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  Assessing progress in mastering social skills in multiple categoriesUSPTO Application #: 20070082324Title: Assessing progress in mastering social skills in multiple categories Abstract: Providing an interactive environment that requires a user to exercise one or more social skills to achieve a goal, and generating a simulation progress report indicative of the success of the user's exercise of the social skills during the interactive social simulation in a plurality of separate categories that are each related to the one or more social skills based on the user's interaction with the interactive environment. (end of abstract) Agent: Mcdermott Will & Emery LLP - Los Angeles, CA, US Inventors: W. Lewis Johnson, Hannes Hogni Vilhjalmsson, Andre Valente, Prasan Samtani, Ning Wang USPTO Applicaton #: 20070082324 - Class: 434156000 (USPTO) Related Patent Categories: Education And Demonstration, Language The Patent Description & Claims data below is from USPTO Patent Application 20070082324. Brief Patent Description - Full Patent Description - Patent Application Claims
CROSS-REFERENCE TO RELATED APPLICATION(S) [0001] This application is a continuation of U.S. patent application Ser. No. 11/421,752, filed Jun. 1, 2006, entitled "Interactive Foreign Language Teaching," attorney docket no. 28080-206, which is based upon and claims priority to U.S. Provisional Patent Application Ser. No. 60/686,900, entitled "Tactical Language Training System," filed Jun. 2, 2005, attorney docket number 28080-168. The entire content of both applications is incorporated herein by reference. BACKGROUND [0002] 1. Field [0003] The application of communication skills, such as learning foreign languages and cultures, learning other skills where face to face communication plays a key role (including law enforcement and clinical practice), conducting plant safety inspections, and providing customer service. [0004] 2. Description of Related Art [0005] Methods and products for teaching foreign languages are known. One such product is called Rosetta Stone. It presents images, spoken utterances, and written phrases, and has the user indicate which image matches which spoken utterance or phrase. It has some ability to generate feedback on the learner's speech, by presenting spectrograms of the learner's speech which the learner must then analyze and compare with spectrograms of native speakers. [0006] Another product that is used to teach foreign languages is the TeLL me More product series. It includes lesson pages that present language material. It includes some structured dialog practice, where the learner hears an utterance and sees it in printed form, sees a set of possible responses (typically two to four), and selects one of the presented responses. The choices may not vary according to the learner's level of proficiency. This may differ from real conversation since, in real conversation, speakers are not given preset choices of things to say at each turn in the conversation, but instead may decide for themselves what to say and how to say it. [0007] Virtual Conversations provides a form of conversational interaction. The product plays a video clip of a person speaking, and then presents a small set of written responses. The user can read one of the presented responses into the microphone, and if the system recognizes the user's speech, the system will play another video clip based upon that response. [0008] The MILT prototype language learning system also supports a form of conversational interaction. MILT displays an on-screen character in a room or other environment. The user can speak a series of commands for the system to carry out, such as commands to walk forward, pick up an object, etc. In response the character can either carry out the command or reply indicating that it did not understand the command. [0009] Interactive games like Herr Kommissar 1.5--emulates dialog with a computer character, via text. The game includes some language instruction, but presumes that the learner already has some ability in the language. The language instruction that is included interrupts the flow of the game, unlike in natural conversational interaction. However, it may not effectively train learners at different levels of proficiency, nor provide a means to measure the success of the learning effort. [0010] Other systems such as MRE, and SASO, and VECTOR emulate conversations. MRE and SASO support unstructured conversational interaction within a specific task domain. VECTOR may not support conversational interaction, but may instead have the user select from a set of presented responses at each stage in the dialog. [0011] Cocinella simulates conversation in a foreign language, where at each stage the learner can read from a presented set of possible responses or else recall the expected responses from memory. Interactive lessons may be limited to opportunities to practice the specific phrases used in the game dialog. [0012] These systems may not adequately train the user in the foreign language. They may not keep the attention of the user, result in the user being able to readily transfer his or her training to a real-life environment, be well suited to learners at different proficiency levels, aid the learner in improving his or her pronunciation, and/or induce the learner to fully participate in the learning process. SUMMARY [0013] A social skills learning system may include an interactive social simulation module configured to provide an interactive environment that requires a user to exercise one or more social skills to achieve a goal, and a learner module configured to generate a simulation progress report indicative of the success of the user's exercise of the social skills during the interactive social simulation in a plurality of separate categories that are each related to the one or more social skills based on the user's interaction with the interactive environment. [0014] A social skills learning process may include providing an interactive environment that requires a user to exercise one or more social skills to achieve a goal, and generating a simulation progress report indicative of the success of the user's exercise of the social skills during the interactive social simulation in a plurality of separate categories that are each related to the one or more social skills based on the user's interaction with the interactive environment. [0015] These, as well as other components, steps, features, objects, benefits, and advantages, will now become clear from a review of the following detailed description of illustrative embodiments, the accompanying drawings, and the claims. BRIEF DESCRIPTION OF DRAWINGS [0016] FIG. 1 shows components that may be involved in developing and implementing language teaching systems and methods. [0017] FIG. 2 is a screen displaying a stage in program that teaches Arabic and language and culture specific to Iraq and focused on needs of military personnel in civil affairs and peacekeeping operations. [0018] FIG. 3 shows a data flow diagram of components and data stores that may be used in developing and applying language teaching systems and methods, as well types of users that may interact with them. [0019] FIG. 4 illustrates a user interacting with language teaching systems and methods. [0020] FIG. 5 illustrates users interacting with another embodiment of language teaching systems and methods. Continue reading... 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