Abstract:
A software program for evaluating and enhancing at least one user cognitive skill, the program including an animation module for displaying at least one first display that includes at least one first object having a first cognitively recognizable changing property of movement and at least one second cognitively recognizable changing property, a response module that receives input from a user signaling device that signals user recognition of the changing, an evaluation module that evaluates the user response based upon at least one evaluation parameter, and an evaluation appraisal module that generates an evaluation display based upon the evaluation.

Description:
FIELD OF THE INVENTION 
     The present invention relates to a computer program for enhancing cognitive skills. 
     BACKGROUND OF THE INVENTION 
     Cognition is defined as “the act or process of knowing, including both awareness and judgment” (Merriam-Webster Online Dictionary, copyright 2005) and is dependent upon many mental processes, herein: cognitive skills. Three general categories of cognitive skills comprise attention skills, mental processing skills, and audiovisual skills. 
     Attention Skills include the following cognitive skills:
         Working Memory—retaining information until a task is completed;   Attention Duration—sustaining attention until a task is completed;   Short-Term Memory—using information in performing a task;   Selective Attention—focusing on one task at a time;   Divided Attention—focusing on more than one task at a time; and   Range of Focus—changing focus during a task, from narrow to a wide focus or vice versa; and   Attention Flexibility—producing a desired level of attention at will.       

     Mental Processing Skills include the following cognitive skills:
         Concept Comprehension—understanding a task;   Sequential Processing—ordering and processing information required for a task;   Simultaneous Processing or Multitasking—processing information for two or more simultaneous tasks;   Processing Speed—the speed it takes to process information for a given task;   Peripheral Vision—perception of objects outside the direct line of vision; and   Information Discrimination—ordering and processing multiple mental, audio, and/or visual information items.       

     Audiovisual Skills include the following cognitive skills:
         Visual Processing—processing visual input;   Auditory Processing—processing auditory input;   Audiovisual Coordination—simultaneous processing of audio and visual input; and   Sensory Motor Coordination—coordinating sensory input, for example, touch or sound, with motor skills, for example, movement.
 
Attention Focusing
       

     Diseases and/or syndromes associated with improper attention focusing include Attention Deficit Disorder (ADD), Learning Disabilities (LD), and Post-traumatic Stress Disorder (PTSD). Attention deficit disorder, for example, if uncorrected in a student, may prevent focusing for a period sufficient to obtain new information, significantly impairing the student&#39;s learning ability. 
     All brain functions are associated with a predominant brain wave frequency. For example, Beta-1, and Beta-2, brain waves, in the 12-14, Hz and 14-16, Hz frequencies respectively, are associated with attention focusing. Alpha and Theta waves in the 8-12 Hz and 4-8, Hz frequencies respectively, are associated with a relaxed mental state. Additionally, an overabundance of Theta waves is known to interfere with the ability to focus. 
     One treatment method for attention focusing, called neuro-feedback, encourages brain waves at desired frequencies, and discourages waves at other frequencies. Monastra, et al., in U.S. Pat. No. 6,097,980,, incorporated herein in its entirety by reference, teach neuro-feedback in which a user is connected to an electroencephalograph, (EEG), while audio signals teach the user to produce desirable brain waves. 
     A drawback of neuro-feedback is the reliance on a complex EEG measuring system under professional supervision, as described in Boyd, W. D., &amp; Campbell, S. E. (1998): The use of EEG biofeedback to treat ADHD in a school setting in  Journal of Neurotherapy,  2(4), pages 65-70. 
     Mental Processing 
     Diseases and/or syndromes associated with improper mental processing include brain injury, for example, Traumatic Brain Injury (TBI), Closed Head Injury (CHI), and Stroke. 
     Breznitz, in U.S. Pat. No. 6,632,174,, incorporated herein in its entirety by reference, teaches a system that addresses specific cognitive components, and is administered by a trained clinician. Herron, Lois J., in U.S. Pat. No. 6,042,383,, teaches a device for successfully completing a specific motor skill-related task, for example, getting dressed. 
     Audiovisual Coordination 
     Diseases and/or syndromes associated with improper audiovisual coordination include aging, fatigue, neuro-chemical imbalance, side affects of medication, and secondary effects associated with primary medical disorders. 
     The Interactive Metronome, seen at http://www.interactivemetronome.com, administered under clinical supervision, seeks to improve timing of motor skills, for example, clapping to an audio rhythm. 
     SUMMARY OF THE INVENTION 
     According to an aspect of some embodiments of the present invention, a software program that installs on a home computer displays audiovisual exercises that enhance one or more user cognitive skills while increasing associated brain waves, the program being adapted to be operated by a user substantially independent of professional supervision. 
     In an exemplary embodiment, a first session of a first exercise begins with a display of an object, for example, a ball that changes color while randomly moving. On occasion, the display is interrupted with a relaxation display comprising multiple slow moving objects, for example, balloons that float upward on the screen, thereby enhancing user range of focus. 
     The user is instructed to signal recognition of each color change within a specified time period, for example, by pressing a space bar on a computer keyboard or an accessory input device attached to the computer. Failure to signal within the period, or signaling when there is no color change, results in a brief interjection of an admonition display, for example, the word “miss”. Appropriate user response to the color change enhances cognitive skills, including attention and motor coordination, and increases associated brain waves, including desired dominance of Beta waves. 
     In an exemplary embodiment, the first session is presented at a basic level of complexity comprising a slow moving ball interspersed with a large number of relaxation displays. Subsequent sessions of the first exercise are presented at the same or greater levels of complexity wherein ball speed is increased and/or the number of relaxation displays is reduced; thereby further enhancing cognitive skills and changes in brain waves. 
     Each user response is evaluated according to one or more evaluation parameters and, at the end of the first session, a parametric-based score is displayed that reflects user performance. Scores reflecting user progress are optionally displayed following user participation in multiple sessions. 
     With completion of all levels of the first exercise, the user is introduced to additional exercises; each additional exercise includes a new cognitive task in conjunction with the moving ball and relaxation screens. The additional exercises, for example, direct the user to, inter alia, abstain from signaling following visual or auditory cues, signal only in response to a specific object color or sequence of colors, and/or ignore one or more distracting objects appearing in the display. 
     As the user progresses through the exercises and the increasing levels of complexity, many individual cognitive skills are enhanced while increasing the associated desired brain waves. 
     There is thus provided a software program for evaluating and enhancing at least one user cognitive skill, comprising an animation module for displaying at least one first display, the at least one first display including at least one first object periodically changing at least one first property comprising a change in a cognitively recognizable state, a response module that receives input from a user signaling device that signals user recognition of the changing, an evaluation module that evaluates the user response based upon based upon at least one evaluation parameter, and an evaluation appraisal module that generates an evaluation display based upon the evaluation. 
     In an exemplary embodiment, the cognitively recognizable changing in the at least one first property includes at least one change in color. Optionally the changing includes changing at least one second property, the second property including changing position during at least one first period of time. 
     In an exemplary embodiment, following the evaluation display, the animation module is adapted to automatically display at least one second display including at least one first object periodically changing at least one first property and at least one second property, the at least one second property including changing during the at least one first period of time and changing during at least one second period of time, the second period of time being shorter than the first period of time. 
     Optionally, the at least one evaluation parameter includes at least one of a latency period, an omission, and a commission. The evaluation display additionally includes an admonition display including, for example, the word “MISS” when the evaluated parameter includes at least one of an omission and a commission. 
     Further, the animation module is adapted to automatically display the at least one first object in at least one of a same size, an intermediate size, and a large size. Optionally, the at least one first display additionally includes an audio module operatively associated with the animation module, the audio module signaling the user to respond to the at least one first cognitively recognizable property by at least one of signaling and refraining from signaling. Optionally, the at least one first display additionally includes at least one second object that changes a property and is cognitively distinct from the at least one first object, the change signaling the user to respond with at least one of signaling and refraining from signaling. 
     In an exemplary embodiment, the at least one first display additionally includes a distraction, including at least one color distraction display and auditory distraction. Optionally, the at least one first display comprises at least two displays, including at least one relaxation display. Further, the at least two displays are displayed at a level of at least one initial level of complexity, intermediate level of complexity, and advanced level of complexity. Optionally, the recognition enhances at least one desirable brain wave, including at least one wave of beta 1, and beta 2. Additionally, the recognition suppresses at least one undesirable brain wave, including at least one wave of theta and alpha. 
     In an exemplary embodiment, the invention further includes a user input device that interfaces with the response module, the input device including at least one of a key, a ball, and a pedal. 
     Further, the at least one enhanced cognitive skill comprises a cognitive skill from at least one of the following cognitive skill categories: attention skills, mental processing skills, and audiovisual skills. 
     In an exemplary embodiment, the program is adapted to be run on a home computer substantially independent of professional supervision. 
     There is thus provided a software program for evaluating and enhancing at least one user cognitive skill, the program including an animation module for displaying at least one first display that includes at least one first object that changes at least one first cognitively recognizable property, the at least one property comprising a change in color, a response module that receives input from a user signaling device that signals user recognition of the changing, an evaluation module that evaluates the user response based upon at least one evaluation parameter, and an evaluation appraisal module that generates an evaluation display based upon the evaluation. 
     In an exemplary embodiment, the at least one first object additionally changes at least one second cognitively recognizable property, the change comprising a change in position occurring during a first period of time. 
     There is thus provided a software program for evaluating and enhancing at least one user cognitive skill, the program including an animation module for displaying at least one first display that includes at least one first object having a first cognitively recognizable changing property of movement and at least one second cognitively recognizable changing property, a response module that receives input from a user signaling device that signals user recognition of the changing, an evaluation module that evaluates the user response based upon at least one evaluation parameter, and an evaluation appraisal module that generates an evaluation display based upon the evaluation. Optionally, the at least one second cognitively recognizable property includes at least one change in color. 
     There is thus provided a method for enhancing cognitive skills of a user including displaying an object changing position, tracking the changing position, changing the object color, passing a period of latency, signaling recognition of the changing color, evaluating the latency period, and generating a display based upon the evaluation. 
     In an exemplary embodiment, the method additionally includes at least one of showing a visual distraction, providing an auditory distraction, and inserting a relaxation display. 
     Optionally, the changing enhances at least one skill associated with one cognitive skill category from at least one of the following cognitive skill categories: attention skills, mental processing skills, and audiovisual skills. 
     Furthermore, there is provided a software program for evaluating and enhancing at least one user cognitive skill, adapted to work in conjunction with a pressure sensitive object, the program including an animation module for displaying at least one first display that includes at least one first object having a first cognitively recognizable changing property of movement, and at least one second cognitively recognizable changing property, a response module that receives input from the pressure sensitive object, signaling user recognition of the second changing property following a latency period, an evaluation module that evaluates the user latency period, and an evaluation appraisal module that generates an evaluation display based upon the evaluation. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         FIG. 1  shows the processing units for use with the displays of  FIGS. 2 ,  3 ,  4 , and  5 , in accordance with an embodiment of the present invention; 
         FIGS. 2 ,  3 ,  4 , and  5  show cognitive enhancement displays, in accordance with an embodiment of the present invention; 
         FIGS. 6 ,  7 , and  8  show graphs of brain waves associated with cognitive enhancement displays, in accordance with an embodiment of the present invention. 
         FIG. 9  shows a block diagram of a cognitive enhancement software program, in accordance with an embodiment of the present invention; 
         FIG. 10  shows processing units for use with the displays of  FIGS. 2 ,  3 ,  4 , and  5 , in accordance with an embodiment of the present invention and; 
         FIG. 11  shows a chart of cognitive enhancement sequences, in accordance with an embodiment of the present invention. 
     
    
    
     DESCRIPTION OF EXEMPLARY EMBODIMENTS 
     Referring to  FIG. 1 , in broad terms, the present invention comprises a software program  300  in which a user responds to a series of audiovisual displays  152  and receives feedback on the quality of the responses, all substantially independent of clinical supervision. 
     Software program  300  installs, for example, on a digital storage  188  in a computer  500  commonly found in many homes. In addition to display  152  and storage  188 , home computer  500  typically includes a keyboard  648  having an input key  658  such as the space bar, a processing unit  104 , and a speaker  642 . 
     Prior to each exercise, display  152  provides written instructions, instructing the user on how to properly respond to the upcoming exercise. Correctly following the instructions serves to enhance audiovisual skills including visual processing and concept comprehension. 
     Warm Up Exercise—Stationary Ball 
     Referring to  FIG. 1 , each session begins with a Warm-Up Exercise  510  comprising a stationary ball  140  that periodically changes colors, for example, from green  150  to red  160 , represented by parallel lines and hatched lines respectively. The user responds by pressing key  658  immediately upon recognizing the color change. The period of time from the color change to the user response, herein latency period, is digitally recorded and used in computing an evaluation parameter at the end of the session. Warm-Up Exercise  510  prepares the user for subsequent exercises and enhances attention skills, including range of focus, selective attention, and sensory motor coordination. 
     As used herein, ball  140  changing color is described, for example, as changing color “from green  150  to red  160 ”, while ball  140  having an unchanging color, for example, is described as “red ball  160 ”. 
     Exercise One—Moving Ball 
     Referring to  FIG. 2 , after warm-up  510 , display  152  provides instructions for Exercise One  100  at a basic level of difficulty, following which, green ball  150  moves from a first position  110  to a second position  112  and a third position  114  while periodically changing colors, for example, from green  150  to red  160 . Upon observing the color change, the user presses key  658  and the latency period is recorded by computer  500 . Ball  140  continues moving to subsequent positions, changing color over randomly varied periods of time and, after a series of color changes, the exercise and level ends with the evaluation parameter being displayed on display  152 . 
     At the completion of the basic level, the user may terminate the session or choose to progress to more difficult levels and onto further exercises. Whenever the user chooses to terminate, the exercise and level attained by the user is digitally recorded on computer  500  and, at a subsequent session, software  300 , following a warm-up  100 , automatically presents the user with the next exercise and/or level. 
     As used herein, a “moving” object refers to any change in position of displayed ball  140  in relation to the x and y coordinates of display  152 , whether ball  140  moves at a constant rate of speed, changing rate of speed, and/or disappears from a first position and reappears at a second position. 
     Cognitive recognition of object movement often includes visual tracking, defined as changing eye position to maintain the object in a field of vision. 
     Relaxation Display 
     Relaxation display  830  accompanied by audio tones from speaker  642 , seen in  FIG. 3 , interrupts movement of ball  140  for a period of time, for example, 6, to 10, seconds. 
     In an exemplary embodiment, relaxation display  830  includes a purple bubble  180  represented by triangles, a yellow bubble  190  represented by a honeycomb, a blue bubble  290  represented by horizontal lines, and white ball  170 . Bubbles  180 ,  190 , and  290  typically float from the bottom to the top of display  152  and enhance user ability to defocus from a concentrative mental state during ball movement  140  to a relaxed state during relaxation display  830 . 
     A single tone is typically sounded as relaxation display  830  finishes, signaling the user to refocus, and display  152  resumes with moving ball  140  that changes color. Relaxation display  700  enhances attention skills, including range of focus and attention flexibility, skills important for proper classroom learning and interaction. 
     As seen in a display  200  ( FIG. 4 ), ball  140  may be displayed in different sizes, for example, large  274 , intermediate  272 , and small  270  sizes, corresponding to basic, intermediate, and advanced levels. In conjunction with the changes in size, the number of relaxation displays  830  is decreased as summarized in the following chart: 
     
       
         
               
               
               
               
             
           
               
                   
               
               
                   
                   
                 Relaxation 
                   
               
               
                   
                 Level 
                 Displays 
                 Ball Size 
               
               
                   
               
             
             
               
                   
                 Basic 
                 5 
                 Larger 
               
               
                   
                 Intermediate 
                 4 
                 Medium 
               
               
                   
                 Advanced 
                 3 
                 Smaller 
               
               
                   
               
             
          
         
       
     
     Additionally, cueing module  400  ( FIG. 5 ) displays a variety of cues that encourage the user to respond correctly. For example, if the user fails to press key  658  within the first 1.5, seconds, an admonition display, including the word “MISS”  422 , will appear for a brief period of time on display  152  and/or speaker  642  will emit a sound. Additionally, if the user presses key  658  without ball  140  changing color, “MISS”  422  will be similarly displayed. 
     The user recognition of the change in ball color  140  enhances attention skills, including range of focus, selective attention, attention duration, and sensory motor coordination. 
     Scoring 
     At the end of each exercise, an evaluation parameter comprising a percentage is presented on display  152  or printed on a printer  186  ( FIG. 1 ), the percentage being calculated from a perfect score versus the actual score attained by the user. Based upon the following chart: 
     
       
         
               
               
               
             
               
               
               
             
           
               
                   
               
               
                   
                 Latency Period (sec.) 
                 Points 
               
               
                   
               
             
             
               
                   
               
             
          
           
               
                   
                 0.5  
                 5 
               
               
                   
                 0.5-1.0 
                 3 
               
               
                   
                 1.0-1.5 
                 1 
               
               
                   
                 1.5+ 
                 −3 
               
               
                   
                 No Response 
                 −5 
               
               
                   
                 False Response 
                 −5 
               
               
                   
               
             
          
         
       
     
     For example, if ball  140  changed color 20, times, were the user to respond correctly each time with 0.5, second latency period, the user would have obtained the maximum score of 100. If, in actuality, the user attained 50, points, the user receives an evaluation of 50, out of 100,, or 50, percent. 
     In addition to the evaluation parameter comprising a percentage, the user is apprised of a number of additional evaluation parameters including omissions and commissions; omissions being defined herein as the failure to press key  658  following ball  140  color change; commissions being defined herein as the number of times key  658  was pressed when there was no change in ball  140  color. 
     The evaluation parameters serve as a reward to the user and encourage the user to improve cognitive recognition. 
     Brain Wave Enhancement 
       FIGS. 6 and 7  are graphic representations  800  of brain waves often occurring with cognitive changes  810  and  820 , associated with a slow moving and a fast moving ball respectively. 
     Prior to cognitive changes  810  and  820 , Beta-1,  802  and Beta-2,  804  waves are often depressed while Alpha  812  and Theta  814  waves are often elevated; a pattern associated with impeded user concentration. 
     Slow movement cognitive change  810  typically results in a dramatic increase in Beta-1,  802  waves and a moderate increase in Beta-2,  804  waves. In fast movement cognitive change  820 , the reverse often occurs; a dramatic increase in Beta-2,  804  waves and a moderate increase in Beta-1,  802  waves. 
     As seen in  FIGS. 6 and 7 , wave patterns associated with cognitive changes  810  and  820  typically include suppression of Alpha  812  and Theta  814  waves that, in conjunction with the above-noted changes in Beta waves  802  and  804 , are associated with enhanced user concentration. 
     While prior to cognitive changes  810  and  820 , Alpha  812  waves are shown at a higher level than Theta  814  waves, in some cases Theta  814  waves may initially be at a higher level than Alpha  812  waves. Whether Alpha  812  or Theta  814  waves are higher initially, the resultant wave patterns following cognitive changes  810  and  820  will substantially remain the same as shown. 
       FIG. 8  demonstrates brain wave changes associated with relaxation display  830  following cognitive change  820 . Relaxation display  830  typically causes reduction of Beta-1,  802  and Beta-2,  804  waves while Alpha  812  and Theta  814  waves increase with Alpha  812  waves being dominant. 
     Repetition of slow  810  or fast  820  cognitive changes, interspersed with relaxation displays  830 , enhances range of focus attention skills, teaching the user to focus and defocus at will; indispensable skills whenever learning is taking place. 
     Software Modules 
       FIG. 9  shows a block diagram of software program  300 , according to an exemplary embodiment of the invention. At a cognitive change  1   310 , software  300  displays a cognitive change to which the user responds at response  320  while a timer module  370  determines the latency period. Following a number of interactions at the end of a particular level, the user is shown a score  340 . 
     In an exemplary embodiment, score  340  is stored as a record  360  and used as a basis for generating an evaluation  380  of user progress, for example, during a session. Following evaluation  380 , a display  350  presents a new exercise and/or exercise level. 
     As used herein, software  300  refers to any digital program designed to run in conjunction with a digital controller, for example, a hand-held gaming unit  930  ( FIG. 10 ) or home computer  500  ( FIG. 1 ). Additionally or alternatively, unit  930  may be adapted to connect to an external display (not shown), for example, a television. 
     In some embodiments, software  300  may be contained on a non-erasable storage medium, for example, a chip that is either integrated or inserted into unit  930 . Additionally or alternatively, software  300  may be downloaded into unit  930 , for example, from home computer  500  using a wireless hook-up, for example, via an infra red sensor  936 . Optionally, user progress, including evaluation parameters, may be uploaded to computer  500  for review by a supervisor, for example, a parent. 
     In still another embodiment, software  300  may be adapted to run on a cell phone having a display (not shown) or via the Internet, for example, at a website dedicated to cognitive enhancement; the many options for running software  300  being well-known to those familiar with the art. 
     Accessories 
     As seen in  FIG. 10 , unit  930  is adapted to include any one of a variety of input devices, for example, a foot pedal  980  upon which the user steps to signal recognition of a cognitive change, thereby enhancing motor skills associated with the lower extremity. 
     Another example of an input device is a hand-held rubber ball  990  that includes a sensor  992  that senses the strength of the user&#39;s squeeze. Ball  990  optionally provides an auditory or visual output when the user crosses a pre-programmed pressure threshold, thereby enhancing user hand—muscle strength and coordination. 
     In still another embodiment, display  152  may be touch-sensitive and the user signals cognitive recognition by touching a visual cue  944  that optionally changes position, thereby enhancing motor skills associated with hand movement. The many user accessories for enhancing specific motor skills will be readily evident to those familiar with the art. 
     Exercise Two—Visual Avoidance 
       FIG. 11  shows a schematic chart  600  of but a few examples of the various exercises that may be displayed by software  300 , with a row  610  representing Exercise One in which green ball  150  changes to purple  180 , yellow  190 , red  160 , and blue  290 . 
     As shown in a row  620  representing Exercise Two, color changes, sizes of ball  140 , and relaxation displays  830  are similar to those displayed in Exercise One; however, the user must avoid pressing key  658  if ball  140  turns a white color  170 . 
     Exercise Two enhances both attention skills including range of focus, short term memory, and divided attention and mental processing skills including information discrimination. 
     Exercise Three—Auditory Avoidance 
     As shown in a row  630 , Exercise Three differs from Exercise One in that the user avoids pressing key  658  after a tone from speaker  642  is sounded. Exercise Three enhances audiovisual skills including auditory processing and audiovisual coordination. 
     Exercise Four—Visual Perception 
     As shown in a row  640 , Exercise Four differs from Exercise One in that the user presses key  658  when both a box  644  and ball  140  display the same color, for example, green  150 . Additionally, box  644  may move periodically around display  152 . 
     Exercise Four enhances attention skills including simultaneous attention and mental processing including peripheral vision and sequential processing. 
     Exercises Five to Eight—Speed Increase 
     Exercises Five to Eight are similar to Exercises One to Four with the addition of faster movement of ball  140  across display  152  as per the following chart: 
     
       
         
               
               
               
             
           
               
                   
               
               
                 Exercise 
                 Ball Speed 
                 Level 
               
               
                   
               
             
             
               
                 1-4 
                 Slow 
                 Basic 
               
               
                   
                   
                 Intermediate 
               
               
                   
                   
                 Advanced 
               
               
                 5-8 
                 Fast 
                 Basic 
               
               
                   
                   
                 Intermediate 
               
               
                   
                   
                 Advanced 
               
               
                   
               
             
          
         
       
     
     Exercises Five to Eight enhance attention skills including attention duration and mental processing skills including speed of processing. 
     Exercises Nine to Twelve—Distraction Intervention 
     Exercises Nine to Twelve are similar to Exercises Five to Eight with the addition of a distracting object, for example, a distraction triangle  720  ( FIG. 2 ). Distraction triangle  720  may appear for a few seconds at a first location, disappear and reappear at a second location. Additionally or alternatively, distracting sounds, for example, tones, may periodically emanate from speaker  642 . Distraction triangle  720  and distracting sounds enhance attention skills including selective attention, and audiovisual skills including auditory processing, visual processing, and audiovisual coordination. 
     Exercise Thirteen—Visual Avoidance 
     In Exercise Thirteen, ball  140  moves on display  152  as in Exercise Three ( FIG. 1 ) while verbal instructions are given to the user, for example, to: 
     1. Avoid pressing key  658  when ball  140  is red  160 ; 
     2. Avoid pressing key  658  when ball  140  changes through a sequence of colors, for example, from green  150  to red  160 ; 
     3. Press key  658  twice when ball  140  becomes red  160 ; and/or 
     4. Press key  658  twice when ball  140  changes through a sequence from green  150  to red  160 . 
     The addition of Exercise Thirteen verbal instructions further enhances user F audiovisual processing skills including auditory processing, mental processing skills including sequential processing, and audiovisual skills including audiovisual coordination. 
     Exercise Fourteen—Visual Sequencing 
     Exercise Fourteen, seen in row  640  of  FIG. 11 , is similar to Exercise Four with the addition that square  260  displays changing color. As seen in  FIG. 2 , box  644  changes color, for example, from green  150  to red  160 , represented by square  260  divided diagonally into green  150  and red  160  colors. The user is instructed to press key  658  only when ball  140  similarly changes color, in this example from green  150  to red  160 . 
     Exercise Fourteen further enhances attention skills including attention duration, divided attention, and short-term memory and mental processing skills including peripheral vision and multitasking. 
     Exercise Fifteen—Visual Sequence Avoidance 
     Exercise Fifteen is similar to Exercise Fourteen, however, when box  644  displays a sequence of colors that matches the sequence of colors of ball  140 , the user is instructed not to press key  658 . 
     Exercise Fifteen further enhances attention skills including working memory, short term memory, and divided attention, mental processing skills including sequential processing, peripheral vision, and multitasking, and audiovisual skills including visual processing. 
     Exercise Sixteen—Auditory Avoidance 
     In Exercise Sixteen, the user is instructed to: 
     1. Avoid pressing key  658  for one color change following a low pitched auditory signal from speaker  642 ; and/or 
     2. Avoid pressing key  658  for two color changes following a high pitched auditory signal from speaker  642 . 
     Exercise Sixteen further enhances attention skills including working memory and short term memory, mental processing skills including information discrimination and multitasking, and audiovisual skills including audiovisual coordination. 
     Exercises Seventeen to Twenty—Increased Ball Speed 
     Exercises Seventeen to Twenty are similar to Levels 13, to 16, with ball  140  moving faster. Exercises Seventeen to Twenty further enhance mental processing skills including processing speed. 
     Supervised and Unsupervised Versions 
     In one embodiment of the invention, software  300  ( FIG. 9 ) progresses through the various exercises automatically, without supervision. Additionally or alternatively, a version is provided that allows a supervisor, optionally without professional training, to change the order of various exercises. 
     In the supervised version, the supervisor may input a cue causing repetition of a specific exercise, thereby reinforcing associated cognitive skills. In an exemplary embodiment, the input cue is known only to the supervisor to prevent the user from inappropriately cueing the program to skip exercises. 
     Epilogue 
     While the invention has been described with respect to a limited number of embodiments, it will be appreciated that many variations, modifications and other applications of the invention may be made, for example, in audiovisual displays and instructions to the user. Such modifications, for example, may be designed to enhance specific cognitive skills, for example, sensory motor coordination skills. Additionally, the invention is not limited to the colors or shapes described in the examples. 
     Also, combinations of elements and/or variations in elements may be combined and single elements may be used, for example, providing the user with a signal button in place of a keyboard key. Such variations and modifications, as well as others that may become apparent to those skilled in the art, are intended to be included within the scope of the invention, as defined by the appended claims. 
     The terms “include”, “comprise” and “have” and their conjugates as used herein mean “including but not necessarily limited to.” 
     It will be appreciated by a person skilled in the art that the present invention is not limited by what has thus far been described. Rather, the scope of the present invention is limited only by the following claims.