken up at times like this is often the case in foreign language teaching.

Modifications and Applications of the Invention Modifications of the present invention Invention can be made within the scope of the claims. Some of the Modifications are: 1. An electrostatic gripper is used in place of the vacuum gripper 101, 102, 103, 25, 26 are used. The gripper tongues 25, 26 (Fig. 9) consist of plastic disks (Sandwiches) with a metallized, interdigital structure at their connections there is a high voltage that causes the cards to adhere to the gripper during the gripping process, as is the case with the vacuum system 103, 26, 102, 25. Such a paper adhesive system is used in the Hewlet-Packard Model 7200A Graphic Plotter.

2. Man uses a selection mechanism in making choices a detail from a larger collection, for example when choosing a house or when selecting an applicant for a vacancy from a large number. This process is comparable to AVIT's normal behavior pattern. For this Basically, AVIT can facilitate these selection processes. Same physical structure is used with regard to the stacks of cards SOb, Sieb, 52b and their processing, but the microprogram in the control system is different. Evaluation functions for keyboard entries are not necessary. An example would be selling houses. Each card describes a single house, possibly with a photograph same on the map. Such a photograph can be taken after the color image making process, for example of the XEROX Model 6500 color printer. The potential buyer receives the information in the usual way by looking at the map. Since individual offers are based on a corresponding reaction by the user (who presses the filing button 21 pressed) are eliminated from the active pile, cards flow out of the supply pile 52b into the deposit stack SOb after repeated testing in the active stack cycle. There more and more cards are deposited, the entire supply stack 52b runs through this The process and the cards in the active pile are the relatively small distillate of the separation process. These cards continue to circulate as usual, except that the cards that are discarded can no longer be replaced from the supply pile. The number of cards in the active pile 51h continues to decrease until only a few are left and through personal ones Examination of the potential buyer can be selected.

The same selection process can be used for other items such as Drinks, suits, etc. are applied.

3. In addition to the application described under 2., the keyboard 12 will be included, which the future buyer for comments about individual items used to remember his reaction on the last pass. These comments are also very useful for the potential seller, if only a few characteristics of the considered object are up for discussion. For example, a house could come into question if the price was lower and the veranda was protected, what the Notifies the user via the keyboard. Later you can get the cards from the seller from supply 52 to discard pile 50b with the information Be given to a computer line via connection 31 for further use the comments from the manufacturer. Such a mechanism would be used for many sales transactions beneficial as it ensures feedback on sales issues and brings specific suggestions for better sales of the products.

In addition, this gives the seller the option of taking something different conditions, as originally assumed to sell.

4. An improved use of the machine compared to 2.

consists in the use of several cards for a more complex item of sale. Every aspect of the item, a card 210, is assigned an identification number on the digitaistrack 208 and a second number on 208 assigned that the number the cards dealing with the subject. This allows the machine in the given If all cards have the same code number, immediately put them on the discard pile 51b and the microprocessor 130 has the ability to present one with another item equipped card set from the supply stack 52b. The first card of this new one Card set contains the number of cards concerned with the new item as information, via the memory location 112 of the encoded data memory 110 of the microprocessor 130 commands that the appropriate number of cards from supply deck 52b and is not taken from the active stack Sih.

The next card is then taken from the active stack as usual.

5. An improvement in the way the machine interacts with the student during the teaching processä can be achieved if the current mood of the user is taken into account. The user is highly motivated and focused rely heavily on the machine, then the learning process is more effective. Information regarding the concentration of the student can in interpreting the learning process through the learning algorithm will be useful. The connection of a brainwave sensor system such information can be used to determine the state of consciousness via the connection 31 convey the learning algorithm. Systems of this type are from Edmunds Scientific Co. of Barrington, Hew Jersey, USA as models 1635, 1652, 71809, 42194, 1655, 156 and 19199 available. Between the range of the There is a correlation between the wave length of the brain wave and the state of consciousness. One such communication to the learning algorithm through port 31 (mentioned above) can be the number Contain repetitions that are necessary to a content to learn (see section "Response reactions from outside the machine").

As another sensor system for physiological data related to the emotional Condition, there is the galvanic skin effect, a change in skin resistance under emotional stress, in question, Sentic Sencor systems are also being developed differentiate between seven basic motions. Apparatus for such sensor systems, their outputs via terminal 31 in the machine invented here as an input in the Learning algorithm are described in Sentics, The Touch of Emotions, Manfred Clynes, Doubleday, or ~ The biological basis of sharing emotion - the pure pulse of Musical Genius ", Manfred Clynes, Psychology Today, July 1974, pp. 51-55.

6. In addition, feedback directed at the student, which consists of an apparatus under 5. is obtained, for example the representation of the brain waves on a Screen serve the student to the state of concentration at which the learning effect the greatest thing is to find out how all biofeedback systems do this.

7. The storage stack 50b and the supply stack 52b can be through a A single stack can be replaced, in which the supply cards are removed at the bottom and the cards at the top the storage cards are discarded. A specially marked map can be used as a dividing line serve between supply and storage cards, since the supply stack 52b is full at the beginning and the discard pile is empty and at the end of the session some cards are in the discard pile 50b, but there are fewer in the supply stack 52b, is one such arrangement more advantageous in terms of cassette space, but requires crossing the track of cards or double the length of the cassette.

8. The card marker 27, 28 is at three different Filing situations used: filing according to the algorithm, filing without justification and filing with reason. These markings can also be discarded by three piles different types of cards can be replaced with a card switch that directs the cards to the appropriate lanes.

Patent claims:

Claims (51)

Claims lj learning machine with a housing, devices for entering data and with playback devices, g e k e n n -drawn by mechanical card sorting devices in the housing including one first stacking device for placing cards on top of an active stack, a second stacking device for stacking cards in a supply stack and a third stacking device for stacking cards in a discard pile, by a Variety of cards that are located in the housing and contain data that represent a question or a term, or contain information related to the relevant question or the term to-5 depend on nurses, through display devices, to show the cards in question on a screen by functional devices for data entry by the student in response to stimuli provided by the machine are generated by gripping devices for removing cards from the bottom of the active one Stack or from the supply stack, through a first transport device for transferring of the cards in question from the supply pile or from the active pile into the aforementioned Screen position, by a second transport device to the relevant Cards from the described screen position to the first stacking device bring them back to the active batch when the Answer was incomplete, incorrect, or not sufficiently learned, or to it to be brought to a third stacking device, which places it in the discard pile, if the answer was learned correctly or sufficiently, and through recording options, machine-readable data that are related to a question or a term, and / or record data via the ~ Student \ 'tab on the cards so that one can see from this whether the question or the term answered correctly or incorrectly and what the level of knowledge of the user or student regarding the question or of the term. 2. Learning machine according to claim 1, g e k e n n z e i c h -n e t d u r c h an electronic control circuit associated with the first and second transport devices is connected, it controls and responds to the data entry device. 3. Learning machine according to claim 25 g e k e n n z e i c h -n e t d u r c h a control circuit which responds to the data on the cards. 4. Learning machine according to claim 3, g e k e n n z e i c h -n e t d u r c h a second display device that shows the student one or more of the following Groups indicates: the total number of questions dealt with in each session, the total number of questions correctly answered during each session, and the sum of the times for certain machine functions 5. Learning machine according to Claim 4, g e k e n n z e i c h -n e t d u r c h a second display device, the made visible or invisible with the help of a control circuit can be. 6. Learning machine according to claim LI, g e k e n n z e i c h -n e t d u rc h a printing device which prints out each of the information described and forms a register of the student's overall performance. 7. Learning machine according to claim 1, g e k e n n z e i c h -n e t d u r c h machine devices for reading question-related data from cards. 8. Learning machine according to claim 7, g e k e n n z e i c h -n e t d u r c h devices for transferring question-related data to cards, wherein this data is written from the machine to the cards and from the cards again can be deleted. 9. Learning machine according to claim 1, d a d u r c h g e -k e n n z e i c h n e t that the screen is an electro-optical screen, its transparency is electrically controllable. 10. Learning machine according to claim 9, g e k e n n z e i c h -n e t d u r c h a control circuit connected to the screen, its transparency controls and responds to the data input device and the map data. 11. Learning machine according to claim 15 d a d u r c h g e -k e n n z e i n e t that the cards are magnetizable material for storing issues wear. 12. Learning machine according to claim 1, g e k e n n z e i c h -n e t d u r c h a magnetic read head for reading data from the cards. 13. Learning machine according to claim 12, g e k e n n z e i c h -n e t d u rc h a data storage device connected to the read head and data of cards for later use. 111. Learning machine according to claim 12, g e k e n n n z e i c h -n é t d an acoustic output device such as a loudspeaker or a Headphones connected to the data storage device and playing acoustic data is used. 15. Learning machine according to claim 1, g e k e n n z e i c h -n e t d u r c h a magnetic recording head and associated data storage device for storing student behavior data on the cards. 16. Learning machine according to claim 15, g e k e n n z e i c h -n e t d u rc h a magnetic read head, which is attached next to the screen image and with the data storage device is connected. 17. Learning machine according to claim 15 g e k e n n z e i c h -n e t d u r c h a control circuit which is connected to the device for data input, receives card data via this input device, evaluates this data, is connected to the first and the second transport device and on one or Several of the following will respond: A setting that allows the user reile current mood can enter a data register about the Learning success of the student, an input device that the second Transport device controls the machine so that a response only then in the third stacker is transported when this response a certain number Times was answered correctly, input devices through which the information return (feed back) to the teacher can be predetermined. 18. Learning machine according to claim 17, d a d u r c h g e -k e n n z e i c h n e t that the first input device is a card with magnetizable, by a magnetic read head is readable areas whose data is in a data storage device can be stored in which the data of the cards by the control device can be separated from the student behavior data on the basis of an identification process, which distinguishes the card just described from other cards. 19. Learning machine according to claim 17, d a d u r c h g e -k e n n z e i h e t that the first input device has an adjustable array of pens on the surface of a body inserted into the machine, its pins can communicate with switches attached to the housing. 20. Learning machine according to claim 19, d a d u r c h g e -k e n n z e I do not know that the pins are permanent magnets and the switches are reed switches. 21. Learning machine according to claim 20, d a d u r c h g e -k e n n z e i c h n e t that the pins are individually movable in slots in the surface. 22. Learning machine according to claim 2, g e k e n n z e i c h -n e t d u r c h a number of electrodes which are connected to the head of the user can and are connected to the amplifier of an encephalograph, and through a frequency analyzer that distinguishes the frequency of the brain waves, a code generated and this connects to the control circuit. 23. Learning machine according to claim 2, g e k e n n z e i c h n e t d u r c h a magnetic write head connected to the input device, whereby the cards can be programmed by a programmer. 24. Learning machine according to claim 1 with a housing, g e k e n n z A device, such as a lever, which the user has to use Requires physical exertion, can be physically moved and agile at the relevant housing is mounted by a attached to this device Switch and a machine control system connected to this switch, which is designed in such a way that movement of the device causes a reaction, which in turn causes a new reaction that is visible with the screen system can be made. 25. Learning machine according to claim 24, d a d u r c h g e -k e n n z e i c h n e tß that the force with which the device can be moved is adjustable and is programmable and can be controlled by a setting device. 26. Learning machine according to claim 24, d a d u r c h g e -k e n n z e i c h n e t that the force adjustment device an engine with a Axis is attached to a worm that drives a gear on which a rotatable connection is mounted, at one end of which a spring is attached and the other end of which is attached to the lever. 27. Learning machine according to claim 25, d a d u r c h g e -k e n n z e i c h n e t that the programming device is a card with magnetizable surfaces and that the control device is a numerical control system based on the The magnetization of the map areas reacts and its setting device is an electromechanical one Converter is. 28. Learning machine according to claim 2, d a d u r c h g e -k e n n z e i c h n e t that the second transport device passes cards to the third stacker transported, and only if the card in question has a certain number of times that is given has been answered correctly. 29. Learning machine according to claim 28, g e k e n n z e i c h -n e t d u rc h a "filing" switch that can bypass the control system and cause that the card in question is immediately discarded on the discard pile. 30. Learning machine according to claim 29, g e k e n n n z e i c h -n e t d u r c h a marking mechanism for marking those moving to the discard pile Cards. 31. Learning machine according to claim 29, g e k e n n z e i c h -n e t d u rc h a second "storage" switch, which the control circuit can then bypass, if it is actuated, before a correct answer by the functional device entered has been, causing the card to go to the discard pile. 32. Learning machine according to claim 31, g e k e n n z e i c h -n e t d u rc h a marking mechanism that detects the cards moving to the discard pile marked, the position of the marker indicating that the second filing switch in addition to a typed correct answer showing the transfer of the card caused to the discard pile, was actuated. 33. Learning machine according to claim 29, g e k e n n z e i c h -n e t d u rc h a first discard pile on which the cards are put if the first From position switch is operated. 311. Learning machine according to Claim 31, g e k e n n z e i c h -n e t d u rc h a second discard pile to put the cards on when the second Filing switch actuated and a correct answer via the functional device is entered. 35. Learning machine according to claims 1-311 or one of them, g e c e n t i n g e a t a cassette with a multitude of cards, with indexes for questions and other data on the cards, through a machine control system, by an evaluation device for the correctness of the answers, which with the machine control system is connected through a first input device for the answer evaluation device, by / card transport system, which by the Control device is controlled by a device for recording data on each card and to create a register for one or more of the following Information about the student: a) how many times more than once a question on the card was answered correctly, b) how many times more than once the question on the card has been answered incorrectly, c) the number of answers on the question on the card, d) the order of the answers to the question on the card, reading devices to the student register on the card in question to read, the reading device being connected to the control system so that the Control system the various movements of the cards depending on the Number of correct or incorrect answers or other information from the student register causes. 36. Learning machine according to claim 35, g e k e n n n z e i c h -n e t d u r c h one or more of the following devices: an adjustment device, through which the user can enter his current mood, a second Input device through which the information transmitted from the machine to the teacher can be predetermined, a sensor and memory for cassette input and for the number of cards processed since the cassette was inserted. 37. Learning machine according to claim 35, g e k e n n n z e i c h -n e t d u r c h a cassette and therein an active stack and a discard stack, the cards are only transported to the latter if they have a predetermined one Number of times have been answered correctly. 38. Learning machine according to claim 37, g e k e n n n z e i c h -n e t d u r c h a first filing switch that bypasses the control system and causes the card is transported directly to the discard pile. 39. Learning machine according to claim 38, g e k e n n n z e i c h -n e t d u rc h a second filing switch that can bypass the control system when it is actuated before a correct answer is entered through the first input device so that as a result the card moves to the discard pile. 40. Learning machine according to claim 38, g e k e n n z e i ch -n e t d u r c h a marking mechanism that marks the cards moving to the discard pile and indicates, based on the position of the marker location on the card, that the first The filing switch has been operated. 41. Learning machine according to claim 39, g e k e n n z e i c h -n e t d u rc h a marking mechanism that detects the cards moving to the discard pile and indicates based on the position of the marking point on the map that the second filing switch has been pressed and a correct answer by the first Input device was entered. 112. Learning machine according to claim 38, g e k e n n n z e i c h -n e t d u rc h a first discard pile on which the cards are put if the first From position switch is operated. 43. Learning machine according to claim 39, g e k e n n z e i c h -n e t d u rc h a second discard pile to put the cards on when the second From position counter actuated and via the first input device a correct answer is entered. 411. Learning machine according to Claim 35, g e k e n n z e i c h -n e t d u r c h a second input device consisting of an adjustable arrangement of pins located on the cassette, those with switches attached to the housing stay in contact. 45. Learning machine according to claim 44, d a d u r c h g e -k e n n z e I do not know that the pins are permanent magnets and the switches are reed switches. 46. Learning machine according to claim 44, d a d u r c h g e -k e n n z e i c h n e t that the pins are individually movable in a slot. 117. Learning machine, not shown in a housing with a screen, through input devices for data entry, through a plurality of cards in the case with data that either has a question or one with the question contain associated information, or with data that the user can access in any should react in a different way, through mechanical devices in the housing for sorting of cards, including a first stacker, to cards in the active Return stacks, a second stacking device to put cards in a supply stack to convey and a third stacking device for cards in a discard pile to lay by devices for transferring the cards into the Screen position so that they can be viewed by gripping devices for removing cards from the bottom of the active pile or alternatively from the supply pile, by a first transport device to transfer cards from one of the supply piles or bring the active stack to the positioning device of the screen image a second transport device for transporting cards from the screen position to one of the first stacking devices to store the cards in case of insufficient or wrong answer to be put back on the active stack, or to transport Cards to a third stacker, which the cards in the event of a correct Answer or correct response to the discard pile, by electronic means Control circuit connected to the first and second transport devices, it controls and reacts to the functional devices and the data on the cards, and by keyboard devices for entering the student's answers to questions or for entering programming data during the programming process. 48. Learning machine according to claim 47, g e k e n n n z e i c h -n e t d u r c h a storage button located in the functional device, which enables the transport the card in the screen position via the second transport device conditionally to the third stacking device and thus in the storage pile. 119. Learning machine according to Claim 17, d a d u r c h e k e n n z e i c h n e t that the first input device is an optical marking system, that reads data from optically marked cards. 50. Learning machine according to claim 49, g e k e n n z e ic h -n e t d u r c h a data distribution and a data storage device and in that the location of the data to be stored and the data itself from the optical card can be read by the sensor. 51. Learning machine according to claim 1, d a d u r c h g e -k e n n z e i c h n e t that the functional devices also include devices with the help of which the programmer can enter data, which the format and the way of presentation concern during programming.