자연주의적 탐구조사(Naturalistic Inquiry)

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Flow The Psychology Of Optimal Experience

The ambiguity of play

In an embodiment, the invention relates to neural prosthetic devices in which control signals are based on the cognitive activity of the prosthetic user. The control signals may be used to control an array of external devices, such as prosthetics, computer systems, and speech synthesizers. Data obtained from monkeys' movement intentions were recorded, decoded with a computer algorithm, and used to position cursors on a computer screen. Not only the intended goals, but also the value of the reward the animals expected to receive at the end of each trial, were decoded from the recordings. The results indicate that brain activity related to cognitive variables can be a viable source of signals for the control of a cognitive-based neural prosthetic.

https://science.sciencemag.org/content/sci/305/5681/258.full.pdf

Cognitive control signals for neural prosthetics

In this work, we investigate eye movement analysis as a new sensing modality for activity recognition. Eye movement data were recorded using an electrooculography (EOG) system. We first describe and evaluate algorithms for detecting three eye movement characteristics from EOG signals-saccades, fixations, and blinks-and propose a method for assessing repetitive patterns of eye movements. We then devise 90 different features based on these characteristics and select a subset of them using minimum redundancy maximum relevance (mRMR) feature selection. We validate the method using an eight participant study in an office environment using an example set of five activity classes: copying a text, reading a printed paper, taking handwritten notes, watching a video, and browsing the Web. We also include periods with no specific activity (the NULL class). Using a support vector machine (SVM) classifier and person-independent (leave-one-person-out) training, we obtain an average precision of 76.1 percent and recall of 70.5 percent over all classes and participants. The work demonstrates the promise of eye-based activity recognition (EAR) and opens up discussion on the wider applicability of EAR to other activities that are difficult, or even impossible, to detect using common sensing modalities.

/pdf/eye-movement-analysis-for-activity-recognition-using-152wvuyj3n.pdf

Eye Movement Analysis for Activity Recognition Using Electrooculography

Part 1: Introduction and Framework 1. Introduction and Overview 2. Framework for Assistive Technologies 3. Disabled Human User of Assistive Technologies Part 2: Service Delivery in Assistive Technologies 4. Delivering Assistive Technology Services to the Consumer 5. Funding Assistive Technology Services and Systems Part 3: The Activities: General Purpose Assistive Technologies 6. Seating Systems as Extrinsic Enablers for Assistive Technologies 7. Human/Assistive Technology Interface 8. Sensory Aids for Persons with Visual Impairments 9. Sensory Aids for Persons with Auditory Impairments Part 4: The Activities: Performance Areas 10. Assistive Technologies for Cognitive Augmentation 11. Augmentative and Alternative Communication Systems 12. Technologies That Enable Mobility 13. Technologies That Aid Transportation 14. Technologies That Aid Manipulation and Control of the Environment Part 5: Contexts for Assistive Technology Applications 15. Assistive Technologies in the Context of the Classroom 16. Assistive Technologies in the Context of Work Glossary Resources Index

Assistive Technologies: Principles and Practice

Part 1: Introduction and Framework 1. Introduction and Overview 2. A Framework for Assistive Technologies 3. The Disabled Human User of Assistive Technologies Part 2: Service Delivery in Assistive Technologies 4. Delivering Assistive Technology Services to the Customer 5. Funding Assistive Technology Services and Systems Part 3: The Activities: General Purpose Assistive Technologies 6. Seating Systems as Extrinsic Enablers for Assistive Technologies 7. The Human-Assistive Technology Interface 8. Sensory Aids for Persons with Visual Impairment 9. Sensory Aids for Persons with Auditory Impairment Part 4: The Activities: Performance Areas 10. Assistive Technology for Cognitive Augmentation 11. Augmentative and Alternative Communication Systems 12. Technologies that Enable Mobility 13. Technologies that Enable Transportation 14. Technologies that Aid Manipulation and Control of the Environment Part 5: The Contexts for Assistive Technology Applications 15. Assistive Technologies in the Context of the Classroom 16. Assistive Technologies in the Context of Work Appendix: Resources Glossary

Cook & Hussey's assistive technologies : principles and practice

Physical therapists and occupational therapists frequently assist parents with the exploration and use of powered wheelchairs for their children with physical disabilities. The purpose of this study was to explore parents' experiences and perceptions of their children's experiences with the receipt and use of powered mobility. Qualitative methods were used to gain insight into the experiences of five mothers of children with physical disabilities who use powered wheelchairs. Information was collected during individual interviews with the mothers. Data analyses revealed five higher-level themes identified across the participants. Results of this study suggest that mothers initially perceive powered mobility as a "last resort" mobility option. The perceived effects of their children's use of powered mobility were significant and included increased personal control, independence, and opportunities to participate in age appropriate, meaningful activities. The mothers perceived that increased independence positively affected others' attitudes toward their children and allowed their children to develop more "legitimate" relationships with their peers.

Mothers' Perceptions of Their Children's Use of Powered Mobility

Robots have been widely used in rehabilitation. Among the various applications, robots have been developed to assist children with motor disabilities in play and academic activities. Several studies have shown the efficacy of these robot ic tools, not only for allowing children to actively participate in th e activities, with direct impact on the development of their cognitive, social, and linguistic skills, but also as a means to assess c hildren's understanding of cognitive concepts, when stand ard tests cannot be used due to physical or language limitations. In this paper the use of robots for assistive play is reviewed from the perspectives of rehabilitation engineering and robot desi gn, aiming at defining a set of desirable characteristics for such robots. Commercially available robots are then surveyed in comparison to the defined characteristics to evaluate to what extent they can be used as assistive robots for play, learning and cognitive development.

https://era.library.ualberta.ca/items/36a73314-684b-4c91-b85d-27cb20081937/view/c5f736a5-6fd5-4530-a8e2-85e0bab6715f/2010-20-20Cook-20Encarnacao-20Adams-20RobotsAssistiveTechnologiesForPlayLearningAndCognitiveDevelopment.pdf

Robots: Assistive technologies for play, learning and cognitive development

A robotic arm system was developed for use by children who had very severe motor disabilities and varying levels of cognitive and language skills. The children used the robot in a three-task sequence routine to dig objects from a tub of dry macaroni. The robotic system was used in the child's school for 12-15 sessions over a period of four weeks. Goal attainment scaling indicated improvement in all children in operational competence of the robot, and varying levels of gain in functional skill development with the robot and in carryover to the classroom from the robot experiments. Teacher interviews revealed gains in classroom participation, expressive language (vocalizations, symbolic communication), and a high degree of interest by the children in the robot tasks. The teachers also recommended that the robot should have more color, contrast and character, as well as generating sounds and/or music for student cues. They also felt that the robotic system accuracy should be increased so that teacher assistance is not necessary to complete the task.

/pdf/school-based-use-of-a-robotic-arm-system-by-children-with-41t7a0at35.pdf

Albert M. Cook

Papers

Assistive Technologies: Principles and Practice

Cook & Hussey's assistive technologies : principles and practice

Mothers' Perceptions of Their Children's Use of Powered Mobility

Robots: Assistive technologies for play, learning and cognitive development

School-based use of a robotic arm system by children with disabilities