Patent Application
20170103670
Providing training to help others acquire, measure and improve high-performance cognitive skills has many benefits. Such skills, which include high speed decision making, pattern recognition, spatial reasoning, visualization, imagination, focus, concentration, emotional regulation, relaxation, reaction and anticipation, among others, play crucial roles in many activities. Research shows that cognitive skills can be trained and improved through deliberate practice.
High-speed decision making is important in activities such as operating vehicles, deciding to use deadly force, air traffic control and sports, to name a few. Past efforts to train high-speed decision making have included training batters in pitch recognition by displaying video of a pitch being delivered, stopping the action in time, i.e., occluding the scene, and then prompting the user to recognize the pitch correctly. Pitch recognition can include recognizing the type of pitch being thrown (e.g., fastball, curve ball, slider, changeup, etc.), whether the pitch will pass through the strike zone and/or the location of the pitch when it crosses home plate. U.S. Patent Application Publication 2207/0005540 A1, which is incorporated herein by reference, discloses aspects of pitch recognition training.
Training of high-performance cognitive skills such as high-speed decision making could still be improved, however, such as by enhancing the feedback provided to users, developing metrics to characterize results and improving simulation of the real-world experience.
Described herein are improved approaches to assessing and training high-performance cognitive skills, both in the sports domain as well as in other domains. According to a first approach, there is a computer-readable storage medium storing computer-executable instructions for causing a computer to perform a method for teaching high performance cognitive skills that includes displaying to a user a simulated sports action scenario, querying the user to respond to the sports action scenario and receiving the user's response to the sports action scenario. The user's response is evaluated according to predetermined high performance cognitive skills criteria to determine a sports specific rating. The determined sports specific rating is displayed to the user, and a database is updated.
The teaching of high performance cognitive skills can include teaching of high speed decision making. Evaluating the user's response can comprise considering at least whether the user's response is correct and a response time for the user to complete the user's response.
The teaching of high performance cognitive skills can include teaching of pattern recognition. Pattern recognition is the skill that allows one to identify and respond appropriately to complex patterns, which may be comprised of faces, objects, words, melodies, chessboards, sports scenarios and the like. Pattern recognition is used to describe the process of recognizing a set of stimuli arranged in a meaningful pattern that is characteristic of that set of stimuli, associating that pattern with a similar pattern stored in long term memory and responding with a response which the brain recognizes as appropriate for that stored pattern. Pattern recognition does not occur instantly, but rather is a skill that develops through deliberate practice in a specific domain. Pattern recognition is understood to happen automatically and spontaneously in expert performers. According to one theory, pattern recognition is said to involve detection, pattern dissection, feature comparison in memory and recognition. The ability to practice these skills with many high speed repetitions has been demonstrated to improve an individual's skill when it comes to domain-specific pattern recognition.
Evaluating the user's response can comprise considering at least whether the user's response is correct.
The acts of querying the user and receiving the user's response can be configured to require the user to complete at least one part task related to an overall whole task.
The acts of displaying, querying, receiving, evaluating and displaying can be performed repeatedly as desired by the user to allow the user to develop the high performance cognitive skills.
Receiving the user's response can comprise receiving the user's decision within a predetermined domain selected for training the user in a specific skill.
The act of displaying can comprise occluding a scene to target development of the user's high speed decision making and/or pattern recognition skills. Occluding a scene can comprise stopping the video after only a portion of the action has been displayed. Forcing the user to repeatedly respond to the video or other stimulation after occlusion requires the user to automatize pattern recognition, thus sharpening the user's skills in a way that would otherwise require many on-field hours of play in a far less focused setting. Indeed, some skills such as having batters face a major league caliber pitcher are not currently practiced except in actual game situations.
The teaching of high-performance cognitive skills can include loading the action sports scenario, i.e., increasing the cognitive load on the user, to increase the user's difficulty in responding correctly. Loading can comprise playing a predetermined audio selection concurrent with displaying the simulated sports action scenario. The audio selection can comprise at least one of crowd noise, white noise and distracting sounds. Responding to the sports action scenario can be a first task, and the loading can comprise querying the user to complete a second task concurrent with the first task. The second task can be querying the user to recite a passage. The loading can relate to a game breaking situation that magnifies the emotional demands on the user, thus leading to improved skills in emotional regulation and focus.
Displaying the determined sports specific rating to the user can comprise displaying feedback to the user. The feedback can comprise coaching of techniques to improve the user's sports specific rating. The feedback can comprise simultaneously showing an incorrect user-selectable response in a first visual format and showing a correct user-selectable response in a second visual format distinct from the first visual format. Displaying a sports specific rating can comprise displaying a graphic representing current progress toward a goal, a comparison to previous efforts, a comparison to others generally or within a subset (e.g., other athletes, others in the same age group, others of the same level of experience, etc.)
Evaluating the user's response can comprise assigning a deduction to the sports specific rating for an incorrect user response. The deduction can be based on the user's position in the action sports scenario or the timing of the user's response. Evaluating the user's response can also comprise weighing relevant scores for other users. Evaluating the user's response can include evaluating the user's ability in pattern recognition or the user's ability to rapidly anticipate or respond to a domain-specific cognitive demand.
Displaying to a user a simulated sports scenario and displaying the determined sports specific rating to the user can comprise displaying at least one of video, still images and 3D-simulations.
The act of querying the user to respond to the sports action scenario comprises displaying at least two touch-selectable objects on a touch-sensitive screen. The act of receiving the user's response to the sports action scenario can comprise determining a contact with a touch-sensitive screen.
The act of receiving the user's response can comprise receiving a physical input from the user that includes a decisive motion. The act of receiving the user's response can comprise receiving a physical input from the user that includes a decisive motion mimicking a portion of a sports relevant action.
The method for teaching high performance cognitive skills can be carried out according to at least one of a first mode configured to train a user for speed and a second mode configured to train a user for accuracy. According to one approach, assessment of a user's skills combines both speed and accuracy to arrive at an index or score that reflects that athlete's relative performance to a domain-relevant cognitive skill.
The simulated sports action scenario can be an initial test scenario to familiarize the user. Any response by the user to the initial test scenario can be configured not to count toward a final sports specific rating.
According to another approach, there is a computer-readable storage medium storing computer-executable instructions for causing a computer to perform a method for reducing a time required to teach high performance cognitive skills to a user, and the method comprises, in response to a displayed simulated action scenario, evaluating a user's response, determining a subsequent simulated action scenario for display to the user, and repeating the method until a predetermined length of time elapses, a predetermined number of situations are presented or a predetermined improvement in the user's time occurs.
The user can be required to repeat a predetermined part task many times. Displaying the subsequent simulated action scenario can include providing feedback to the user targeted to improve the user's acquisition of high performance cognitive skills.
According to another approach, there is a computer-readable storage medium storing computer-executable instructions for causing a computer to perform a method for assessing sports specific cognitive skills that includes displaying to a user a simulated sports action scenario and querying the user to respond, receiving the user's response to the sports action scenario and evaluating the user's response according to a cognitive skills assessment index. The user's response is assigned a rating based on the cognitive skills assessment index, and the rating is displayed to the user.
According to another approach, there is a computer-readable storage medium storing computer-executable instructions for causing a computer to perform a method, and the method comprises displaying to a user a video of an action scenario and at least two possible responses to the action scenario, displaying at least two user-selectable responses to the user, measuring an elapsed time between display of the action scenario and the user's selection of a user-selectable response, generating an action scenario score based on at least one of the subject's selection and the elapsed time between the action scenario and the selection.
The method can comprise setting a user selection time window. The method can comprise displaying a graphic corresponding to time remaining in the user selection time window, displaying a current action scenario score, displaying a cumulative action scenario score, and/or displaying a graphic representing current progress toward a goal. The method can comprise displaying a cumulative action scenario score relative to a goal score, displaying a graphic showing how many situations have been completed relative to a total number of situations and/or displaying action scenarios answered correctly in a distinct manner from action scenarios answered incorrectly.
The method can comprise displaying feedback to the user by showing an incorrect user-selectable response in a first visual format and showing a correct user-selectable response in a second visual format distinct from the first visual format. The first visual format can be a first color, and wherein the second visual format can be a second color distinct from the first color.
Generating an action scenario score can include applying a position factor according to the user's position within the action scenario.
Displaying to a user a video of an action scenario can comprise displaying the action scenario to at least a first user and a second user simultaneously, and scaling the respective action scenario score for the first user and the second user based on the respective elapsed times.
The method can comprise displaying instructions to the user to complete a secondary task simultaneously with display of the action scenario, and wherein generating an action scenario score can comprise assessing the user's performance in completing the secondary task. Assessing the user's performance can comprise soliciting a response from the user to at least one question testing the user's short term recall for visual information and/or audio information.
Generating an action scenario score can comprise assigning a deduction for an incorrect user-selectable response, and wherein the deduction is based on the user's position in the action scenario. The deduction can be based on the timing of the incorrect user-selectable response in the action scenario.
Described below are implementations of a training system for teaching and assessing a user's high performance cognitive skills. Cognitive skills are those that allow us to think, remember and learn. Cognitive skills are necessary for analyzing sounds and images, recalling information, making associations and maintaining focus. A non-exhaustive list of cognitive skills includes processing speed, auditory processing, visual processing, long-term memory, short-term memory, logic and reasoning, and attention skills. The selected cognitive skill(s) that is the subject of a particular training segment may be geared for a specific cognitive task linked to a sport or activity involving high-performance cognitive skills (including, as just a few examples, driving, air traffic control, decisions to use deadly force, etc.).
In some implementations, the training system is embodied as a computerized system in which the content is presented to the user via a display, such as a conventional display for a desktop, laptop or tablet computer, smart phone, television or other suitable display.
In the example of
In general, all levels can be active at the time the scenario is initiated, or only a selected one or more levels can be enabled, e.g., based on a user's performance. In a Train for Accuracy module, scoring is weighted more heavily on the accuracy of the response than on the speed of the response. For some situations, the system is configured to give the speed of response zero weight, which means that the accuracy of the response is given full weight.
Conversely, in a Train for Speed module, the speed of the response is weighted more heavily than the accuracy of the response. In most cases, points will be awarded only for accurate responses, but achieving all possible points will require a very fast response. Thus, it is possible that a correct response made too slowly will not earn any points.
The Challenge mode is time-based and challenges the user to respond to as many situations as she can in an allotted amount of time. Feedback is typically turned on during use of the Challenge mode so the user can receive this benefit during the training. At the end of the allotted time, the user is given a score and an optional star value. The best score for a similar Challenge mode (or scrimmage) is shown in the Challenge Best Score field 64.
The Compete mode is time-based. A user attempts to respond to as many situations as she can in an allotted time. Feedback is typically turned off during the Compete mode, so the user is not apprised of her progress until the training session is completed. At the end of the allotted time, the user is given a score and an optional star value. The Compete mode can be selectively disabled to reinforce other types of training and preserve its use for particular purposes. For example, the Compete mode can be limited to one use per day for a selected athlete or class of athletes to urge them to train in and learn from other modes (and the feedback provided) before simply repeating the Compete mode in an effort to earn a higher score. These examples are illustrative only, and thus it is possible to configure access to the various modes in many different ways.
In
A progress bar 88 shows how many segments have been completed (in this example, no segments have been completed), as well as the total number of segments for the scenario (there are 15 total segments). A time bar 90 provides a visual indication of how much time is left in the scenario. A game score field 92 indicates the current score (the “---” indicates that no segments have been completed). The star ratings 94, which are currently unfilled, indicate the user's performance relative to one or more ratings or rankings.
The Ball/Strike scenario trains the user to discern between pitches that would be within the strike zone (strikes) and pitches that would be outside of the strike zone (balls). The user needs to indicate her choice by selecting the Ball button 84 or the Strike button 86 as soon as possible after the pitcher begins his delivery of a pitch. Points are awarded for answering correctly and answering within a predetermined amount of time.
Following the user's response, feedback is provided. According to a first form of feedback, the user's response is color coded. In this case, the Strike button 86 is shaded (e.g., green) to indicate that the user's response was correct. According to a second form of feedback, the user's response time 96 is shown, i.e., the user can immediately see that she responded in 3.286 seconds. According to a third form of feedback, the user's score 98 for the current pitch is shown, in this case near the response time 96, i.e., the user can instantly appreciate that she earned 10 points for her correct response. In the progress bar 88, the first indicator 89 is filled, thus indicating that one pitch, repetition, situation or segment of the scenario is concluded. The fifteen unfilled indicators indicate that there are fifteen situations (also referred to as “questions” or “repetitions”) yet to be responded to in the scenario. Moreover, the indicator can be shaded (e.g., green) to indicate that the user's response to the first pitch was correct. The game score field 92 has been updated to indicate that the user has a total score of 10 points thus far into the scenario.
For the sake of further illustration,
In addition to the Ball/Strike scenario, users can select the Pitch Recognition scenario 44 from the screen 40 (
In the Pitch Recognition example of
Also, it is possible to allow users to practice batting with the system. According to the batting scenario, the user must properly time her selection of a Swing button to correspond with arrival of a pitch with the strike zone. In
To select a football scenario, the user selects the Football button 26 from the screen 100 as shown in
Assuming the user has selected the outside linebacker (OLB) button 110, then the screen shown in
In
As in the baseball scenarios described above, the progress bar 88, the time bar 90, the game score field 92 and the star ratings 94 provide feedback to the user of the system during football scenarios.
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In each of the various scenarios described above, it is possible to use response-time weighted scoring and negative scoring. For example, the score for a correct response may be worth 20 points if completed in 2 seconds, but only 10 points if completed in 4 seconds. It is also possible to assign a negative score if a user answers too quickly, i.e., to penalize a user attempting to game the system by answering randomly and/or to help the user develop a sense of timing (such as is valuable in avoiding an offside penalty in football). Thus, a response within 1 second may trigger a score of −10 points based on a determination that the user could not have appreciated the scene and answered correctly within that timeframe. Different users, whether in head-to-head play or separate play, may be assigned different point values for their respective responses based on their respective positions, handicap levels, experience levels, etc.
Negative scores can also be imposed according to any predetermined strategy, such as, e.g., to penalize users in certain positions for actions or omissions deemed to be serious errors, to penalize certain users in head-to-head competitions, etc. For example, a user in a role of batter facing a pitcher may incur a substantial penalty for striking out by failing to swing when the batter is ahead in the count. Thus, the amount of points awarded or taken away can be modified to focus the user's attention on certain skills.
There are a number of different approaches that can be employed in presenting situations to the user to maximize the training value. The overall number of situations can be set to train the user for an appropriate length of time, as well as to maximize opportunities to repeat certain situations, either because they are important or the user has a demonstrated an increased need to train in that situation. The system can determine which situations to present to a user during a scenario based on all available situations and/or other factors, such as a user's incorrect response to particular situation triggers the system to repeat that situation. Thus, question branching logic can include the ability to offer questions to a user designed to train the user in an aspect of a skill of which the user previously demonstrated weakness.
As indicated, the scenarios described above typically would incorporate providing feedback to the user or users. Providing feedback is instrumental in training users to acquire and master skills. Users improve to a greater degree and with greater speed when they receive appropriate feedback. Measurable improvement in user scores has been observed in as few as about 4-6 scenarios of about 10-25 questions each. Thus, it can be predicted that a user will show improvement over the course of completing 100 repetitions (e.g., 5 scenarios of 20 questions each).
In scenarios where the user sees her response time, she can determine whether she is answering as quickly as in past exercises. By providing feedback on or very close to the video (i.e., “on screen”), and substantially in real time, little time is lost in correcting a user's incorrect response or reinforcing a user's correct response. Feedback can be provided in a number of different ways because various users will receive it differently. For example, visual feedback following an incorrect response can include showing a user a score of zero or negative points for the response, emphasizing/highlighting the correct response, etc. In addition to visual feedback, audio feedback can also be provided. For example, cheering sounds or other positive audio feedback can be played when the user responds correctly, and a negative sound can be played to alert the user of an incorrect response.
The user can be rated against her prior performance, against her peer's performance or against a predetermined scale or index (e.g., a scale according to all players of the same sex and age group). Such a rating can be part of the feedback provided to the user. For example, the star ratings in the examples described above can be determined according to many different factors. According to one example, a ½ star is “earned” if the user achieves a score of at least 7 points on average over 20 situations, i.e., 140 points total. A full star is earned for 120 points, two stars are earned for 160 points and three stars are earned for 190 points. The star calculations can be calculated and displayed in real time to give users an incentive to continue making correct responses during a scenario.
Over time, the information collected from a user's completion of several scenarios allows a rating to be determined for the user. In the case of sports scenarios, one such rating is a sports specific rating, i.e., a user that has completed scenarios for the football quarterback position can be assigned a rating based on her scores in the scenarios. The rating can be based on a predetermined objective standard (e.g., by evaluating how well the user performs certain actions such as recognizing defensive coverages, recognizing a blitz, recognizing open receivers, etc., which are exemplary high performance cognitive skills) and/or comparison to other users' scores, either among current users or among a broader set of users (e.g., using a historical database). The sports specific rating can take into account the user's current experience level (e.g., the user is a first-year quarterback in a Division II collegiate program). Such a rating provides a useful metric to coaches, scouts and others interested in measuring and developing a player's performance.
Ratings and assessments can be specific to various subcategories, such as performance against right-handed vs. left-handed pitchers, ability to recognize zone coverage vs. man-to-man coverage, as just two examples. Thus, strengths and weaknesses can be discerned, and the user can be given detailed feedback to address each.
The system can be configured to use various logical approaches in setting the number of question and determining their sequence, both initially and real-time during a scenario. The number of questions can be selected by the user or it can be preconfigured according to the selected scenario options. Typically, a default of at least 20 questions is configured for each scenario, but this default can be changed as appropriate.
The sequence of questions can be random, or the system can be configured to use question branching logic. In either case, the system can select from a question bank or group (e.g., 100 questions or situations) to present the user with 20 questions in the current selected scenario. The system can also be configured to select from unused questions for subsequent iterations of the same or a similar scenario. Multiple question banks or groups can be drawn from in the same scenario or as needed, or in any other appropriate fashion.
According to one example of question branching logic, an incorrect (or untimely) response by a user leads to an ancillary question. The system is configured to select the ancillary question because it tests or drills the same point that was tested or drilled in the question responded to incorrectly. If the user answers the ancillary question incorrectly, the system can be configured to answer additional ancillary questions (until the supply is exhausted) or until a set number is reached (e.g., three tries to answer correctly).
The scoring and question count can be configured in different ways. For example, it is possible to have the system disregard any ancillary questions in the count of questions presented. Thus, e.g., presentation of ancillary questions would not change count of questions shown in the progress bar 88.
There are a number of ways in which the difficulty of completing a particular sports scenario can be modified. For example, the system can decrease the allowable response time such that only correct responses provided within a shortened interval earn points (or even that responses outside of the shortened interval earn only deductions in score). Further, the sports scenario can be “loaded” to make responding correctly more difficult. Loading can be defined as requiring an additional internal or external cognitive demand which can potentially divert one's cognitive resources away from a primary task or function. Such loading can be derived from internal sources, such as provoking thinking about non-critical aspects (thus triggering use of focus and/or splitting one's attention), not forgetting a previous mistake (thus triggering emotional regulation), etc. Such loading can also be from external sources as well, such as players asking questions while a quarterback is reading the defense, coaches yelling instructions, opponents shouting, crowds shouting, etc. Scoring distortions can be added to test/train/measure the user's emotional response and ability to operate with divided attention, which are attributes considered critical to developing an expert proficiency level.
In general, approaches to such loading are chosen to make the sports scenario more realistic and a closer simulation to the real world experience. For example, the user can be forced to process other stimuli or information while attempting to focus on the scenario. Two such types of stimuli are audio stimuli and visual stimuli. As alluded to above, audio stimuli may include crowd noise, white noise or other type of sound, perhaps even a spoken narrative selected to distract the user. As another example, the user could be given audio feedback (whether encouraging or discouraging), such as from the system, another player or a coach, that is inaccurate and/or inconsistent to further simulate such a real-world occurrence.
Visual stimuli can include the variable occlusion of the scene as discussed above, as well as the presentation of other visual imagery to the user, whether or not related to the scenario. In addition, the user can be required to complete an auxiliary task in an attempt to divert the user's attention from the scenario and to train the user's concentration and other cognitive skills. For example, the user can be required to make a motion (i.e., actuate a control or press a button) ancillary to responding to the scenario.
In the illustrated implementations, the user's domain-specific cognitive skills are assessed and trained. For example, a user is assessed and trained in football coverage recognition or in baseball pitch recognition. It is also possible to assess and train the corresponding generic cognitive skills as a step in assessing and training the specific skills. For example, instead of training pitch recognition by having a user face a simulated pitch, the assessment of pitch recognition could be made by assessing the user's skills in pattern recognition. The user could simply be asked to match the type of pitch to one of a series of different pitch types. Instead of real-time football coverage recognition, the user's generic skills in pattern recognition and/or spatial reasoning could be tested.
In the above examples, some of the scenarios follow an approach of teaching or reinforcing a part task that is component or closely associated with a whole task. For example, in the football scenarios, a quarterback can receive training in coverage recognition and blitz recognition, which are two part tasks closely associated with the whole task of throwing a successful forward pass.
In the above examples, each sports scenario involves a user responding to a video of a game situation. Any form of motion picture or still picture images can be used, and it is also possible to use computer-generated graphics to simulate game settings.
In the above examples, the on-screen controls selectable by a user are referred to “buttons.” As illustrated, each of such controls is embodied as an area of a touch-sensitive screen. It would of course be possible to configure such controls to be mechanical or hardware controls, or to use various other input devices configured to execute an input by motion. For example, and as further set forth above, the input device could be a mouse, a wand or other type of input device that relies at least in part on a user's movement to create an input. In addition, the system is configurable for use with voice recognition and motion recognition (e.g., Kinect technology and other motion-based input devices).
Through repeated training using the disclosed systems and methods, calibrated to an appropriate skill level and with prompt and direct feedback, users of varying abilities can be taught skills and can be trained to improve skills. A rating or other meaningful metric can be assigned based on a user's performance to date in selected scenarios, which can allow for a standardized approach in assessing candidates for teams or positions, generally determining strengths and weaknesses and/or comparing users to each other.
Various systems carrying out training of users in the manners described above can be provided. In some embodiments, these systems may be implemented or performed by software stored on one or more tangible computer-readable media (e.g., one or more optical media discs, volatile memory or storage components (such as DRAM or SRAM), or nonvolatile memory or storage components (such as hard drives)) and executed on one or more computing systems. The computing systems can include one or more central processing units (CPUs) and a memory, such as random access memory (RAM) for temporary storage of information and/or a read only memory (ROM) for permanent storage of information, and a mass storage device, such as a hard drive, diskette, or optical media storage device. Typically, the modules of the computing system are connected to the computer using a standards-based bus system, such as, for example, Peripheral Component Interconnect (PCI), Microchannel, SCSI, Industrial Standard Architecture (ISA) and Extended ISA (EISA) architectures. The computing system may also include one or more commonly available input/output (I/O) devices and interfaces, such as a keyboard, a mouse, and/or a touchpad. In one embodiment, the I/O devices and interfaces include one or more display devices, such as a monitor, that allows the visual presentation of data to a user. More particularly, a display device provides for the presentation of Graphical User Interfaces (GUIs), application software data, and multimedia presentations, for example. The computing system may also provide a communications interface to various external devices.
Such software can be executed on a single computer or on a networked computer (e.g., via the Internet, a wide-area network, a local-area network, a client-server network, or other such network). The systems and methods disclosed herein can also be performed using cloud computing, a form of Internet-based computing, whereby shared resources, software and information are provided to computers and other devices on-demand. The software embodiments disclosed herein can be described in the general context of computer-executable instructions, such as those included in program modules, which can be executed in a computing environment on a target real or virtual processor. The computing system may run on a variety of computing devices, such as, for example, a server, a Windows server, a Structure Query Language server, a Unix server, a personal computer, a mainframe computer, a laptop computer, a cell phone, a personal digital assistant, a kiosk, an audio player, and so forth. The computing system is generally controlled and coordinated by operating system software. Conventional operating systems control and schedule computer processes for execution, perform memory management, provide file system, networking, and I/O services, and provide a user interface, such as a graphical user interface, among other things.
Furthermore, any of the software embodiments (comprising, for example, computer-executable instructions for causing a computer to perform any of the disclosed methods) can be transmitted, received, or accessed through a suitable communication device. Similarly, any data structure, data file, intermediate result, or final result created or modified using any of the disclosed methods can be transmitted, received, or accessed through a suitable communication device. Such suitable communication means include, for example, the Internet, the World Wide Web, an intranet, software applications, cable (including fiber optic cable), magnetic communications, electromagnetic communications (including RF, microwave, and infrared communications), electronic communications, or other such communication means now known or unknown. Moreover, any data structure, data file, intermediate result, or final result produced by any of the disclosed methods can be displayed to a user using a suitable display device (e.g., a computer monitor or display). Such displaying can be performed as part of a computer-implemented method of performing any of the disclosed methods.
With reference to
The computing environment may have additional features. For example, the computing environment 1100 includes storage 1108, one or more input devices 1110, one or more output devices 1112, and one or more communication connections 1114. An interconnection mechanism (not shown) such as a bus, controller, or network interconnects the components of the computing environment 1100. Typically, operating system software (not shown) provides an operating environment for other software executing in the computing environment 1100, and coordinates activities of the components of the computing environment 1100.
The storage 1108 may be removable or non-removable, and includes magnetic disks, magnetic tapes or cassettes, CD-ROMs, DVDs, or any other medium which can be used to store information and which can be accessed within the computing environment 1100. The storage 1108 can store instructions for the software 1116 implementing any of the described systems and methods.
The input device(s) 1110 can be a touch input device such as a touch-sensitive screen, keyboard, mouse, pen, or trackball, a voice input device, a scanning device, or another device that provides input to the computing environment 1100. In some cases, the input device may translate the user's physical movement into the input, such as via a wand or other manually manipulated element, or by motion of the user's body itself. For audio or video encoding, the input device(s) 1110 can be a sound card, video card, TV tuner card, or similar device that accepts audio or video input in analog or digital form, or a CD-ROM or CD-RW that reads audio or video samples into the computing environment 1100. The output device(s) 1112 can be a display or another device that provides output from the computing environment 1100 to view the selected media content.
The communication connection(s) 1114 enable communication over a communication medium to another computing entity. The communication medium is not a storage medium but conveys information such as computer-executable instructions, resource and construction project information, or other data in a modulated data signal. A modulated data signal is a signal that has one or more of its characteristics set or changed in such a manner as to encode information in the signal. By way of example, and not limitation, communication media include wired or wireless techniques implemented with an electrical, optical, RF, infrared, acoustic, or other carrier.
The various methods disclosed herein can be described in the general context of computer-readable media. Computer-readable media are any available media that can be accessed within or by a computing environment. By way of example, and not limitation, with the computing environment 1100, computer-readable media include tangible computer-readable storage media such as memory 1104 and storage 1108.
Any of the aspects of the technology described herein can also be performed using a distributed computer network.
In view of the many possible embodiments to which the principles of the present disclosure can be applied, it should be recognized that the illustrated embodiments are only examples and should not be taken as limiting the scope of the following claims. We therefore claim all that comes within the scope and spirit of these claims.
This application claims the benefit of U.S. Provisional Patent Application No. 61/443,201, filed Feb. 15, 2011, which is hereby incorporated by reference.
| Number | Date | Country | |
|---|---|---|---|
| 61443201 | Feb 2011 | US |
| Number | Date | Country | |
|---|---|---|---|
| Parent | 13985868 | Aug 2013 | US |
| Child | 15147893 | US |
