CA1066048A - Audio-visual teaching machine for speedy training and an instruction centre on the basis thereof - Google Patents

Abstract

ABSTRACT OF THE DISCLOSURE

An audio-visual teaching machine for speedy training, com-prising an operator's console intended for swtiching various educational programs and units in a required sequence; an educational information unit designed for playing back pre-recor-ded lesson information, instructions and service signals, with its input connected to an output of the operator's console;
an audio-visual display unit for presenting aural and visual information to the student, the input of which is connected to an output of the educational information unit; an answer registering unit for registering the student's answers to edu-cational information queries, with its output electrically con-nected to an input of the operator's performance control unit ding to the invention, a student's performance control unit which is a facility for producing signals to control the stu-dent's psychophysiological condition and his performance, in which an input is connected with a respective output of the dent's psychophysiological condition and his performance, in which an input is connected with a respective output of the operator's console, and one output is connected with a respecti-ve input of the audio-visual display unit; a student's respon-se registering unit intended for registering the student's psychophysiological responses; a student's condition checking unit which is a facility for evaluating the student's psychophysiological characteristics and comparing them with the reference values, one input of which is connec-ted with an output of the student's response registering unit, the other input is connected to another output of the student's performance control unit, and an output is connected to a respective input of the operator's console; a comparator unit which compares the number of the student's answers to a certain amount of educational material with a reference number of answers and generated a signal indication a required number of reviews of said amount of educational material, wherein one input is connected to an output of the answer registering unit, the other input is connected to another output of the educational information unit, and an output is connected to a respective output of the operator's console.

Description

lOG6048 ~S~CI~IG CaOEli~

Tb~ pr~sont in~o~tion rolate~ to speed~ t~achi~g te~ni-gue~ and apparatua ~d may be u~od for ~poody teac~ing oi v~riou~ t~ooretical sub~oot mattor~, including ~oreig~ lan-guagos, a~d proio~sio~al motor ~kills, to ~tudents without an i~stru¢tor.
~or bettor understandi~g of tho te~t, bolow are give~
esplanation~ o~ special torm~ usod i~ tb~ desorlptio~ of tho prosent toacbing complos.
~b subso~sorJ reflpo~e i~ mea~t response to ~ig~al~ at or bolo~ t~e t~ro~old level oi t~e ~tude~t'~ ¢o~soious per-oepbio~.
~ ~ su4ge~bive ~orm o~ pro~entatlon o~ edu~atlo~al i~-7 tormation~ instruction~ and co~trol ~ignals i8 under~tood a oombination of audio snd visual oig~al~ containing ~oment~
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k Or i~direct sugge~tlo~ aimed at ~tlmulating Yario W aotivi-tie~ Or ~b~ ~tudent a~d overcoming the psyohologic7al b7~rr1-er~ tbat pre~ent t~e ~tude~t from a~3imilati~g large 7A~ounts inrormstion.
B~o~timulatio~ in tho pre~ent contest i~ application l o~ ~tlmuli to doctrioally aotive point~ of a ~uman body.
:1 ~uggesti~e control ;i~ oontrol o~ th~ student~s psy-o~opby~iological co~dition t~rough applying ~ignal~ in ~ug-ge~ti~e ior~.

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-2-~ y the augge~to-cybernetic ~eedy toaohi~g mothod is meant the teaobing pro¢e~s using cyber~etic teohn1gu~s, mo-thods and apparatuse~ that e~ables control Or the ~tudent~s : parror~anco in t~o cour~e o~ tr~i~ing through ~u~go~ti~e .
a~d sub~en~ory stimuli, evalu~tio~ Or tho stude~t's ps~cbo-, physiolo~i~al characteri~tics a~d perceptional ~eatures prior to begin~ine oi tbe edu¢ational proce~a, a~d prosentation Or educatio~al ln~ormation i~ accoraaw e ~ltb the indi~idual ~e~tures oi bhe student.
~ y a functional ~cene i8 understood music ~biah ~o~b~i w~
compo~e~t~ timod ~ith the rate o~ the m~i~ biological prooes~-e~ oi ~ studeut.
~ uEg ~tiiity is t~e ability oi tbe student bo respond subco~soiouely to ~ugge~ti~e and subsenaor~ control stimuli.
, ~ emotio~al-sema~tio modulation oi eduoatlonal i~ior~-.` 3~ b~on 1~ meant ~or~atlon o~ vorbal signal~ ln the ~orm oi Je-,, ;l ' ' ' , ' .' ~ . I
~, ma~ic blo¢~s oausing i~ the student variou~ e~otio~al res-; ponse~ w~ich oan bé ob~eoti~ely regiistered.
~` T~e problom ~hich h~ rooe~tl~ bocome p~r~i¢ularly cri-:1 . , , . , , ~
i tic~l is that each perso~ bas to as3imilato a huge amount ! oi necess~ry iniormation ~nd this requiros more a~d more time.
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Ui it i9 ~OW tre~endously importa~t to ~ind ~i~y~ and mea~s oi inten~iiyi~3 the teaching prooe~s ~hich would help appre-.j , .. .. . . .... .. ... ... .... . .
:~ ciably ispoed up tbo teachioæ prooeiss and improve it~ eificie~-;.~ o~. The n~ es o~ rosearch i~ thii3 iiela are developme~t :~ oi teohnioal iacilitieis ior speedy tri~ini~g, improveme~t oi ' ~ . !

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1~ ~ 60 ~ 8 te~chi~g method~, and worl~ to inte~lsi~r the ~ducational pro-ce~s without i~creasi~g tb~ fatigue &~d emotio~al 8tre89 oi tbe students. ~he use oi conventional equipment and techniques : failed to give a de~ired effect. ~bis ~nvention emplo~s a r~-dic~lly ne~ approach to the solution of this proble~. Bduca-tional i~iormatio~ is pre~onted to the ~tudenb ~o a~ toopbiml r j a~ much as pos~ible psyc~op4y~iological condition~ ~or perCep~
tio~ o~ thio ln~ormation.
~ he propo~ed suggosto-cybornetio ~et~od o~ inten~iiied teac~ing i~ a generalization oi the k~own eifective method~
oi ~peed~ te~ching, ~uggestive a~d o~bernetic co~trol oi t~e ~tudent'~ per~ormanae in th~ course of trai~iog.
~ kno~ ~peedy teachiog tecbnique su4go~tod by G.K. ~o-za~ov (~o~a~ov G.~. Suggestolo~y. Scienoe and Art. 80ria,1971).
oo~ist~ in presonting edu¢atlonal i~rormatio~ uggostive iorm by a teacher acoompanied by a ~u~ctlonal sce~e~ 8ugges-bivo ~orm of ropre~e~ting i~formabio~ in ~ozano~s metPod i~ obtained tbrough using vorbal ~ig~als with ¢hangi~g intona-tio~ whi~h e~sure regular prese~tation o~ le~on material, reilex m-morizi~g, and two level~ o~ perce~tion (eona¢iou~
a~d subcon~¢iou~). Repre~e~tatio~ o~ educ~tional in~ormation . . .
: sig~al~ iu ~ugge~tive ~orm stimulates the emotional tone o~
:. the ~bude~t and his p3ychological orle~tation to 4yperm~e~ia ` (super memor~), creates pl~ situation~ i~ teaching, help8 ;i ; ! ' `' '~' " ` '`
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1 ~ ~ 6 0 4 8 hyperm~e~ia, provides unconstrai~ed commu~icatlon and promotes ~utomatic reproduction o~ t~e educational material by the stu-dent~. The student 1 8 perceptive abilities are stimulated alqo by a large ~mou~t of linBuistia informatlo~ to be memorized in ¢ombination with variation o~ the studentC3 conditio~ ~rom pseudopas~ivo to a¢tive respo~siveness. In Loz~nov~s method t~e ba~ic educational eleme~t i~ a teacher, bow~ever, techn~cal facilitios may al80 be used ~or playi~g back fu~ctio~al ~¢ene signals, instructlons and presenting visual in~ormation, ~OZA-nov~s method raises the ei~icien¢y o~ teachi~g by about thre~
times with respect to a number of ¢haracterlstic~ a~ compared with the traditional teaching tecbni~ues.
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~ owe~er, Lozanov'~ i~ten~ive training oannot be accom-plished by technical ~aci1itie~ alone without a specially train-ea high-~kill teacher. I~ ~ozanov's oourse o~ beaohing, the performanae le~el i9 not regl~tered ob~ecti~el~, and tbe teac~-j i~g program i8 corrected and ad~u~ted by the teacher on tbebasie oi hie personal view~ of the students~ per~ormance and abilities. ~oza~ov'is ~etbod lis suitable only ior educabion by toaoheris who ha~e been 6pecially tralned in a teach~ ng centre headed by G.E. ~ozanov.
~e prior i~rt audlo-v~ual te~chl~g device co~rii3es a~
; operator'a conisole, an educabio~al ioformabion unit ~ith audlo me~ agei~ recorded on a rocora ia~d a pri~bed page, the input of ; !
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~ 10660~8 bhe educational lnrormation unit being con~ected to the opera-tor's con~ole, an audio-vl~ual pho~ographic u~it the input o~
~hich 18 aonnected to the eduoatio~al information unit, and a~ Ans~er registeri~g unlt con~eoted to t~e operator's console.
The educational i~for~ation unlt has a manuall~-controlled ~ des head carrying a pointer whioh can be shiited alo~4 the ; edgo o~ the page. The printed page may be an iodividual prog-ra~ sheet or a page o~ a book or manual.
~ he reoord i9 ~rerecorded in separate bands ~ith a sound intellige~ce ¢oordinated wibh t~e ro~pectlvo visual item~ o~
the prinbed page. The indes head i8 set to a required posi-bion and appropri~te audio ~niormation i8 pl4~ea ~or the stu-dent. I~ bhe ~tudent~ ans~or i~ ¢orreot, the indeY hoad i~
; j ~et to a ~eYt po~iblon and the ne~t segment of lesson i~forma-blo~ ~ reproduoed.
~ ob~cr prior-art audio~ ual teaobi~g devioo comprl~ec :. ., a~ operabor~s oon~ole, a teaching prograo unlt ~ith lbs i~put oon~ected to the operator~s console, a~ audio-visual di8pl4y u~it connectod to tho tea¢hin$ program u~it aud co~tai~l~g loudspeakers and earphon~s, a~d a~ a~s~er reg~steri~g u~it ;~ oo~eoted to the operator~s console. Le~so~ inior~atio~ is co~voyod irom the inrormation unit i~to the loudspeakers.
~ ~fter having listoned to oduoatio~al i~rormation, the ~tuaents .... . ,.
start m~ g eSerci~es. In respon~o to the ~tude~ts~ a~swer~
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' ' , ' ' ' , " . . , . ' ' ' ' ' ' ',, : . ' 10~;6~48 to specific questions, additional informative data and in-structions are presented to each student through his indivi-dual earphones, The de~ice is applicable only where the teach-ing course may be divided into a basic course and appropriate exercises, Known in the prior art is also an audio-visual appara- ., tus for teaching intended for presenting visual and aural tutor-ial information to the student and comprising a program control acting as an operator's console the output of which is connected to an educational information unit with a plural track infor-mation record, wherein the information of each track is prere-corded at a different record speed and is coordinated with cor-responding visual lesson items, theoutput of which i~ connect-ed to an audio-visual reproducing device, an answer register-ing unit intended for registering the student's answers, and an examination control for comparing the ~tudent's answe~, with a reference answer and evaluating its correctnes5, whose input i9 connected to the answer registering unit and the out-put is connected to the program control. The above audio-visual apparatus for teaching is capable of reacting to student responses to alter the tutoring program accordingly, Audio-visual lesson information is pre-recorded on plural~record tracks at different speeds, First the information is offered , .. ..
'`'~i! for a student's consideration at the highest speed. If the ~';'`' .
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A known instruction centre intended for teaching both individual students and classes of students comprises a central control unit with a computer and an educational information unit. The instruction centre comprises also several class-rooms each provided with an audio-visual display device and an answer registering device for registering students' answers.
Be~ides, the instruction centre contains a gueri device with the inputs thereof connected to the answer registering unlt of each classroom and the output connected to the control unit, and an answering device the input of which is connected to the . .
control unit, whereas the outputs are connected to the audio-visual display units. In response to a signal delivered from the answer registering unit, the queri device selects a re-quired subject matter from the educational information unit.
The selected lesson information is transmitted through the ,, ~

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~ 0 ~ 6~gU3 ans~eriag device to the audio-vi~ual display unit. In thi8 ~anner, two-way oemmunication o~ the control u~it wit~ eac~
olassroom is effected, though a different ~ubje¢t ~ay be taught in each cla~sroom.
Howe~er, k~own audio-vi~ual devices and instru¢tion cent-res on the basis thereof ma~e it impossible to cheok t~e stu-deat~ condition and control hi~ per~ormance i~ the course of th~ learning process. ~he~o devioes emplo~ only cons¢ious sensory in~ormation perception cha~nels, have no ~aoilities for presenting le~so~ in~ormatioa~ instruotioas and control signals i~ 8ugge8tive ~or~. Peculiar feature~ o~ in~ormation asYimi-lation b~ i~dividual studentQ and the rate o~ t~e a~similation ~re made obviou~ only ia the cour~e o~ tea¢hiag~ the teaching program is altered only ~ter tho teaohing ro~ults are obtain-ed.
Thi~ k~own audio-visual to~ahing aeviOe~ and t~e ln~trua-bion centre la¢~ means ~or creati~g psycholohioal situatioas . ~., ;~ thab would ~timulate t~e learnlng process. ~he known teachin~
aevi¢es and bhe i~struction centre ¢onduct only programed in-~tructioa wit~ linear and branchi~g programs, do not have ~acilitie~ for teaching pro~essional and motor skill~ nor for ~peedy training.

~he u~e o~ Go0puters en~ance~ teaching cost~ and re-, ~ quires big~-skill ~pecialists ~or operating the machine~.
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The ~uggesto-cybernetic speedy teaching method which i8 proposed in this invention is based on suggestive teaching principles, cybernetic principles and means of controlling the student' 9 performance, optimi~ation of the forms in which educational material is presented to the student and creation of situations that stimulate the learning process, and can ~e realized through an audio-visual teaching machine and an instruction centre on the basis thereof.
It i8 an object of the invention to raise the efficiency of the teaching process and to reduce the term of teaching various theoretical subjects and professional motor skills.
It is another object of the invention to provide an .~audio-visual teaching machine for speedy training and an in-struction centre on the basis thereof which make it possible to realize speedy training without an instructor, including means of teaching based on the principles of suggestion and cyber-~,netics, ~It is still another object of the invention to provide "~a speedy teaching method which reduces the student's fatigue ~:i20 and stress and permits objective check of his general condi-: tion, '.In accordance with the invention, the audio-visual teaching machine for speedy training comprising an operator's :console intended for switching various teaching programs and , . .

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: . _ g _ . `, ~0 ~ 8 u~lts in a required sequence, a~ ed~ational i~ror~atio~ unit for playi~K back pre-recorded lo~on i~formation, i~stru¢tion3 ~nd ser~ice me~age~, ~bich has ~ta inpub connected to t~e output of the operator'~ con~ole, an audio-vlsual display unit for pre~e~ting ~ural a~d visual tutori~l inform~tion to t~e stude~t, with the input ther~of connected to t~e output of the educational information unit, a~ Rnswer regi~tering unit de~igned for regi~terin4 the stude~t's an~wers to given guerie~ or tasks the output of which i~ electrically co~neat-ed to the operator'~ con~ole input, comprises also a ~tudent's periormance oontrol unit wbich i8 a facillty for playing back signal~ to control the psyc~ophysiological condition oi the stude~t a~d ~is por~orma~ce, in wbich an input i9 aon~ected to an appropxiate output o~ t~e oporator'~ ao~sole and one output i8 connocted to an appropriate l~put o~ ths audio-visual display unit, a etudent'~ re~pon~o rogisteri~4 unit lnte~ded rOr regi3ter~n6 the ~tude~t'~ p~ychophysiolo~icQl respon~es to the inrormation presented, a student'a condi-tion ¢beck u~it which i8 a facility for ev~luating b~e stu-de~t's psychopb~siological characte~6tics a~d compari~g them with thc predetermined re~ponses, uhereia o~e input i~
oonneoted with ~n output o~ the atudeat'~ respoase re~i~ter-ing unlt, the ot~er input i~ connected with a second output the s~ude~t'~ per~orma~ce control unit, a~d the output is ;, `:

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:, 1al66~)48 conn~cted to an appropriat~ input o~ the operator's con~ole, a comparator unit wbioh compares the numbér of tbe student~
answer~ to ~ive~ querie~ or task~ w~th a re~erence number o~
answer~ a~d generate~ a si~nal i~itiating ~ required number - of reviews oi ~a$d amount oi educational i~iormatio~
wh$ch one input i~ conneoted to the output of th0 a~swer ~ registering u~it, the other i~put i~ connected to a ~eaond output of the educatio~al information u~lt, and t~e output :, ~
i8 conn~ct~d to an appropriabe ~nput oi the oper~tor~s con-sole.
~ aeordi~g to one embodiment oi the invention, t~e teach-ing m~ahi~e may h~e a bio~timula~1o~ unit co~prislng mea~s ior generati~g el~ctric pul~es to ~timulate the eleatricall~
.,. ~ , i , , acti~e point~ Or a ~uman body, ~it~ the input thereoi ¢on-nected to a~ ~pproprlat- output oi the oper~tor~0 oo~sole, a8 ~n as~embl~ o~ ele¢trodes atbac~ed to the ~tude~t~s bod~
~or tra~smitting eleatric pu180~ to the body ~uriaae, tbo in-put Or which i8 oonnected to the bio8timul4tion unit output.
Aocording to ~other embodl~ent o~ the in~ention, bhetoachi~g maohine may co~prise ~ motor activity oontrol u~it ~lth a mean~ ~or generati~ electric sig~als to oontrol the ~tudenb~s musoular per~ormance tbe input o~ ~hich i~ connect-ed to an approprlate output o~ bhe educational i~rormabion unit, and an assembly oi ele¢trodes attached to t~e stude~t's .'.~ ' ' .

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10~;61~48 body for tra~s~ibting eleotrio pulses to t~e stude~t'~ muscle~, the l~put of the as~embly bei4g ¢onnected to the output of t~e ~otor activity co~tro~ unlt.
It i~ ad~a~tags4u~ t~at the student'~ per~orma~ee cont-rol uGlt i~ a devioe ~or automatically playing back to the stu-de~t p~ychophysiolog1cal teeti~g sigaals, program~ed self-traiaing si~nQl~, sugge~tive ¢ontrol me~sages, ~ubseasory co~trol mess~ges, eYterior ~timuli and functio~al sce~e sign-als, and oompri~ee a tests uoit, a self-traini~4 unit, a suggestive signal producing u~it, a ~ubsensory sig~al pro-ducing u~it, an e~terior atimilus producing unit, a ru~ctio-nal ~oene unit the inputs of which serve as an input o~ the ~tudent~s periormance control unit, and a~ adder t~e input~
of which co~neot, respect~vely, one output o~ the te~t~ unit, ~. a~ output o~ t~e sel~-teaching u~it, a~ oubput Or the 8Ug-j gesti~e sig~l produci~ u~lt, an oubput oi the ~ubseusoxy signal produoing uuib, an output o~ the e~terior stlmulua produci~g unit, and an output o~ the ~unotional scene u~it, wh~re~ tbe adder output i8 an output o~ the stude~t~s per-rormance ao~trol ~nit, a se¢ond output of t~e test~ unit ; ~erving as the ot~er output o~ the student's performance oontrol unit, Also in accordanoe with the inventio~, the i~tructio~
I oentre oomprises ~ classroom for testing and ¢hecking the .~ O
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10~;048 student s condition in which synchronized audio-visual sig-nals of psychophysiological and special tests are presented to the student and the student s electrophysiological charac-teristics and responses are registered with the input of the clas8room being connected to an appropriate output of the central console and the output being connected to an appro-priate input of the central console; a classroom for stimulat-ing the student s performance and suggestive control of his condition where suggestive and subsensory condition control signals programmed self-training and reflex reinforcement signals are presented to the student in which the input is connected to an appropriate output of the central console and the output i8 connected to a respective input of the central console~ a passive information assimilation classroom for offering synchronized audio-visual educational information ~ignals and instructions for a student s consideration the input of which is connected to a respective output of the central con~ole and the output i8 connected to a respective input of the central console~ a classroom for bringing memor-ized material into active use where tutorial information messages are presented to the student in suggestive form enabling stimulation of the student s verbal performance an input of which is connec~ed to a respective output of the central console while the output is connected to a respec-, .
. tive input of the central console~ a classroom for presenting ' ;.1 `.

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educational in~ormatio~ to the ~tudent at the rate oi his biological proces~es ~here audio and ~isual le8~0n signal~
are placed with ~ne o~ main biological processes oi said ~tudent, in which ~n input i~ connected to a re~pecti~e out-put of the central con~ole, while the output i~ connected to a re~peative input of the central console~ a sensor~-motor training classroom i~tended for teaching proiessional motor skills by playing back instruction iniormation messages in synchroni3m with signals stimulati~ the student~s muscular activity, in which an i~put is oonnected to a respective ; output o~ t~e oentral console, and an output i~ connected to a respective input o~ the central console~ a relaxation and programed sleep alassroom for seli-training o~ the stu-dent with a view to i~proving his performance and ~or prog-. ~ ramed sleep ses3ions in which an input i~ ¢onnected to a respective output oi the central consolo and tbe output i~
con~eoted to a respeative input of the central oo~sole~ a programed re~t classroom for t~e student's a¢tive recreation between the le~so~, wherel~ an input i~ con~ected to a re~-pect~ Vfi output of the central console and the output is con-nected to a respective input o~ the central ¢onsole~ the .l audio-vi~ual teaching ~a¢hine in ea¢~ classroom being one of ,. . .
the embodiments of the invention de~cribed above.
It i8 advantageous that a clas~room ior testing and ( ~`.'~,', '' ~, , .

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ci~ecki~g the istude~t'~ condition oompriises an operator'~ co~-sole, a~ educatio~al iniormabion unit, a student's per~ormance co~trol u~it, an audio-visual dli~pl~ unit, a~ an~er re~i~tor-ing u~it, a comparator unit, a 3tude~t'~i respo~se r~gi~terin~
u~it, a atude~t'i3 ¢o~dition ohecki~g unit, a biostimulatlon u~it, an ais~embly of electrodes of the audio-~isual teac~i~g ~ac~lne, a~d al80 that the testing clai~isroom comprises an as-sembly of biotra~imittors, a multi-pari~meter re¢order ~or re-~istering the student's biological processes, with it~ iuput ¢on~ected to the output o~ the a~sembly of biotra~mitbors, t~e operator'~ co~sole havi~g an add~tio~al input w~ich serves as a~ input o~ the testi~g ciassroom, and a~ additional out-put which is tbe output o~ the testing cla~sroom.
., , , i !; It is ial~e advantageous that ia classroom for stimulatin~
. l the ~tude~t~s per~ormance a~d suggestive control o~ his oondi-tion comprlises an operator'o con~iole, a ~t~dent'is per~orma~ae co~trol unit, an audio-vi~ual display u~lt, a istuaent's res-.. . . .
po~e registeri~g unit, a student's co~dition ohecking unlt, a biostimulation unit, a~ a~embl~ o~ electrodes' of the audi~-. ~ visual te~¢hing ma¢~ine, and t~at t~e stimulat~on olass al80 ., j I . . I ., ; ¢omprises a reile~ reinforceme~t unit for enhancing suggestive ., stimuli ~hlch has its input oo~ected to o~e oubpub of the ~bude~t's perrorm~noe control unit, the operator's console ,..
. having a~ additional input which serves as a ~timulabio~ class-, ....................................................... . .

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10 6 6~ ~8 f room i~put, and Rn additional output ~lc~ i9 a stimulatio~
cla~room output.
It is preferable that a classroom ~or pas~ive a~imila-tion of educationd iniormation comprises a~ operator~s ao~-~ol~, an educational inior~ation unit, a ~tude~t'a periormance control unit~ a~ audio-vi~u~l di~pl~y U~it, a~ ~swer ~gi~ter-lng unit, a comparator unit, a student~ response regi~t~ring unit, and a ~tudent~s condition obea~in~ unit of the audio-Vi-~ual teac~in~ machine, the operabor'~ co~sole having a~ addi-tional i~put w~i¢h ~er~es as an input of the pas~ive ae~imila-tion cla~room, and an additional output whic~ is a~ output o~ t~e pa3~ive assim~lation clasaroom.
It i~ al~o preierable t~At a clas~room for bri~ing memorize~ material into active use comprises aa operator's con~ole, an educational information unit, a sbudent~ perror-mance control uuit, an audlo-vi9ual display unit, an an~r re~i~tering unit, a ¢omparator unit, a stude~t~ respon3e regi~terln~ unit, and a ~tudent~ condition c~eoki~g unit o~
the audio-vi~ual teaching machine, and that t~e class~oom ior bringi~g ~emorized material into actiYe u3e al~o compri~es an e~rphone u~it wit~ t~e input thereo~ connected to one output of the educational inrormation uuit, and a timi~g de~ice ror generRting a light 8ign~1 in c~se the stude~t iails to a~wer allotted time, the input Or which is oonnected to t~e out-put of t~e ans~r registering unit, the operator'~ ¢o~sole ~ ..
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10f~6048 h~ing an additional input which ~ervos ~ an i~put oi t~e classroom ior bringing me~orized material inta active use and an addltional output which i8 an output o~ this class-room.
It is further preferable tbat Q cla~room ~or presenting educational i~formatio~ to the student at the rato o~ t~e student's biological processes comprises an operator's con-eole~ a~ educatio~al i~formatio~ unit, An audio-visual dis-play unit, an anRwer registering u~it, a~d a comparator unit oi the audio-visual teaohin~ ~aoh~ne, and thab the ¢lassroom for presenting educational iniormatio~ at t~e rat~ o~ the student~s biological processes comprises ~180 an a~sembly of biobr~nsmittera and a timer to s~chronize the p1ace of pre-eenti~ educational ~n~ormation with one of the student~s mai~
biologlcal pro¢es~ee, the inpub o~ which ia connected to an output oi the assembly of biotransmitters, and bhe output is conneoted to the input Or the edu¢ational iniormation unit, .: :1, ' ;1 the operator~s console havi~g a~ additiooal input which act~
' as a~ input Or the clas~room for pre~enting educational in-i ior~ation at the rate o~ biological proce~e~, and an addi-~ tional outpjut which i8 an output oi the classroom ~or pre-1 ~enbinK eduoational i~iormatio~ at the rate of the ~tudent'~
1 biologio~l prooes~e~.
.1 It iY advisable that a ~ensory-motor training classroom ' ` I
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1 0 ~ 60 4 8 compri~es ~n opera~or's console, an educational in~orm~tion ~ unit, a ~tudent's perrorma~ce control u~it, an uudio-~isual display unit, ~n ans~er regi~tering u~it, ~ co~parator unit, a stu~e~t'~ re~pon~e regl~tering unit, a stude~t~s condit1sn o~eck~ng unit, an electrodes a~se~bl~, and a motor activity oonbrol unit of the audio-visual teachi~K machi~e, ~d that t~e sensor~-mstor cla~sroom oomprises also a brainer ~or eser-ai~i~g proie~sional motor skills, ~ith the output thereof co~neoted to the ans~er registering unlt inpub, tbe operator~
console haiing an additional i~pub whiob i~ a~ input of the ~e~or~-motor trainiDg claasroom~ and ~n additio~al output - , which aots as a~ output Or the se~sory-motor training cla8~-roo~.
. , It i~ also ad~i~able that A rel~sation an~ programmed ~lee~ cLa~8roo~ compri8e~ an oporator~ 00~801e~ a ~tude~t~8 p0rforman~e oo~trol unit, an audio-vl~ual di~plfly unlt, A
~ studentl~ respon~e registering unit, a student~a condit~on : obeoki~ unlt of the audio-visual teac~ing machine, a~d that ~ bhe relasatio~ class al80 compri~es ~ guasi-natural li~ht .. . .. ~ , . -. ~timulation u~ib for imitati~g ~atural illuminatio~ corr~8-; ponding to v~riou~ ~ituatioos, ti~e input of ~ich is co~ected to o~e output o~ t~e stude~t~s per~ormanoe control unit, .;, the opcrator~s console ha~i~g a~ additio~al i~put ~hioh i~
.
a rela~ation cla9sroom input, and an additional output w~ich ., ;, :, ~,., .;~
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. :`::' . , lO~tiO48 is a relaxation classroom output, It is also advisable that a programmed rest classroom comprises an operator's console, a student's performance control unit, an audio-visual display unit, a student's response re-gistering unit a student's condition checking unit of the audio-visual teaching machine, and that the programmed rest ~ classroom comprises also a graded physical load unit with the output thereof connected to a response registering unit input, :.
. the operator's console having an additional input which is an input of theprogrammed rest cla~sroom, and an additional out-put which is an output of theprogrammed rest classroom.
Also in accordance with the invention, the speedy train-ing method consists of the following sequence of operations ;, - performed and recorded audio-visual instruction signals, psychophysiological testing signals, self-training signals, suggestive control messages, subsensory control messages, ,:
functional scene signals, signals of special tests on a par-. ticular subJect matter in the form of a session for testing ' the student, reference values of responses to psychophysiolo-gical tests, a reference number of answers to special test sig-: nals and data on characteristics of various groups of students are incorporated in the teaching machine: .
, - the student's biological characteristics are registered ~ before the start of the testing session;
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- psychophysiological testing signals are presented to said student~
- the responses of said student to the psychophysiological testing signals are registered;
- the ~ignals of ~pecial tests on a particular subject matter are presented to said student~
- the student's answers to the special testing signals are registered;
- on the basis of the registered biological characteristics, 10 responses and answers of the student the student is graded, i.e. assigned to a particular teaching group;
- performed and recorded audio-visual instruction signals, suggestive and subsensory messages, functional scene and psy-s chophysiological testing signals, reflex rein~orcement signals, in the form of a performance stimulation session for control`
ling the student's performance, and reference response values for different performance levels are incorporated in the teaching machine;
- instruction signals, suggestive control messages and psycho-20 physiological testing signals are presented to said student simultaneously with the functional scene signals;
- the student's responses to the psychophysiological testing signals are registered~
- the level of the student's performance is determined from the registered response data~
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- reflex reinforcement signals, suggestive and subsensory messages are presented to the student~
- the student's responses are registeredl - the level of the student's performance is estimated;
- said operations of the performance stimulation session are repeated until the student's performance reaches a desired leYels - performed and recorded audio-visual instruction signals, educational information and sel~-training signals, suggestive and subsensory control messages, exterior stimuli, psychophy-siological testing signals in the form of teaching sessions for said student, reference values of responses to estimate the performance level, a reference number oP answers for each teaching session, and the performance level value are incor-porated in the teaching machine;
- instruction and educational information signals are presented to the student;
- the answers of said student are registered~
- the representation of the educational information signals . . .
;. 20 is interrupted randomly;
. - exterior stimuli are applied after the previous operation with a view to maintaining and restoring the subsiding orien-tation response of said students .~ - the representation of educational information signals is ., .

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10ti6~48 interrupted regularly~
- ~ter the previous operation psyahophysiological testing ~ignali~ are presented~
- t~e respoaiaes oi iaaid ~tudent are registered - t~e student's periorm~ce level i~ determi~ed~
- ii the student's periorm~nce level is other than the pres0t - v~ilue, t~e iunctlonal soene i8 changed depending oai t~e nature and magnitude o~ the deviation, and subse~isory and ~ugge~t~ve control mes~a~es are presented to the student together w~th ~ducatioa,al information signals;
; - the pre~entation oi educational i~formation ~ignals and subs0n~0ry and ~uegestive control mes~ages is lnterrupted;
_ psychophyaiologlc~l testing signals ~re prosented~
- t~e studenb's re~ponso~ are r0Klstered~
- the studeait'~ per~orman¢e le~el 18 determined~
- ~i t~o per~ormaa,ce level o~ #aid student ~as bee~ reetored, .
eduoational ln~ormation signals arQ~resented wlt~out su4gestive ~, , ( . . , . ~
and ~ub~en60ry me~8age~1 t~e deviatlo~ o~ t~e student's perfor~a~ce i'rom the pre-,; I~ ! ; i .
;1 s~t level per~ist~, sel~-training and psy¢hop~ys~olog~cal test-,1 ing signai~ are prs~ented to the student~
- the re~pon~e~ o~ ~aid student are r~gistered~
- the student's per~orma~¢e level i8 esti~ated~
- self-traiaing a~d p~chop4ysiological testing signals are . .

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presented within a preset time period until the student's per-~ormanc~ has reached a de~ired level~
the deviation oi the student~s performan¢e from the pre-` 8et leve~ 9till per~ists after the el~pse of a certain time period, the teaching ses~ion i8 interrupted;
- - t~e per~orma~ce ~timulation session is conductedt - a~ter t~e per~ormance ha~ reached a de~ired level the ~nter-rupted teaching session is resumed;
- after said teaching se~ion ha~ been completed, the ~umber of said student~ a~s~ers 18 compared ~ith the reierence number o~ a~swers~
- i~ the number of the st ent' 9 ans~ers is equal to t~e re-~erence number of ans~ers, further teachi~g 1~ oondu¢ted in accordance with a presot program for a given group o~ students, bhe number o~ the stuaent~s answer~ ot equRl to the referonoo number Or ans~ers, bhe number oi reviews Or said teaching sossion and the soquence oi the se~sions are changed depending on the ma~nitude and sign of t~e deviation~
., - edu¢ational iGformation signals in the iorm of presenting educational i~iormation to the stude~t at t~e rate o~ his bio-,, , logical p~ocesse~ and t~e reierence ~umber of answers are i~-corporated in t~e teaching machine~
~ - educational information si~nals are ~Gchronized with one Or .` t~e main biological processe~ of t~e student~

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-24_ 0 660 4~
- educatio~al in~ormatio~ 8ig~al8 ~re presented to the student;
- the stude~t's an~wers are regi~tered~
~ - atter tbe cempletion o~ the pre~e~tation oi in~ormatio~ at j' s the rate oi the ~tudent~s biological proces~e~ t~e nu~ber of aid student~s ans~ers is compared wit~ the reierence number , ~ of ans~er~
t - if the ~umber o~ t~e ~tudent' 8 a~er~ i8 equal to the refe-, ~ ren¢e Qumber, iurther teac~ing i9 conducted ac¢ordi~ to the : preset programJ
the nwmber o~ the student' 8 answers deviates ~rom the re-, ~erence number oi an~wers, the teaching program is changed s depending on the magnitude and sign oi the deviation~
- after oQmpletion of t~e teaching ~ssions, reierence educa-. tio~al i~ormation 3ignal~ in the iorm o~ a ~tudent'~ profl-~ ~ .
:' aiency ohec~ing 8e88io~ and al80 a referenoe ~umber o~ a~8-wer~ are incorporatèd in t~e te~ahing mac~i~e;
i , - re~erenae eduaational inrormation 8ignal8 are pr~senbed to said studeQt~
- t~e ~tude~t'~ An~er~ are regi~tered;
bbe nuobor oi t~o student~s a~er~ is ~aller tban t~e re~er9~ce number Or an~wers, additional boaching ~es~ions are .
.i. pre~ented to bhe ~tudent;
- lr t~o number o~ ~id studo~t's ans~ers i~ ~qu~l to, or lar-~ ~er tb~n, t~e re~oren¢e number of an~ers, the teac~ing pro-!
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10~6048 ce~ topped.
It is advi~able t~at~or e~pa~dln~ the ra~Ke of tb~ ~tu-de~t's per~orma~ce control t~e te~cblng method proposed in t~e pro~e~t i~ventio~ oomprise~ t~e follo~i~g eeque~ce oi opera-tion~
- electrio pul~e~ to ~timulate electriaally active points o~
~ ~uman body are generated b~ the teachin~ maohine~
- in b~e cour~o o~ a testi~g se~ion t~e elecbri¢ally aotive points o~ the student~ body are stimulated by electrio pul-~e~- t~e biological ¢haracteri~tics of said student are registe-red~
- according to t~e ~ture of change i~ the biological charac-" . i , .
ter~tl~, the stud0nt i~ ded ~
, tb~ aourse of te~c~i~g ~e~eions the perfor~anoe lovol of said ~tudent is e~timabedJ
ula t~e student's per~ormanoe deviate irom tho pre~eb ~ levol, electric pulses are applied to ~timulat~ the electri-: call~ aotive point~ o~ tbe stude~t~s body.
It i~ ad~i~ie tb,at t~e teacbing method ~'r ~peed;y te~-'l ~; ob~ g of ~ore~g l~gu~g-s oo~rise~ the iollo~ing operatio~ss - per~ormod and rocorded instruction si~;n~l~ and tbs ~ignals : ~1 , . ..................... .
~l oi ~ ba~ic and ~up~lementAry educational in~ormation are in-. I , .
:~ corpor~ted in t~e teac~ing maabine, ~aid signals oi the basic .. .

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10661)48 and ~upplementar~ educational information bei~g présented in t~e form of t~ts ~nd word~ in a foreign la~guage with ~araIlel tra~ tion which are pre~e~ted to the t3tudent at the ses~io~s oi passive assim1lation o~ eduoatlonal in~ormation, the ses-sion~t of bringing memorized material into aCtiYe use, the ~es-sions of pre~enting tutorial information at the rate of the stude~t' 8 biological processes, and t~e pro~iciency c~eck sess-lons;
- the instruction Bignals and the signal8 o~ the basic and ~upplementary educational iniormation are prese~t~d to the ~tude~t i~ the ~orm of se~sions of passive a~similation of edu-oational material;
- the stude~t'~ ans~ers are registered at t~e level o~ recog-~izin~ ioreig~ word~ and p~rases~
- the ~tude~t i~ presented i~struction ~i~nals and b~e sig-~al~ o~ the basic a~d ~upplementary eduaational infor~ation at thQ ~ssioni o bri~ing momorized m~tori~l into aotiVe u~e, here t~e basi¢ eduaational informatio~ i9 oiierod i~ t~e ~o~m o~ tasks and questions at the sensory level, while ~upplemen-tary lesson matorial i~ pre~ented in the iorm of k~y slgnal~
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and answer sig~als at the tbireshold le~el;
- the otudent~ a~swers are registered at the level of repeat-ing ~oreign words and phrases~
` - pres~ntatio~ o~ ~oreign ~ords snd pbra~es wit~ parallel trans~
tion i8 plac~d ~ith one of the student~ main biologi¢al pro-, :~

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- the stude~t i~ presented said foreign word~ and phr~ses at t~e se~ion Or o~rering educational mat~r~al ~t t~e rate of his biological processe~
- the etudent~ aLswers are registered;
- t~e student i~ presented signals o~ the b~aic educational in~ormation wit~out parallel translation ~t a pro~icienoy chook sesaion~
- the student's answers are reg~stered at the level of repro-duoiog the eduoatlonal material.
Tt i9 advisable thab bhe teachin~ method for speedy training ~n pro~es~io~al motor ~ill8 comprise~ the follou~
oper~tion~s - eloctri¢ 8ignal8 for controlling tho studont~ mu~cular actlvit~ to control his per~orm~ce are ~ener~ted by the t0aoh-i~5 machi~eJ
- ~ald electric signal9 are timed ~ith educational in~ormation slgn~ls~
- iu the oourse of tra~ning s~id ~chro~ized electrio ~ignals , ~ ~re u~ed to stimulate the student's muscles involved i~ t~e.. motor s~ill beiog taught.
.. i It is advi~able t~ab t~e teaching method~or rest a~d j re~orl~g the stude~t~s performance comprlses t~e followings - per~ormed a~d recorded instrucbion ~ignals, ~ugge~tive aua ~ubsensory control mo~sa~es, ~u~ctional scene signals i~tended to rc~tore the stude~t's periorma~ce are i~corporated i~ tbe . .. .
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--~8--10~6048 teaching macblne as an active rest se~sion, togeth~r with music and movie programs~
- ~ugge~ti~e a~d eub~ensory mes~ages are presented to~ather with function41 ~cene signals;
- the student i~ pre~ented in~truction~ to per~orm a ~eries oi phy~iaal e~ercise~
- physical exercises are pre cribed in accordance with the ~ge and p4ysical developme~t of said student;
- entertai~ment mufi~a and movie prog~a~s are pre~ented~
- functional sCene signals are presented.
~ he present in~ention makes it possible to appreciably ~peed up the teacbing process, to improve tb~ e~iciency o~
lesson matarial assimilation and to c~rry out bhe teachin~
procesa withoub an instructor. As compared with the tradi-tional tea¢hing method~, the educational time re~uirement to obtai~ the same lear~in~ ei'~iciency is aboub one order le~
in the present machine. Thus, for instance, 100 hour~ (10-12 day~) oi teaching a foreign (~uropean) language on the ma-chine Or the prese~t invention gives about the samQ e~fect as 1000 teaching ~our~ (1.5-2.5 year~ O.r regular studies at iore-ign l~nguage couree~) using traditional method~. The machine o~ t~e preaont 1nvention doe8 not require an interve~tion o~
the instructor in the teac~ing pro¢e~ io~timulation expands the r~nge of co~trolling the student's psychophysiological oharacteristias and his periormance. ~he invention can be .. . .
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- ~9 -sucee~srully used for teaohing prores~ional s~ills. For example, 3-4 day~ of teac~in~ ten-digit typing give~ t~e tr~inee a pro-fe~sioaal typist's speed. ~e i~ventio~ allou8 to cs~trol t~e student~s condition ~ithout involving his con~cious perceptio~
and to eliminate ~atigue when assimilati~g large amounts oi in-~or~atioo wit~in a s~ort period. ~he invention pro~ides condi-tio~s for adequate assimilation of information by students and creates situations ~hich stimulate response to various stimuli in educational lessons and variou~ activities of t~e stude~t.
Taki~g into account that the cost of the machine and instruc-tion oentre i8 about equal to tbe cost o~ conventional modern teaching equipment, the use o~ the pre~ent i~Yaution ensures an economic eaving of about 10 time~ due to a shorter teaohing period.
Other ob~ect and advant~ges of tho inve~tlo~ can be moro ~ull~ u~der~tood from the following desoriptio~ thereof when r~ad with referenae to the acoomp~nying drawlngs, in uhi¢hs ~ ig. 1 i9 a blook diagram Or the audio-vi~ual teachi~g maa~ine for speedy trai~ing embodying the pre~ent invention;
Fig. 2 is ~ block diagram of the audio-vieual teaohing macPine for ~peedy training with a bio~timulation unit, embody-ing t~e present invention~
Fig, 3 1~ a block diagram oi the audlo-vi~ual teaching machine for ~peedy training with a motor activity co~trol unit, ~ - . , , ~ . .
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-3o-i~ ~ 609~3 embodying the present invention;
~ig. 4 i~ a fu~ctional diagram o~ the student's perfor-manse control unit, a¢aording to the present invention~ :
Fi~. 5 is a blook diagram of a~ instructio~ centre on theba~i~ of the proposed ma¢~ine, accordi~g to the invention~
Fig. 6 i3 a iunctional diagram of the cla~sroom ior test-ing and c~e¢king the etude~t's condltion, ao¢ordi~g to t~e inv~ntio~
Fig. 7 ie a ~unctio3al diagram Or t~e cla~room for etimu-latin~ the ~tudent's per~ormance and ~ugge~tive control o~
~i8 co~dition, according to the $n~e~tion;
; ~ig, 8 is a iu~¢tional diagram of the clas~room ior pa~-~lve a~imilation o~ educat~o~al i~formation, according to the invenbion~
. Pig. 9 i8 ~ iun¢tional diagram oi the cla~eroom for bringing memorized m~terial into ~otive use, acoording to t~e invent~o~
~ ig. 10 ia a iunotional diagram o~ the ¢lassroo~ ~or pre-~entinK eduoatio~al informatio~ at the r~te of t~e sbudent'~
biologia~l processes, according to t~e invention;
Fig. 11 is a iun¢tio~al di~gram oi the ~onsor~-motor trai~ing cla~sroom, acoording to the inve~tion;
Fig. 12 i~ a functional diagram oi t~ relasatio~ and progra~d ~leep classroom, according to bhe invention~

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10~048 ~ ig. 13 i8 a ~unctional dlAgram of the programed re~t clas~room~ according to t~e invenbion~
: Fi~. 14 i~ a ~chematic external view oi the operator's console~ according to t~3 invention~
Fi~ 15 is a functio~al diagram Or the educatio~al lnror-mation unit, according to the i~ventio~
Fig. 16 i~ a functional diagram of the audio-visual dl~pl~y unit, according to the inventlon~
Fig. 17 is d structural diagram Or the student' 8 answer regi3tering unit, according bo the i~ventlon~
Fig. 18 ia a ~tructural diagram o~ the comparator unit, aaaoraing to t~e i~vention~
Fig. 19 is a fun¢tional diagram oi the ~tudent's res~onse regi~tering u~it, a¢cordlng to the invent1on~
Fig. 20 is a runctional dlagram Or the ~tudenk'~ condi-bio~ c~ecking u~it, according to t~e iuvention~
~ lg. 21 i~ R functional diagram oi the esterior stimulus producing unit, aocording to the inve~tion;
Fig. 22 i~ a fu~ctioo~l diagr~m o~ the ~unctlonal scene unit, accordlng to t~e invention, ~ ig. 23 i8 a ~unctlonal diagram o~ the bioatimulation unit, according to the invention~
~ ig. 24 i~ a ~tructural diagram oi the electrode~ as-- sembly, acaordi~g to the i~vention;
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10~ 48 Flg~ 25 i~ a function~l diagram of the motor activity co~trol unit, according to the invention~
Fig, 26 i~ a sc~em~tic extern~l view of the eentral oon-~ole pa~el, accordi~g to the invention;
Fig. 27 is a ~tructural diagram of the assembly o~ bio-tran~mitters, acoording to the invention;
Fig. 28 1~ a ~truotural diagram of the rerlex roin~or-. ~ . .
cement unit, accordi~g to the inve~tion~
Fig. 29 i~ a fun¢tional dia~ram of the timing device, ac-cording to the inventionl ~ ig. 30 i~ a ~unctional di&~ram of bhe timer, acaording to the invention;
Fig. ~ a ~tructural diagram Or tbe qua~i-nat~ral l~ght 6timulatlon unit, according to the invtantion~
.~ Fig. 32 is a ~tructural dlagr~m o~ the graded phy~ic~l 1 load unit, according to the inventioQJ
! Fig, ~3 is a ~¢hematic diagram oi the adder, accordi~g to .
; tb~ inVention~
.: Fig. 34 is a functioQal dia~ra~ o~ t~e random number geno-rator, ac¢ordinK to the iQventio~
~ lg. 35 i8 a 3c~ematic diagram Or one ~ectioQ of the pro-sctor ooQtrol signal filter, accordiQg to the iQvention;
.1 ~ig. ~6 i8 a iuQctional diagram oY the a~wer regis-.; . . .
tering unib, accortding to t~e invention~
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" , ~ : , .. .,, . " .. . , ,. . -10~6048 Fig, 37 is a schematic diagram of the biostimulation unit, according to the invention~
Fig, 38 is a schematic diagram of the pulse generator, according to the inventions Fig, 39 is a schematic diagram of the modulator, according to the invention~
Fig, 40 is a schematic diagram of the control signal detector, according to the invention~
Fig, 41 i9 a schematic diagram of the power amplifier, according to the invention;
Fig, 42 is a schematic diagram of the timing device, ,~, according to the invention;
Fig, 43 is a schematic diagram of one section of the timer, according to the invention~
Fig. 44 is a schematic diagram of the graded physical load unit, according to the invention, The audio-visual teaching machine for speedy training .' comprises an operator's console I (Fig, 1), an educational in-"5~ formation unit 2, a student's performance control unit 3, and :;~ 20 an audio~visual display unit 4, An input 5 of the unit 2 is connected with a respective output of the operator's console I, whereas an output b is connected with a respective input of the .~' display unit 4. An input 7 of the unit 3 is connected with .. ~, a respective output of the operator's console I, and an output .,.~ ,, ~ 8 is connected with a respective input of the unit 4. According I,',~, ', ` .

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.
., , ' ' ` , ' ' ' . ' ' ' 1~t;6048 to the invention, the audio-visual teachine machine comprises also an answer registering unit 9 and a comparator unit 10.
One input of the unit 10 is connec~,ed with an output II of the unit 9, the other input of the unit lo is connected with an out-put 12 of the unit 2, An output 13 of the unit 10 is connected with a respective input of the operator's console 1. The ma-chine also contains a student's response unit 14 and a student's condition checking unit 15. One input of the unit 1~ is con-nected with an output 16 of the unit 14, the other input of the unit 15 is connected with an output 17 of the unit 3, and an output 18 is connected with a respective input of the opera-tor's console I.
With a view to expanding the control range of the student's psychophysiological processes and his performance, the audio-visual teaching machine comprises a biostimulation unit 19 (Fig, 2) and an electrodes assembly 20, An input 21 o~
the unit 19 is connected with a respective output of the opera~
. , , i',: tor'g console I, and an output 22 is connected with an input of :i, the electrodes assembly 20, With a view to enhancing the efficiency of teaching professional motor skills, the audio-visual teaching machine , comprises a motor activity control unit 23 (Fig, 3)~and an electrodes assembly 20, An input 24 of the unit 23 is connected , , with an output 6 of the unit 2, and an output 25 is connected with an input of the electrodes assembly 20.

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The studea~'~f per~ormance control unlt 3 (~ig. 4) com-priae~ a 3tudent~f co~dition teft~ unit 26, a ~01f-training unit 27, ~ ~uggestive ~ignal producing u~it 28, a sub~en~fory signal produci~g unit 29, an esterior stimulus produ~ ng unlt 30, a iunctional ~cene unit 31, and an adder 32. ~ input 33 o~ t~e u~it 26, ~ input 34 o~ the unit 27, ~ input 35 of the unit 28, an input 36 of t~e uait 29, an iaput 37 o~ the unit 30 a~d a~ i~put 38 o~ the u~it 31 ooa~tituto the input 7 o~ the ~tu-dent'~ per~ormance control unit 3. An output 39 ç~ th~nit 26, a~ output 40 of the unit 27, an output 41 Or the u~ib 28, ~n output 42 of the u~it 29, a~ output 43 Or the un~t 30 a~d an output 44 o~ the uf~it 31 ~re coaneoted wit~ refsfpective inpub~
o~ the adder ~2 which has a~ ou~put 8. ~he uait 26 haof al~o a~
output 17. The uaits 26, 27, 28, 29, 30 a~d 31 u~ed i~ the u~it aro f~fta~df~rd ~ftereo~honlc bape recorders, q~e adder 32 i~ a m~tri~ ~dditiou airoult-f ~.; The proposod i~stru¢tio~ ce~re helps cro~te psycholo-,;~ glcal ~ituations which stimulate the lear~ing process t~roug~
t~e use of specially equipped classroo~ eao~ intended for a particular teac~i~g ~ession, i.e. all co~dition~ for ade-~uate assimilatio~ oi educatio~al in~ormation by the studeuts are pro~ided~ T~e audio-visual teachi~g mao~i~e u~ed i~ the .instructio~ centre makes it possible to check the progres~ of e~c~ stude~t i~ t~e cour3e of teaching and to o~ange the level ~; .; ,~ , .
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10~;6048 Or ~i8 performa~ce a~d the charact~ristics of ~ignal~ prese~ted to him depending on variation3 i~ the student~s co~ditioo, whic~ e~ cos t~e erfi¢ienc~ of the teaching proce~ appre-ciably.
~ e in~truction oe~tro on tho b~ of the audi $isu~1 teaohi~g ~obi~e ror ~peed~ traini~g comprises a ~entral oon-sole 45 (Fig. 5), ~ class~room 46 i'or testing a~d ch~o~ing th0 stude~t~ oondition, in ~hic~ a~ i~put 47 i8 con~ected to a .
re~pective output Or t~e coasole 45, ~nd an output 48 18 co~-nected to a respeotive i~put oi tho ¢onsole 45~ a clas~room 49 i'or stimulatio~ of ~he stude~t~s perfor~anae and sugæesti-ve ¢ontrol of hi3 oondition, ~n ~hi¢h àn input 50 and àn out-put 51 are connoeted to a respective output and a re~eotive l~put o~ the oo~sole 45J a classroom 52 ror p~sivo as~lmlla-tio~ o~ educatlo~al lnformablon, i~ ~hic~ Rn i~pUt 53 and a~ I
output 54 are aonnected to a res,peative out~ut a~d a respeo-tlvo iriput of tho central console 45~ ~ ols~sroo~ 55 ror brl~g-g momor~zed ~aterial into activo use, i~ ~ich an. i~put 56 a~d an output 57 ~r- con~cted to a re~pective output and a respective i~put oi the oon9010 45~ a classroo~ 58 ior pre-se~ting educat~onal i~ormation at the rate o~ t~e stude~t's ~iologioal prooa~se~ which an i~put 59 and an output ~0 ., "~. , :' are oo~nected to a re~peotive output and a respective input o~
, tho oon~,ole 45~ sensory-motor trai~in6 clas3room 61, i~ ~hiah ~1 , ~ .
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-~7-an input 62 and an output 63 are connectod to a respeotive output and a respective input of the ¢on~ole 45J a relasation and programed sleep cla~sroom 6~, in which an i~put 65 a~d a~
output 66 are con~ected to a respe¢ti~e output and a re~pec-tive i~put o~ the con~ole 45; a programmed rest claosroom 67, in which an input 68 and an output 69 are connecbed to a ras-pective output and a respective inpub oi the console 45.
Figs 6, 7, 8, 9, 10, 11, 12 and 13 show the diagrams of indiviaual classroom~ comprised in the instructio~ centre.
~ ach o~ the classrooms includes a room 70 w~ic~ ha~ spe-cial acoustic facilities and a stude~t's workplace 71, and an equipme~t roo~ 72 ~hich houses t~e m~in u~its of the audio-vicual teac~ing mac~i~e.
~ he cla~room 46 (~ig. 6) ior te~ting a~d cheoking the atudent~ condition comprises an operator~s console I, an educational in~ormation unit 2, a student~s periormanoe oo~t-rol unit 3, a biostimulation unit 19, a comparator unit 10, a co~dition checking unib 15, and a multi-parameter recorder 73, all ~oused in t~e e~uipment room 7Z. One input o~ the opera-tor~s con~ole I is an input 47 of the ¢lassroom 46, and one output oi the operator's console I is an output 48 oi the clas~room 46. ~n inpub 5 of the unit 2, an i~put 7 oi the unit 3, and an input 21 oi the unit 19 are con~ected to re~pec-tive outputs oi the operator~s console I. An output 13 o~ the .

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., ;048 unit 10 and an output 18 of the unit 15 are connected to res-pective inputs of the operator's console 1.
The classroom 46 comprises also an audio-visual display unit 4 located in the room 70. An output 6 of the unit 2 and an output 8 of the unit 3 are connected to respective inputs of the unit 4.
: The student's workplace 71 has the following built-in unitst an answer registering unit 9, a response registering : unit 14, an electrodes assembly 20, and an assembly 74 of bio- transmitters, The output II of the unit 9 and the output 12 of the unit 2 are connected to respective inputs of the unit 10, the output 16 of the unit 14 and the output 17 of the unit 3 are connected to respective inputs of the unit 15. The out-put 22 of the unit 19 is connected to an input of the unit 20, ; An output 75 of the assembly 74 is connected to an input of .the multi-parameter recorder 73, The classroom 49 (Fig. 7) for stimulation of the stu-dent's performance and suggestive control of his condition com-prises an operator's console I, a performance control unit 3, a biostimulation unit ~9, and a condition checking unit 15, all . housed in the equipment room 72, One input of the operator's console 1 is the input 50 of the classroom 49, and one output ~ of the operator's console I is the output 51 of the classroom ;~ 49. The input 7 of the unit 3 and the input 21 of the unit 19 .

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are connectcd to re~pective outputs of the console 1. T~e class-room 49 co~prises al~o an audio-visual display unit 4 and a r~-fleY rei~orcement unit 76 hou~ed in the room 70. he output 8 of the unit 3 i8 con~ected to the input of the unit 4 and to an input 77 of t~e unit 76. ~ student's response unit 14 and an electrode~ assembly 20 are built into the student's ~ork-place 71. An output 16 of the unit 14 and a~ outpu~ 17 of the unit 3 are connected to respective inpubs Or the unit 15.
~n output 18 oi the unit 15 i~ ¢onnected to a respective input of the operator's co~sole 1.
: T~e classroom 52 (Fig. 8) ror pas~ive assimllation of educationa1 i~Iormation comprise~ an operator's con301e I, an educational i~for~ation unit 2, a ~tudent'~ performa~oe control u~lt 3, a comparator unit 10, and a sbudent'~ condi-bio~ oheoking unit 15, all hou~ed in the equipme~t room 72.
. O~e input o~ the operator's console I is an i~put 53 of the .. ,?.
; classroom 52, and one output of bhe operator's oonsole 1 1~
a~ output 54 o~ bhe cla~room 52. ~he input 5 oi the unit 2 and t~e inpub 7 of the unit 3 are connected to respective outputs of the console I. ~he output 13 of the unit 10 and the output 18 oi bhe unit 15 are connected to respective in-puts of t~e operabor's oonsole 1. ~he ¢lassroom 52 compri~es ~' also an audio-vi~ual di~play unit 4 situated in the room 70.
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~ ~he output 6 of the unit 2 and the output 8 oi the unlt 3 are .
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~0~6048 coaine¢ted to re~pective input~ Or the uoit 4, The classroom 52 compr1ses al80 an a~wer registeri~g unit 9 a~d a response regisit~rin~ unit 14 built into the studentls wor~place 71.
~e output II o~ thie uciit 9 and the output 12 o~ t~e unit 2 are conniected to respective iaiputs oi the unit 10. The out-put 16 of the ualt 14 and the output 17 Or the u~lt 3 are conoiected bo respective inputs of the unit 15.
T~e ola~sroom 55 (Fig. 9) .~or bringing me0nrized material iaito active use comprises an opercitor's con~ole I~ aoi educa-tional i~iorm~tio~ u~it 2, ~ ~udent~s per~orma~ce control i, . . .
; uniit 3, a aomparator u~iit 10, and a ~bude~it~s condition check-i ~n~ unib 15, all hou~od in the e~uipm~nt room 72. ~ne i~pub o~
.. . . .
; the operator's concole 1 i~ bhe i~put 56 of bbi~ clas~room 55, and one output oi t~e ooaisole I i8 aoi output 57 oi bhe ~la8~-roo~ 55. Ihe input 5 oi the unlt 2 and the input 7 o~ the unit .. . . . . .
3 are con~ieotod bo respe¢tive out~uts o~ tho aonsole I. Tbié
output 13 of bhe unit 10 and the output 18 of the unib 15 are .~ oonnected to re~p~cti~e iniputs oi the console 1. T~e ola~sroom 55 compri~es al80 an audio-~isual di~play unit 4 and a timing ., devi¢e 78 located in the room 70. The output 6 o~ the unit 2 .. . . .
and Rn output 8 o~ the unit 3 are connected to respective in- :
puts o~ the unit 4. The classroom 55 contai~s al~o a~ an3~er re-gister1ng unit 9, a respo~e registering unit 14, and a~ ear-p~o~o u~it 79 built into the student~s workplace 71. ~n i~put ... .
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, , . . . . ; .. . -~1-~066048 80 o~ the timi~g device 78 i8 connected to the out}~ut 11 Or t~e unit 9. An input 81 of t~e unit 79 i8 co~nected to the output 6 of t~e unit 2. The output 11 o~ the unib 9 and b~e output 12 of the unit 2 are connected to respe¢tive input~
o~ t~e unit 10. ~he output 16 of the unit 14 and t~e output 17 o~ t~e unit 3 are con~ected to respective iQput~ of the u~it 15.
~ he ola~sroom 58 (Fig. 10) ior presenting educational i~iormatio~ at t~e rate oi the ~tudent~s biological proce~es compri~e~ an operator's oonsole I, an edu¢ational in~orma-tio~ unit 2, a~d A comparator unit 10, all housed in the equip-ment room 72. One i~put of the oon~ole 1 is t~e input 59 oi t~e alas~room 58, and one output of the console 1 i~ a~ out-pub 60 of t~e claasroom 58. ~e i~pub 5 Or the unit 2 is ¢on-~eoted to the other output oi the console 1. Tho output 1~ of tbe unlt 10 18 oonnected to the other lnput o~ the console 1.
~he clas~room 58 ¢omprise~ al~o an audio-visual di~play u~ib 4 and a timer 82 loo~ted in the room 70.
~ e outpub 6 oi bhe unit 2 i~ conne¢ted to the i~put o~
t~e unit 4. ~n output 83 o~ the unlt 82 is co~nected to the i~put 5 oi t~e unit 2, I~e clas~room 58 com~rise~ also an ans~er regi~terin~ u~it 9 and an a~embly 74 oi biotran~it-ters built lnto the studont'~ workplaoe 71. ~n output 75 Or the unit 74 ~ connected to the input of the timer 82. T~e : ., .", . `

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~ ~066048 output 11 Or the unit 9 and tho oubput 12 o~ the w~it 2 ~re connected to respective inputs Or the unit 10.
The ~ensor~-f~otor train~ng cla~iisroom 61 (Fi~. 11) com-prises an oporator's ~onsole 1, an education~l iniormatiofn ~: wnit 2, a student'fii perfori~ance oontrol unit 3, a comparator . ..
f . unit 10, a student~s condition ¢he¢klng unit 15, and a motor : aoti~lty control unit 23, all boused in the eguip~ent room 72.
One input o~ tho ¢o~biole 1 i9 a~ input 62 oi tho ¢lassroom ~ 61, ai~d one output of the console 1 is an oubput 63 Or t~e : ola~roo~ 61. Tho lnput 5 oi tho unit 2 and the input 7 oi , ! , the unit 3 aro conne¢ted to re~pective outputs Or ~he opera-i~ tor~s aonsole 1. ~he output 13 oi the unit 10 a~d the output 18 Or the Uf~it 15 are ¢onfneated to re~p~oti~o i~put~ o~ the .7 aon~ole 1~ ~b~ inpub 24 o~ the unit 23 i8 connectod to the ~.
output 6 oi' tho unit 2. ~he cla~sroom 61 co~prise~ al80 an audlo-vl~ual di~play unit 4 and a traif~er 84 f31tu~ted in tho room 70. ~e output 6 of t~e u~lt 2 and the output 8 of the u~it 3 ~re coni~eoted to rospective inputo of the unlt 4. The ;,, ola~i3room 61 co~prlse~ slso an ans~er registeri~g unit 9, i ~ a reiponse regi~iterii~g ui~it 14 and an electrode~ asiiei~bl~
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;' 20 built i~to the iitudent's ~orkpla¢o 71. ~n output 85 oi '.1'~ , ' ', ~ " ' ' :
tbe trainor 84 i~ oonne¢ted to the input of the unit 9. T~e ~ output 25 Or the unit 23 i8 connected to tho input of t~e .~ unit 20. ~he output 11 oi the u~it 9 and the output 12 oi th0 ~ . ~
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unit are oonnected to respective inputs Or t~e unit 10. ~e output 16 of the unit 14 and the output 17 of t~e u~it 3 are conne¢ted to respecti~e inputs Or the u~it 15.
~ e relasatio~ and programmed ~leep clas~roo~ 64 (Fig.12) comprises an operator's console 1, a student's performance contro~ u~it 3, and a student's aondition ¢hec~ing unit 15, all ~oused in t~e equipment roo~ 72. One input o~ the console 1 i~ an i~put 65 oi t~e ¢las~room 64, and one output of the co~ole 1 i~ an output 66 o~ the cla~sroom 64, ~e input 7 o~ t~e unit 3 i~ oonnected to t~e other output o~ t~e console he output 18 o~ the unit 15 is ¢o~ne¢ted to the other lnput o$ the ao~sole 1. ~he ¢lassroom 64 comprises also a~
audio-vi~ual display unit 4 and a quasi-natural light ~timu-latio~ unit 86 located in the room 70. ~e output 8 of the unit 3 is connected to the inpub o~ tho u~it 4 and bo an in-put 87 o~ the unib 86. The cla~sroom 64 oo~tain~ al~o a re~-ponse regi~tering u~lt 14 bullt lnbo the ~tudo~t'~ workplace .. . .
71. I~e output 16 Or t~e unit 14 and the output 17 of tho unit 3 are aonnecbed to reapective in?ut~ of the unit 15.
The programmed re~t cla~sroom 67 (Fig. 13) compri~e~ an operator's console 1, a ~tudent's per~ormanoe control unit . . i - i ~3~ and a student's oondition checki~g unit 15, all housed in ;lt~e oquipment room 72. One input of the con~ole 1 i~ an in-put 68 of the ola~sroom 67, a~d o~e output o~ the co~sole 1 ;~' , '' -".,,~

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~ ~066048 ., i8 an output 69 of the classroom 67. The output 18 of the unit 15 i8 connected to the other input of the console 1. The input 7 of the unit 3 is connected to the other output of the console 1 The classroom 67 comprises also an audio-visual display unit 4, a graded physical load unit 88, and a response ~; registering unit 14 located in the room 70. The output 8 of the unit 3 is connected to the input of the unit 4 An output 89 of the unit 88 is connected to the input of the unit 14.
! The output 16 of the unit 14 and the output 17 of the unit 3 are connected to respective inputs of the unit 15.
The panel of the operator's console 1 (Fig. 14) has an ..:
; on/off toggle switch 90 for connecting the console 1 to mains, 1~, a switching unit 91 containing switches of the audio-visual teaohing maohine unita, an intercommunication de~ice 92, an . ~ indicator 93 indicating the reference number of the student's ; ansswers, a unit 94 of Estudent's answer counters3, and a student~a ' ' condition indicator unit 95, The unit 91 (Fig. 14) for ~witching the units of the ~.5 audio-visual teaching machine comprises a switch A for switch-; ~ 20 ing on the educational information unit 2 (Fig. 1), switches v 1, C, D, E, F, G, H (Fig. 14) for turning on the units 26, 27, 28, .~ 29, 30, 31, 32 (Fig, 4) of the student's performance control , ~ unit 3 (Fig. 1), and a switch K (Fig. 14, Fig. 40) of the student's motor activity control unit 23 (Fig. 3).
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The input of the tape recorder 96 i9 the input 5 of ~' the educational information unit 2~ the output of the tape re-corder 96 and the output of the projector 98 are combined to form the output 6 of the unit 2, ~,,.
The audio-visual display unit 4 (Fig, 16) comprises 10 an educational information visual display unit 99, and an ac-oustic system 100 with a mixer 101 at the input thereof.
The student's answer registering unit 9 (Fig. 17) com-prises a button transmitter 102 the output of which is con-nected with a pulse shaper 103, The output of the pulse ~haper 103 is the output 11 of the answer registering unit 9, : The comparator unit 10 (Fig. 18) comprises a counter 104 for counting the reference number of the student's answers, a student's answer counter unit 105, and a counter reset cir-cuit 106 for resetting the counters to zero. The output of the counter 104 and the output of the counter 105 are integrated to form the output 13 of the comparator unit 10, TXe response registering unit 14 (Fig. 193 comprises ~:............ a unit 107 of button pulse transmitters, and a connector 108 with the input thereof connecting the outputs of the unit 107, . .
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10~6048 ~ he ~tudent' 8 condition checking unit 15 (Fig. 207 oo~-prise8 AND gates 109, ~lip.~lo~s 110, an enabling pulse 8~itc~
III, a decoder 112, a ~llp-flop 113, a~d an i~ND gate 114. The flip-flopY 110 are connected in series a~d ~orm a binar~ pulse counter. ~3 cou~t input o~ the first flip-flop 110 i8 one in-put o~ the u~it 15. The output o~ the flip-flop 113 i9 con-neoted to the AND gate ~4 the output of which i8 the output 18 of tbe un~.t 15. ~he ~et input~ oi the ~lip-~lop~ 110 are connected re~peotively to the output~ oi the ~ND ~ate~ 109 which have their ~irst input~ conneated ~o the output 16 of t~e unit 14, ~nd ~econd i~puts connectod to the output o~ the ~witc~ III with the input thereoY connected to the output 17 ;
o~ the u~it 3. ~he output~ Or the ~llp-ilop~ are connected , to t~e lnput~ oi the decodex 112 the input o~ which 1~ oonnect-ed to the set inputs o~ the flip-flops 110 and the ~lip-ilop 113. ~he other input oi the AND ~ate 114 oonnecte the output 17 oi t~e unit 3, es~erlor stimulus produci~g unit 30 (~i~. 21) ¢om-prises a tape recoraer 115 wit~ a random number generator 116 connected to t~e iuput thereof.
e functional scene unit 31 (Fig. 22) compri~es a normal cene unit 117, a ~timulating scene unit 118, and an inbibito-.~ ~ , , ., - .
ry ~cene unit 119, t~e inputs o~ bhe units being aonne¢ted in i parallel to the output o~ a ohannel selector 120 and the out-,, ..~
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, ; ..... ' ~(166048 puts ~ormi~g th~ output 44 of the fu~ctional ~cene u~it 31.
The biostimulation u~it 19 (~ig. 2~) comprises ~ co~duc-tio~ a~ymmetr~ estimator unit 121, a ~ound i~dicator 1;22, a level corrector u~it 123, a level control unit 124, a pulse generator 125, a~d a bidirectio~al pulse shaper 126. ~e u~its 121, 122, 12~, 124, 126 are con~ected in serie~, a~d the output o~ tho u~it 125 i3 connected to the ~econd input . of the u~it 124. T~e i~put Or the unit 121 i8 the i~put 21 : o~ the unlt 19, ~hereas the output o~ the unit 126 is the output 22 o~ t~e u~ib 19.
r The eleotrodes assemblg 20 (Fig. 24) comprises electrodes 127 the i~put~ oi which are con~ected to a switch 128 with the ; combined input~ t~ereof ~rving a3 the i~put~ o~ the u~it 20.
: Fig. 25 illuetrate~ a fu~¢tional diagr~m of t~e ~tude~t's motor activity co~trol u~it 23. A pul~o ge~erabor 129 i~ oon-; nected with one i~put of a modulator 130 the other i~put of which ie conne¢ted with the output of a oontrol signal detec-;.~ tor 131, the input of the detector 131 being tho iDpUt 24 of thc unit 23. ~he output oithe modulator 130 i8 con~ected to a power ampli~ier 132 whose output;serves as the output 25 of the unit 23.
I The ~ace ~a~el oi t~e central co~sole 45 (Fig. 26) bears ; t~e number~ o~ the teachin~ clas~es, ~amel~ class 46, II - class 49, ~II - class 52, IV - class 55, V - class 58, . i .

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~0~;048 VI - class 61, ~ class 64, VIII - class 67, and comprises a "normal program speed" indication unit 133, a "higher program speed" indication unit 134, a ~lower pro~ram speed"
indication unit 135, an intercom unit 136, and an on/off toggle switch 137, The biotransmitters assembly 74 (Fig. 27) has electro-encephalogram recording electrodes 138, electrocardiogram recording electrodes 139, and the student's respiration record-ing electrodes 140, the output8 of the electrodes being con-nected to a connector 141.
The reflex reinforcement unit 76 (Fig, 28) compriseæ
control signal filters 142, 143, 144, 145 with their outputs connected respectively to the inputs of actuator connection circuits 146, 147, 148, 149, a heater 150, a fan 151, light sources 152, and an audio generator 153. The input of the heat-er 150 is connected to the output of the circuit 146, the in-put of the fan 151 is connected to the output of the circuit 147 the input of the light sources 152 i8 connected to the output of the circuit 148, and the input of the audio generator 153 i9 connected to the output of the circuit 149. The timing device 78 (Fig, 29) comprises a time relay 154, a discharge circuit 155, and a light indicator 156. The output of the time relay 154 is connected to one input of the discharge circuit 155 whose output connects the light indicator 156, The other in-;-,' ~ .
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-49_ 6~48 put 80 of the discharge circuit 155 conneot~ the output 11 o~ the re~po~ registering u~it 9.
~ he timer 82 (Fig. 30) comprise~ a~ ampli~ier u~it 157 and a shaper unit 158. The input o~ the uait 157 acts a~ t~e input of the u~it 82 and the output o~ the unit 157 i8 con-nected to the input of the u~it 158 the output of which i8 the output 83 of the unit 82.
~ he quasi-natural light ~timulation unit 86 (Fig. 31) compri~es a~ illumi~ation control unit 159 and a light ~ource unit 160. ~e input of the unit 159 i~ the i~put 87 of the unit 86, and the output of t~e u~it 159 is aon~ected to t~e i~put of the lig~t ~ource unit 160.
~ he graded phy~i¢al load unit 88 (Fig. 32) comprise~ a load unit 161, a counter unit 162, and a ~ltch 16~ e out-puts Or the load unit 161 are conne¢ted in parallel to the input~ of the aounter unit 162 with its inputs connected to bhe switch 16~ whose output i8 the output 89 of the unit 88.
~ he adder 32 (Fig. 33) compri~es resistors 164, 165, 166,~
167, 168, 169, 17~. One lead of the resistor 164 ~ connected to the ~utput 39 Or the unit 26 (Fig. 4), one lead of the re- :
sistor 165 (Fig. 33) i~ oonnected to the output 40 of the unit 27 ~Flg. 4), one lead o~ the resi~tor 166 (~ig. 33) i8 conneoted to the output 4i of th~ u~it 28 (Fig. 4), one lead o~ the resistor 167 (Fig. 33) is ¢onnected to the output 42 ;

, . . .
, ~ :

of the unit 29 (Fig. 4), one lead of the resistor 168 (Fig.3~) i~ co~nected to the output 43 of the unit 30 (Fig. 4), one lead o~ the resistor 169 (~ig. 33) is co~nected to the output 44 o~ the unit 31 (Fig. 4). The other leade oi the re~istors 164, 165, 166, 167, 168i and 169 (Fig. 33) are interco~nected and conne¢ted to o~e lead oi the resi~tor 170 which i8 the out-put 8 Or the adder ~2, and the other lead oi the resistor 170 i~ grounded.
Ihe random ~umber generator 116 (Fig. 34) ¢ompri~e~ a re-sistor 171 in which one lead is an input of the eYterior sbi-mulus produoing unlt 30 (Fig. 4), and the othor lead is con-ne¢ted to the anode o~ a diode 172 tFig. 34) the cathode oi ~hi¢h is grounded. The diode 172 i~ connected in parallel with !
the input of an audio-ireguenoy amplifier 17~, with the output thereor oonnected to an input o~ a ~chmitt ilip-ilop 174.
A~ output oi a oloo~ irequenoy generator 175 i~ oonneoted to ~nput~ of 8 illp-ilop 176. Flip_ilop~ 176, 177 and 178 are i~-ter¢onne¢ted to form a three-digit blnary pulse oounter. The outputs oi ilip-ilops 176~ 177 and 178 are connected to a pulse decoder 179, the output oi w~ich is connected to one input oi , an i~ND gate 180 and to a diiferenti~ting circuit 181. The ot~er input oi t~e ioND gate 180 oonneots an output of the Schmitt illp-rlop 174. The output of the iAND gate 180 i~ connected to a differentiating circuit 182. The outputs of the diiiere~-. .

- . .

10~;6~48 tiating cirouits 181 and 182 ~re connected to the inputs of a flip-ilop 183, with the output thereor ~ervin~ as an output o~ t~e random number g~nerator 116 (~ig. 21).

The ~ilter 97 (Fig. 15) ~or si~nals ao~trolliog tbe pro-~ector 98 co~si~ts of se~eral sections. Fig. 35 sho~s a ~chema-tlc diagram of one sectio~ of t~e ~ilter 97 ior controlllng the pro~ector 98.
At t~e input Or the filter ~ection there is a capacitor 184 coonecbed to the base o~ a transistor 185. $he base o~ the tra~ tor 185 connects also one lead of a re~istor 186, t~e other lead oi w~ic~ i~ connected to the ~egatlve pole o~ the power source (i~ thi~ and other drawings supply ~ources aro ~ot sho~n), and o~e lead Or a re~istor 187, with t~e ot~er lead thereoi grounded. Ihe emitter circuit oi the trR~sistor 185 oomprise~ a re~istor 188 wibh its other lead grounded. ~e oolloctor cirouit o~ the trao~i~tor 185 compri~es a~ o~cillato-~
ry circuit oomposed o~ a capacitor 189 and an i~ductor 190 with a lead 191 which is co~ected through a re~i~tor 192 to the negative pole of the same power source.
T~e base circuit of a transistor 19~ comprise3 a step-, -do~n ~inding 194 the other end o~ uhich is grounded through a cap~citor 195, 4 A voltage divider ¢omposed o~ a resistor 196 connected to the negative pole o~ the power source and a ~rounded resis-... . . - . - . - .. . -;......... .. . : , ~ . , ... , . ., ~ .

';.' ' " ' ''.~ ' ~ ~: ' " . . .

tor 197, i8 connected to the junction point of the winding 194 and the capacitor 195, The emitter circuit of the transistor 1~3 comprises a grounded resistor 198, The collector circuit of the transistor 193 comprises also an oscillatory circuit composed of a capaci tor 199 and an inductor 200 with a lead 201 connected through a resistor 202 to the negative pole of the supply source. A
step-down winding 203 is connected into the base circuit of a transistor 204, the other end of the winding being grounded through a capacitor 205, The same end connects also a voltage divider consisting of a resistor 206 connected with the nega-tive pole of the supply source, and a grounded resistor 207.
The emitter of the transistor 204 is grounded, and a smoothing capacitor 208 i~ connected across the base and collector, The collector circuit comprises a relay 209 with a contact 210 and a contact 211, the output of the relay serving as an out-put of a filter section, Fig, 36 shows a functional diagram of the answer registering unit 9, A button transmitter 102 (Fig, 36) comprises a button 212 in which one lead is grounded and the other is connected via a resistor 213 to the negative pole of the supply source, The ,t:
button 212 is connected to an input of the pulse shaper 103 which comprises a Schmitt flip-flop 214, The output of the .

- 5~ -~ 0~6048 Schmitt flip-flop is connected to one input of an AND gate 215 the output of which is connected to an input of a monovibra-tor 216, with one output thereof connected with an inverter 217 connected to the other input of the AND gate 21~. The other output of the monovibrator 216 is the output 11 (Fig. 17) ; of the answer registering unit 9, The biostimulation unit 19 (Fig. 37) comprises a button switch 218 which has three contacts "a", "b" and "c" and acts as the input 21 of the biostimulation unit 19 (Fig. 23), an active contact 219 and a passive contact 220 which are combined to form the output 22 of the biostimulation unit 19 (Fig. 23), The conduction asymmetry estimator unit 121 (Fig. 23) comprises transformers 221 and 222 (Fig, 37), detectors 223 and 224, a resistor 225, capacitors 226 and 227, The cathode of the diode 223 is connected to one terminal of the second-ary winding of the transformer 221, while its anode is connect-ed to one terminal of the primary winding of the transformer 222, The anode of the diode 224 is connected to the other ter-minal of the secondary winding of the transformer 221, and the cathode of the diode 224 is connected to the other terminal of the primary winding of the transformer 222, The secondary winding of the transformer 221 has a tap 228 which is connected to the negative pole of the supply source. The primary wind-mg of the trans~ormer 222 has a tap 229 which is connected . . - , ~ ... . . . .~

- 10~;604~
through a capacitor 227 to the negative pole of the supply source. One terminal of the primary winding of the transformer 221 is the passive contact 220, the other terminal is connected through the capacitor 226 to the negative pole of the supply source and through the resistor 225 to the tap 229, The sound indicator 122 (Fig, 23) comprises transistors 230 and 231 (Fig. 37~, resistors 232 and 233, a transformer 234, and a loudspeaker 23~. The terminals of the secondary winding of the transformer 222 are connected respectively to the bases of the transistors 230 and 231, and a tap 236 is con-nected to resistors 232 and 233, The emitters of the transis-tors 230 and 231 and also the resistor 233 are connected to the positive pole of a supply source.
The collectors of the transistors 230 and 231 are con-nected to different terminals of the primary winding of a tran~-former 234 which has a tap 237 connected to the resistor 232 and to the negative pole of a supply source through a button switch 238, The secondary winding of the transformer 234 has an additional tap 239 which is connected to a loudspeaker 235, 20 and the other terminal of the secondary winding of the trans-former 234 is also connected to the loudspeaker 235 and ground-ed.
The level corrector unit 123 (Fig. 23) comprises a re-s~stor 240 (Fig. 37), diodes 241 and 242, and a oapacitor 243, s , .

10 6 ~ 4 8 One lead oi t~e resi~tor 240 i8 connected to the other terminal of the ~ecnndary winding of the tranaformer 234, the other lead o~ the resistor 240 i8 connected to the positive pole oi the supply source, while its tap 244 is conn~cted to the ano-de of the diode 241 and the cathode of the diode 242. ~he ano-de of the diode 242 is co~nected to a po3itive pole oi the ~upply source. ~he cathode oi the diode 241 is connected to a capacitor 243 which is conneoted to the positive pole oi t~e 3upply source.
T~e level co~trol unit 124 (Fig. 23) comprises a tran-~istor 245 (Fig. 37), resi~tors 246, 247, 248 and 249, and a capacitor 250. ~he leads oi the resi~tors 246 and 248 are con-neoted via the ~wi~ch 238 to the negative pole of the ~upply ~ouroe, ~hile their other leads are con~ected, respectively, to the base a~d to t~e ¢ollector of t~e tran~istor 245. One lead o~ the re3istor 247 is conneoted to the capaoitor 243~ and t~e other lead of the same resi~tor is connected to t~e base oi the transistor 245. One lead oi the re~i~tor 249 is con-nected to the emitter oi the transistor 245, and the other lead oi the resistor 249 is connected to the positive pole 9i the suppl~ source. ~be collector oi the transistor 245 i8 con-nected through a capacitor 250 to t~e active oontact 219.
~ e pulse generator 125 (~ig. 23) comprise~ transi~tors 251 and 252 (F1g, 37), res1stors 253, 254, 255, 256, capao1tors .

, ~ , : . . . .
,:

. . .
:-. . ~ ;. : .

257, 258, 259 con~ected to ~orm a multi~P~rator.
~ e bidereotional pul~e shaper unit 126 (~ig. 23) compri-se~ diode~ 260 and 261 (Fig. 37). ~he a~ode of t~e diode 260 a~d t~e cathode of the diode 261 are connected to t~e positlve pole o~ the supply source. ~he oathode oî the diode 260 i~ con-nected to the contaot "a", and the anode o~ the diode 261 i8 ~onnected to the contact "c".
~ he motor aotivity control unit 2~ (Fig. 25) compri~e~ a generator 129 ~ig. 38), a modulator 130 (Fig. 39), ~ detector 131 (Fig. 40), and an ampli~ier 132 (Fig. 41).
~ he gcnerator 129 (Pig. 38) comprises resistors 262 and 263, ¢apaaitors 264, 265, 266, a transistor 267, and a tran~-iormer 268. ~he re~istors 262 and 263 are ¢onneotod in serie~
~nd their ~unction point i~ connected to the primar~ winding of t~e tran~ormer 268 a~d to o~e lead of the capacitor 264 the other lead oi which i~ grounded. The other leads o~ t~e re~i~tor~ 262 and 263 are connected, re~pectively, to the posi-bivo and to the negative pole~ of the ~upply source. ~e other terminal oi the primary winding o~ the tran~former 268 is con- :
nsc~ed to the base o~ the transistor 267 in which the emitter i9 grounded and the collector is connected to one terminal Or t~e aeconda~y winding of the transiormer 268 the ot~er ter-minal of whi¢h is connected to the ~egative pole Or the ~upply source. The ¢ollector of the transistor 267 i8 also connected ~ .
,~
~ j "

. . , . : , 10~604B
to one lead of the capacitor 265 and to one lead of the capaci-tor 266, The other lead of the capacitor 265 is an output of the generator 129: the other lead of the capacitor 266 is grounded.
~ he modulator 230 (Fig, 39) comprises a resistor 269 connected across the base of a transistor 270 and the negative pole of the supply source, The collector of the transistor 270 is connected to the negative pole of the supply source, and the emitter of the transistor 270 is connected to the base of a transistor 271 which has a resistor 272 connected between its base and the emitter, the emitter of the transistor 271 being grounded. The collector of the transistor 271 is connected through a resistor 273 to the negative pole of the supply source.
The detector 131 (Fig. 40) comprises a switch K con-nected to a capacitor 274 one lead of which is an input of the detector 131 and the other lead is connected to the base of a transistor 275 and to a resistor 276, the other lead of the re-sistor 276 being connec~ed to the positive pole of the supply source. A capacitor 277 is connected across the base and the collector of the transistor 275, and the emitter of the trans-istor 275 is grounded, The collector of the transistor 275 is connected through a resistor 278 to the negative pole of the supply source and to one lead of a capacitor 279 the other lead of which is the output of the detector 131.

10~6048 The power amplifier 132 (Fig. 41) comprises a resistor 280 placed in series with a variable resistor 281 in which one lead is grounded and the midtap is connected to the base of a transistor 282, with the emitter thereof grounded and the collector connected to the primary winding of a transformer 283, The other terminal of the winding of the transformer 283 is connected to the negative pole of the supply source. One terminal of the secondary winding is grounded and the other connects the anode of a diode 284 in which the cathode is the output of the amplifier 132 The time relay 154 (Fig, 29) comprises a Schmitt flip-flop having a transistor 28~ (Fig. 42) and a transistor 286, a feedback resistor 287, a resistor 288 in parallel with a ca-pacitor 289 which are connected between the collector of the transistor 285 and the base of the transistor 286, resistors 290 and 291, and also a power amplifier composed of a transis-tor 292 and resistors 293 and 294. The emitters of the transis-tors 285 and 286 are grounded through the resi~tor 287, and their collectors are connected to the negative pole of the supply source through the resistors 290 and 291, respecti~ely, The collector of the transistor 286 connects one lead of a resistor 293, with the other lead thereof connected.to the base of the transistor 292, the base being connected to ground through a resistor 294. The emitter of the transistor 292 is grounded.

.. . . .. . .

~ he dischar~e oircuit 155 (~ig. 29) compri~es a relay 293 (~ig. 42) i~ ~ic~ one terminal i8 t~e input 80 (~. 29), the other terminal is grou~ded~ a co~tact 294 ~Fi~. 42) i~ al~o grounded, and a oontact 295 i~ conneated to one lead oi a re~
~istor 296. The dlsc~arge circuit 155 oompri~es also a tran-i si~tor 297, resistor~ 298, 299, 300, a variable resistor 301, and a capacitor 302. ~he emitter o~ the tran~istor 297 is connected to the ba~e o~ the tra~si~tor 285 and to the resi~tor 299 t~e other lead o~ whioh is grounded~ the oolleotor i8 CO~-nected to tk~ negative pol~ o~ the supply ~ource~ the base con~ects the variable resi~tor ~01 t~e midtap of whic~ i~ con-nected through bhe resistor 298 to the neKative pole of the ~upply ~ource. One lead o~ the capacitor 302 ia grounded, and the other lead is oonnected to the ba~e o~ the transistor 297 and to t~e other lead o~ the resistor 296.
; ~he light indicator 156 (Flg. 29) comprise~ a relay 303(Fig. 42), in w~ich o~e terminal is aonnected bo the oollec tor o~ the tran~i~tor 292, the other terminal and a aontaot 304 are connected to the negative pole of the eupply ~ource, a~d a contact 305 i9 connected to o~e lead o~ a lamp 306 with the other lead thereo~ grounded.
~he amplifier 1~7 (~ig. 30) compri~e~ an i~put capa¢itor 307 (Fig, 43), an emitter follo~er composed o~ a tra~sistor 30B aad a r~1stor 309, aa rmpl1f1ar olroult whlch ha~ ~ c03-- . - . .

-.
. ~ . . . ~ ~.. . .

106~048 mon emitter with a transi~tor 310, re~istor~ 311 a~d 312 and an output capaoitor 313, and an RC-filter composed of resi~tors 314, 315, 316 and capacitors 317, 318, 319. O~e lead of the capacitor 307 i~ the input of the~imer 82 tFig. 30) and the other lead i~ connected to the base of the transistor 308 (~ig. 43), i~ wbich the emitter i~ connected to the base o~
the transistor 310, and the collector i8 connected with t~e negative pole o~ the ~upply source. ~he emitter~ of the tran-sistors 308 and 310 are grounded throug~ the resi~tors 309 and 312, respectively. ~e collector of the tran~istor 310 i~ conneoted through the resistor 311 to the negative pole of the supply ~ource. ~he RC-~ilter wit~ its resistor 316 and oapacitor 319 ~rounded i~ conne¢ted acros~ the ba~e o~
the transistor 308 and the collector of the transistor 310.
One lead o~ the resi~tor 318 i~ co~nected to th~ oolleotor o~
the tran~i~tor 310, and the other lead i~ oo~neated to one lead o~ the ¢apacitor 316 a~d to one lead of the resistor 317 i ,. . . .
the other lead of which i9 oonnected to the base of the tran-sistor 308.
One lead of the capacitor 315 i9 connected to the colleo-tor oi the tran~i~tor 310, and the other lead i~ connected to one lead o~ the re~i~tor ~19 and to one lead o~ the capacitor 314 bhe ot~er lead o~ which is connected to t~e base of t~e transist~r 308.

.

. .
, 1~ 6 60 48 The s~aper 158 (Fig. 30) comprise~ a Scbmitt ~lip-ilop compos~d oi tra2n5~istoro 320 a~d 321 (~ig- 43) a~d reBi~tor8 322, 323, 324, 326, 327 and 328; a transistor 329 and a D~ay 330 ~ith co~tacts 331 and 332. Conneoted to the base Or the tran~istor 320 are one lead Or the reYistor 322 ~tith t~e other lead thereo~ co~neoted to the negative pole Or t~e suppl~
source, one lead o~ the re~istor 323 the other lead of w~ich ie grounded, and one lead o~ the capaoitor 313. Connected to the colle¢tor o~ t~e transi~tor 320 are o~e lead Or the re-sistor 324 t~e other lead o~ whi¢h i5 connected to t~e negati-ve pole o~ t~e ~upply source, and one lead of the resistor 327 i~ ~thich t~e other lead is connected to the base of the tran-~ictor 321 a~d to one lead Or the resistor 328 w~tb tbe other , lead t~ereo~ grounded. ~he emitters oi t~e tra~si~tors 320 a~d 321 are interconnected a~d t~eir common ju~otio~ i9 connected to o~e lead oi the resistor 326 the other lead oi whlch i~
grounded. ~be oollector oi the transistor 321 ia connecbed to o~e lead of the resi~tor 325 with the other lead thereof co~nected to t~e negative pole oi the supply source and to the base o~ the transistor 329 wherein the collector is con-nected to the ~e~ati~e pole oi' the supply source a~d the emitt-er i~ connected to one lead o~ the relay 330 the other lead Or which 1~ OEounded, T~e contacts 331 and 332 are the output 83 (Fig. 30) o~ the timer 82.
~e ~raded p4ysical load unit 161 (~ig. 32) comprise~ a ... .. . . . .

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. ~: `, . . . ~. . . - , , , ., . . ~, , .. - .
. . ..

.

~ 066048 transformer 333 the secondary winding of which incorporates a solenoid 334 with an armature 335 and a slider 336.
The audio-visual teaching machine for speedy training and the instruction centre on the basis thereof are intended for teaching various theoretical subject matters, profession-al motor skills and also foreign languages. The present in-vention makes it possible to learn typing, rapid reading, short hand, exact sciences and humanities without a teacher in 3 to 10 days~ a foreign language can be learnt during 2 to 6 weeks. The students graduating from such courses are able to read and translate non-adapted texts, including fiction, poli-tical texts, professional publications in one's line, can speak a foreign language and acquire a certain command of writing The use of the present invention stimulates the student's condition and performance and enhances his imagination, The main operating principle of the machine and the instruction centre is as follows. Prior to the speedy instruc-tion cycle, educational information audio and visual messages, functional scene signals paced with the human biological pro-cesses, tests and instructions, exterior stimuli, programmedself-training signals, educational information delayed rein-forcement signals, suggestive and subsensory performance stim-ulation signals are pre-recorded on a storage medium.. These signals are then converted into records to be used for sessions of passive assimilation of lesson material, sessions intended , ..... , , ~ - ,. , ' . , ~ ~

~ 0 6 6 0 48 ror bringi~g memorized material into a¢tive use, relaxation ses~ions, programed sel~-training ~ssion~, programed ~leep eeseio~s, 8e~ie~9 of pre~e~ti~g educational i~formation at t~e rate o~ th~ ~tudont's main biological proces~e~, the ~tu-dent's periorma~ce stimulatioa session~, pro~icienoy checking se~sions, sensory-motor trai~ing ~essions a~d testi~g sessions.
: The teaohing process i~¢lude~ playing-back of various pre-re¢orded session programs whioh mag alternate a~d repeat in the cour~e of teaching, the sequence of alternation and repetition oi the sessions being determined by bhe student's psychoph~iological ¢hara¢teristios. Besides, the alternation or r~petibion pattrrn Or pr~senting educational i~ormation may o~ang~ ln the course Or t~e tea~ing pro~es~ dependi~g on t~e stude~t'~ result~ and condition.
The m~ e~sions i~ the su~gosto-oybornetio teao~i~g prooess are the ~ollowlngs - a ~estin~ session during ~hio~ psycbop~y~iologioal audlo and Yideo test~ and self-braining messages are pre~ent-ed to the student and t~e student's respon~es to t~ese ~timu-li are regi~tered. Be~ides, electrioally.aotiYe points on t~e ~tudent'~ body are stimulated and the biological prooesses Or said stud~nt are regi~tered. ~he re~ults oi the registered re~pon~es and biologioal prooe~e~ are u~ed ~or evaluation oi the student'~ p~ycbophysiologiaal abaracteristics whereupon : : : . : : . . -~: : , -, ~ ~'' ; ', . . .. ' ' , ." , . '' ' : ' ~ : ~ ' ' ' ` ' . ', - ~. . ' . , '; ; ' ' ' , . : . . . , .:

-: . . . . : : .. ,, :
.

--6~
1~fà6~48 special tests i~ t~e sub~ect matter to be studied are offered for the student~s consideration and a general educational information preso~tatlon p~ttern for thi~ parbioular ~tude~t i~ outlined on the ba~is of the tests data~
- a session oi pas~ive as~imilation of eduaational 1n~or- ' mation ~en ba~ic and ~upplement~ry tutorial i~ormation a~d i~-struction3 are presented to the ~tudent~
- a ~e~ion of brin~ing memorized 1~880~ ~aterial into active use durin~ which educational information ie prese~ted i~ t~e form Or querie~ and tasks ror sensory peroeption~ ~ere-ae t~e ke~ verbal me8sa~es and t~e verbal answer signal~ are conveyed at the subsensory level~
- a performance stimulation session when tbe student 18 pre~ented programed self-tra1ning signals as ~ell as sugge~-ti~c a~d sub3ensory control signale ~or controlling his ps~c~op~yeiologioal condition together ~it~ rerles reinior-cement intended to enha~ce the ~tudent~ perform~ce, and w~en electrically aative point~ of t~e stude~t~s body ar~
stimulated~
- ~ proficienc~ checking ~ession when only basic les~on material message~ ~ithout supplementar~ educationQl informa-tlo~ and without k~y ~1g~als are presented to the ~tudenb with slmultaneous re~istration o~ the student~ answers;
... .
-- a ~essio~ o~ presenting les~on material at the rate Or :' :
-:., . ~ -- ~ .

:

lO~;Q4~
the student' 8 biological processes when educational informa-tion signals are synchronized with one of the basic biological processes in said student, for instance with the respira-tory rate, the dominant electroencephalogram frequency, or the pulse rate~
- a sensory-motor training session during which edu-cational information is presented to the student in suggestive form which stimulates the student's motor activity, simulta-neously with electric stimulation of the appropriate student's muscles~
- a relaxation session when only self-training messages are presented to the student;
- a programmed sleep session during which suggestive and subsensory signals are applied which promote effective pa~sive rest;
- an active rest session when control signals intended for restoring the student'~ performance are presented, sup-plemented by functional music, entertainment films and appli-cation of graded physical load.
~hus, the method of playing back and presenting infor-mation messages for æpeedy suggesto-cybernetic teaching using the proposed teaching machine and the instruction centre con-sists in that pre-recorded session signals including educa-tiona1 in~ormation messages and the student'~ condition cont-, 10 ~ ~ 0 4 8 rol signal~ are pre~e~ted to t~e student in specially equipped clas~rooma and t~e ~tudent's ans~ers a~d responses are immedia-tel~sr regi~tered wit~ a view to monib~ing t~e 3tude~t's condi-tio~, controlling hi~ performance and altering the educatio~al in~ormation program~ in re~pon~e to the stude~t'~ pro OE ess and conditlon. In thi~ aase, t~e class for te~tin~ and ¢~eoking th0 stude~t'a aondition oonducts te~ting se~sio~s ior evaluating the stude~t'~ p~ychopbysioloKiaal charaateristias a~d peroep-tio~ ieatures prior to starting t~e teaching proce~ ~o as tp decide o~ t~e teao~ing program pattern and on to what group oi stude~t~ ~in ca~e oi group teac~ing) thi~ partioular ~tu-dent ~hould be assigned taking into accou~t ~ dividual lear~i~g ab~llty~ in the ¢lass for ~timulati~g the ~tudent'~
performanoe a~d ~uggestive control o~ ~is co~ditlon, perfor-manoe stlmu~ation ~e~sion~ are aondu¢ted bo~ore starti~g the daily beac~ing le~son~ and al~o, ~hen this beoome~ neoe~ary, bet~een teao~i~g secsion~ in t~e course of t~e tutorial pro-ae~sJ the olass Or passive assimilation of le~son material i condu¢t~ ~es~ions o~ pa~ive assimilation of educational in-iormation~ in the class of brineing memorized material into active use t~e ~tudent~ are urged to bring pas~ively acquired .!
le~son matsrial i~bo active use and their pro~ioien¢y i~ ¢heck-ed~ t~e cla~s o~ pre3e~ti~g informative material at t~e rate o~ the ~tude~t'~ blological proces~es iovolYe~ ses~io~ whereby .

' ~ , , ', , :.

10~;6048 edllcational material presented to the student is placed with his biological processess in the class of sensory-motor instruc-tion, sessions of teaching professional motor skills are con-ducted, for example, teaching typirlg, operator's manipulations, teleprinter operations, etc,; the relaxation and programmed sleep class holds relaxation sessions in the course of teaching or after the end of the lessons, as well as controlled day sleep sessions and controlled night sleep sessions in the case of the student's round-the-clock stay in the instruction centres in the programmed rest class sessions of active rest periods are conducted in intervals between the teaching sessions.
. The lesson advance (i,e. the sequence of session pre-sentation and a required number of reviews for various pOrtiGns of educational material) is controlled and altered in response to the student's progress evaluated in terms of comparison of the number of his answers to a predetermined amount of lesson material, On the basis of the results of the student's responses to test signals in the course of teaching sessions, his per-formance can be controlled by presenting him suggestive andsubsensory control signals and stimulating or inhibitory scene programs, The speedy foreign language teaching program is compil-ed so that requisite sessions of the above kinds are present-. .

10~6~48 ed to the students during 7-8 hours a da~.
~ o enable presentation o~ reguired program se~sio~s, the students are put in sp~cially eguipped cla~rooms. ~e ~tudents' workplaces in t~e clas~rooms ar6 essentially ar~-c~air~ with built-in eleotrodes and tra~smitter~. In t~e course Or eac~ 9e38ion audio and visual educational i~formation me8~ages are presented to the student and his answers and re~po~ses are regi~tered.
In t~e course o~ the teac~ing proce~s the students are moved Yrom oae cla~sroom to another ~o that various instruc-tion ~es~iona could be presented to them. If the se~aion pre-~entation program mu~t be correated, the compo~ition of t~e group of ~tudents m~y be c~a~ged. ~he instruction oentre ma~ be used for simultaneous teaching o~ ~e~eral groups Or ~tudents ~it~ difierent sessions acoording to their pla~ed blme-table.
~ duoabional iniormation i3 a combination o~ audio and vi~ual ~ignals. ~he audio component o~ t~e edu¢ational i~-~ormatio~ ¢o~tai~s verbal messages of t~e basic leseon mate-ri~l and additio~al in~ormati~e data and in~tructions. In t~e cour8e of tea¢hin~ ~oreign language, le~son material compris-e~ additionally oral translation oi roreign speec~ e ~ideo oomponent m~g be a printed te~t (wit~ parallel translation for ioreign language courses), figures, ~ymbols, strip ~ilm~, mo~ie~.

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.
.

~0 ~ 604U3 ~ ests are made ~or eu~ge~tivity, ~ttenbio~ level, vi~ual perception and auditor~ thre~old le~els.
~ ter~or ~timuli arè emotionally ~ignificA~t audio ~ig-nals w~ich re~tore the sbudent's ~ubsiding orie~tation res-ponse.
Normal scene sign~l~ contain musie at 60-80 beat~ per min~te (~eart rate), 12-18 beats per mi~ute (respiratory rate), 10-30 ~z (encep~alogram).
Stimulating scene signals contain music at 80-120 beats per minute, 15-25 beats per minute a~d 15-30 Ez. .
I~hibitor~ scene sigQal co~tain mu~ic ab 40-60 beats par minute, 8-15 beats per mi~ute and 2-10 ~z.
Below is given tbe de~cript$on oi the audio-viaual beachin~ m~chi~e the instruotion centre on the bae~ 8 thereof and the speed~ teac~ing tech~iquo.
~ or practi¢al appl~catio~ o~ b~ ~ug~e~to-cybernetic epeedy beaohing method, the teachi~g ~achine, preparation of information ior the teaohing proce~s and the ~y~tem of pre~ent-ing eduoational information to t~e students are ba~ed on the followi~g principles~
- t~e student~s condition and performan¢e are controlled in tbe ¢our~o oi the teaching proces~
- the form of pre~e~ting educational i~formatio~ signal~
optimized for improving t~e eiiicien¢y of the teaching cour~e~
- prior bo the ~tart of the teac~ing course the ~tudent~ are ,- ' '' ' ' . " ' ' ' '' ' ' ' . " ' ,, ~' ' . . . '. ' ' . ' ' ' . . . '. , ' ' . '' ' . , ' .. " ' ` '- . .' , ' ' ', . ' ' . . ' ' ' ' .
'' , ':. :, ' ' ~' , . : '. .
:' ~ ' ' ' ' ' ', . . ' ' .. ;'' .

10 ~ 60 4~
t~stod with re~pect to t~eir ba~ic p8ycbophy~1010gioal charao-teri3tic~ wit~ a view to gradi~g tbem into groups oi' student~
with si~ilar ps~chopby~lologiaal parameter~
- conve~tional textbook~ and other material may be used as ini-tial educational pro~rams, the i~itial educatlonal i~ormation signals bei~g oonverted for teaching into a special iorm of a composite audio-visual ~i~nal~
- a p~ychologicallg stimulating situatio~ i9 oreated which is ¢onduoive to a more e~iective use o~ the student's potenbia-l~ties~
- the most adva~ced and eifective oi the e~istin~ teachingte-4hni~ue~ and procedures are generalized to give a gualitatively ~eu effect.
~ ac~ o~ the above principles is implemented tbrough a numbor oi iactor~. Below are listed the basic factor~ which promote tbe 8ucoes~ o~ t~e ~u~ge~to-o~bernetic teao~ing met~od.
~ e ~tudent's condition is controlled as ~ollows.
- ~erbal me~sages o~ sugge~tive a~d ~ubsensory control are composed~ ~
- suggestive control verbal mes~ages pre-recorded on a medium are played for the student~
- iunctional music si~als at t~e rate o~ the student's optimum biological prooesses are played back ior the student in t~e course Or teaching sessio~;
s vl............. . .

. , ~ :
.;
,, ~; ; .. - , . .

10~0~8 - autcmatic means are used for presenting programmed self-training verbal signals to the student;
- the student's condition is adjusted as required through playing suggestive control verbal signals~
- suggestive stimulation si~nals are formed depending on the students' responses at the testing sessions~
- the effectiveness of the student's condition control is checked by means of transmitters that detect his responses to the test signals;
- the student's condition is adjusted to a required level by stimulating electrically active points on his body~
- suggestive and subsensory control signals are pre-sented at the rate of the student's basic biological processes, .
i,e. respiration, blood circulation and cerebral biocurrents;
- a reference number of the student's answers and re-spon~es i8 preset~
- correcting signals are presented in accordance with different answers and responses of the students~
- the student's condition control program is altered ~
20 depending on the resultæ of the tests registered by a response ::
transmitter~
- subsensory control signals are used for.adjusting the student's condition as required;
The effectiveness of suggestive control is checked through registering the student's responses and answers;
.

. . ~

.. . ... .

10~6048 - t~e ~ork~ng pace is impo ed on t~e student b~ using quasi-natural lig~t ~timulation~
- sugg~tive control verb~l ~ig~Als are used to induce a c~ange in t~e pace o~ t~ student~s biologioal proae~ses under t~e action of functional s¢ene signals.
Optimization Or the form in whia~ lesson material i6 pre-sented to t~e student i~ ac~ie~ed as ~ollowsl - ~udio-vi~ual educational signal~ are presented in bhe ~orm oi a composlte ~ignal;
- audio-visual educational signals are presented in t~e form of a multi-ahannel parallel sig~al;
- suggestive sbimulatio~ session~ are used for control-li~g suggesti~it~ of t~e student~
- educational i~ormation is presented in t~e form oi emotional-~emantic units~ scenes, studie~ ~oDgs, table~, e~-ampl~aJ
- ~ugg~stiv~ oontrol verbal signal~ are reinforaed b~
video and aural psychological illusions~
- ~ultiple as~ooiations are created ~or educatio~al in-~ormation signal~ by ~eans of video and aural signals~
- educational informations is presonted at a certai~
preset rate~ ~ :
- session programs are prepared 80 as to s~able time-distributed passive reflex memorizing of the educQtion maberial.

' :. ~' .
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- . ,, . ... . . .

10~6048 sf the entire course by the students - at teaching sessions educational information signals are alternated with testing signalss - educational in~ormation signals are presented at the rate of the student s main biological processes;
- a student-to-machine dialogue is programmed through presenting queries and tasks that stimulate the answer~
- emotional-semantic modulation of educational infor-mation signals is used:
- passive assimilation sessions are used in the teach- :
ing course~
- sessions for bringing memorized material into active use are conducted;
- relaxation sessions are conducted~
- sessions of presenting information at the rate of the student 8 biological processes are conducted~
- sensory-motor training se98ion8 are conducted - suggestively controlled sleep sessions are conducted~
- sessions of programed active rest with a graded physical load are conducteds - biostimulation sessions are conducted;
- key verbal signals are conveyed into the students earphones, while task and queri signals are played through the loudspeaker~ :
- educational in~ormation signals are presented in the . . . ~, 1066~48 form of subsensory control signals;
video information is presented at the rate of cere-bral biocurrents;
- larger amounts of information are presented in the same time period through changing speed at which aural and vi-deo signals are presented;
- the optic channel is used for subconscious detection of visual signals;
- suggestive control messages are compiled with due account for psychological complexity of their realization (from simple to complex messages);
- educational verbal signals in foreign languages are presented with simultaneous interpretation;
- verbal signals are used for programming scenes and exercises in a ~oreign language;
- sessions of questions asked in a foreign language with programmedanswers are conducted~
- verbal instructions o~ the educational course, verbal messages o~ suggestive and subsensory signals, verbal psycho-physiological and linguistic tests are prepared so as toachieve the maximum effect of teaching;
- the rate of presenting educational information i5 selected depending on the results of the pro~iciency tests and the speed o~ the student's response~
- in the ~oreign language teaching course, verbal educa-. : , . . .
.

10~;6048 tional signals are played additionally with a one-sintagm de-lay at the conscious perception level;
- at teaching sessions pre-recorded verbal instruction signals are played back in the form of suggestive control messages;
- delayed potential reinforcement of suggestive con-trol messages by physical stimuli is used;
- perception abilities are used to reinforce suggestive control verbal signals by feelings and sensations based on these perception abilities;
- the level of subsensory control signals is selected in accordance with the student's conscious perception thresh-old on the basis of 50% of answers in response to the signals pre~3ented;
- in the course of teaching sessions educational in-~ormation units presented to the student are checked;
- at teaching sessions the student's pro~iciency is checked at the recognition, reproduction, and generation levels.
A psychologically stimulating teaching situation is provided by the following factorss - verbal suggestive control messages orient the student to reflex memorizing of the educational material~
- a psychologically stimulating situation of a non-completed action is programmed;

., . . ~ ` - . . ..
: .: ` . . .

10~6048 - in the course of teaching sessions the characteristic~
of presented aural and video signals are varied with a view to maintaining the student's orientation response;
- information signals are alte~nated with exterior stimuli for maintaining the student's non-subsiding orientation response~
- presentation of education material is integral (i.e. covers the scope of a standard textbook);
- presentation of lesson material is distributed be-tween different teaching sessions;
- teaching sessions are alternated with suggestively controlled sleep sessions;
- subsensory stimulation of a programmed answer is used~
- verbal signals and situational factors are conducive to an unconstrained behavior during the teaching process;
- programmed variation of intonation is used when offering the student aural and video signalsJ
- the intensive teaching method is used (up to eight hours of lessons per day);
- teaching is conducted by means of an automatic machine without a teacher;
- all conveniences are provided for the student in the course of teaching;
- when presenting multi-level parallel signals, the stu-: ~- :;: . -., , - . : .

~ ~ ~ 6~ 4 dent's attention is switched over by means oP verbal instruc-tions and the teaching situation - the students study in acoustically equipped and aesthetically finished booths;
- the student's workplace is a chair with a high tilting back and built-in transmitters;
- an educational cycle program is selected from a -:
library of programs recorded in the course of a test teaching course ~or a control student with similar answers to the test signals~
- suggestive stimulation of the student's condition and perception processes is effected through reinforcing the sug-gestive message with audio and visual psychological illusions associated with the contents of the verbal messages~
- programmed self-training is used;
- the answers of the students are reg;stered taking into account the student's response speed regardless of whether the answer is formally correct;
- teaching sessions are conducted so that one teach-ing session is held between sleep sessions;
- at sessions for bringing memorized material into active use the students bring into active use the material they have passively assimilated at the previous sessions;
- the students are shown documentary suggestive movies about the results of teaching the previous groups of students;
- when presenting information the number of the student's : . . .

10 ~ 60 ~ 8 responses and answers i~ oompared with the re~er~nc~ number of re~ponses a~d a~swers3 - at pas~ive a~imilation eessio~s the ~tudent~ are pre-sented educational in~ormation in the a~ount~ e~ceeding the amountb of i~formatlon that can be a~similated during one les-~on usi~g traditional methods;
- ~he~ teaching a ~oreign language, the educatio~al pro-gram contains a vooabulary tha~ enables the ~tudent to read and translate no~-adapted texts o~ an average complexity, profe~-sional publications in his line and politi¢al te~ts; the ~tu-dent ~uires an active vo¢abulary ~uf~icie~t to speak on tbe ba~i~ topics and a certain command o~ ~ritinB in a foreign lan-guage~
- suggestive messages promote a~ increa~ed speed of read-ing text~;
- a p~ysical load i~ graded at programed rest sessions~
- an audio-visual pre~entation o~ educational material ia ~c~ieved through o~ering video ~ignals on several sareens and playin6 baak aural sig~aïs tbroug~ several cha~nels;
- a suggestive program o~ raising the speed o~ motor per-~ormance is presented;
- a suggesti~e program of enhancing the student~s imagi-natio~ i~ presented;
- delayed rei~forcement (remini~cence) sessions are in-.~- . . .: . . . :

. . ., :

~06t;048 cluded in the teaching course;
- a delayed material assimilation session is included in the teaching course;
- an optimum microclimate is provided in the teaching room~
- suggestive stimulation is supplemented by electric stimulation of the electrically active points of the student's body~
- suggestive stimulation is used in combination with myo-stimulation of the student's muscles;
- the time deficit situation is programmed and used~
- the optimum nutrition and rest conditions arè pro-vided for the students;
- at teaching and programmed rest sessions, colour music is used for playing musical scene signals~
- a leader student trained by suggestive methods is includsd in the group of students~
- the advantages of this method are emphasized by suggestive methods;
- in the teaching course active responsiveness states are alternated with sleep/rest sessions~
- novelty of a teaching situation and of the interior are used for maintaining the non-subsiding orientation rèsponse of the student~

~' - :, - . :

10660~8 - self-estimation of assimilation, understanding and memorizing translated into motor performance is used;
- when teaching a foreign language, pronunciation is taught on the principle of imitation with reinforcement;
- exterior stimuli and reflex reinforcement signals are selected depending on the student's responses to these signals~
- quasi-natural light stimulation is used in the teaching centre with a view to stimulating the student's per-formance;
- the time of the student's answer is set by a light stimulator;
- for preparing the student for the teaching course he is instructed in self-training prior to the teaching cycle;
- at suggestively-controlled sleep/rest sessions the student i5 presented suggestive messages aimed at enhancing his pneumonic abilities and reminiscence;
- suggestive verbal messageæ are accompanied by rein-forcing emotionally significant noise signals associated with the contents of the suggestive messages;
- suggestive verbal messages predict the subjective feelings of the progress in assimilating the educational ma-terial of the entire teaching course;
- cyclic changes in the student's performance are taken into account for scheduling the teaching course;
- the teaching process is controlled by an operator.
Preliminary testing and selection ofstudents are pro-........ . : .
.

; , . . . ,:

10~6048 vided as follows~
- the dynamics and efficiency of the test teaching course are checked;
- the degree of readiness of the students for self-training is estimated;
- the frequencies of the student's main biological processes (respiration, pulse rate, electroencephalogram) are measured~
- the response of the student to electric stimuli applied to his electrically active points is measured~
- the speed of the student's verbal and motor re-sponses is studied;
- the conscious perception level of the student is measured;
- involuntary motions of the student are registered;
- the student's electroencephalogram is taken;
- suggestivity of the student is studied~
- the student's ability to receive suggestive and subsensory signals is investigated;
- the student's response to signals controlling his perception orientation by suggestive verbal messages is studied~
- musical compositions that cause positive emotional responses in the students are selected;
- the students are graded into groups on the principles ..... . . . . . . . . . . " .,, _ . . .

.

of community of interests and subjects for communication;
- groups of students are formed on the principles of similar characteristics answers and responses to the tests in the students of one group;
- psychological compatibility of students in one group is studied The optimum features and procedures of the existing teaching techniques are generalized as follows:
- a teaching course in a particular subject matter is conducted withou-t a teacher~
- relaxation before teaching sessions is used~
- educational information is presented in informa-tion units on the principle of adaptive branching programs;
- during the last days of the teaching course the 8tudent~ hearand speak only the foreign language they study~
- fully automated facilities are provided for the students to master a foreign language~
- the psychotherapeutic principle of suggestive control in the state of relaxation is used~
- teaching materials of audio-visual courses in the form of video signals and phonographic records are employed;
- teaching materials of traditional cour~es are em-ployed~
- teaching materials of suggestopedic courses are employed~

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10 6~ 09U3 - te~ching material~ o~ audio-lingual aour~e~ are employ-ed;
- the tachi~to~copic method Or presenting video inrorma-tion i~ u~ed;
- tho met~od~ o~ ~ug~estopedic teaching are used~
- prinaiples o~ u~ing educatio~al material3 of a hi~her comple~ity are used.
Ihe modiflcation and preliminary preparation o~ teaching programs for speed~ training are ensured by a ~ystem of in-formation conversion for speedy teaching and are accompl~s~ed by mean~ of a re~pective teacbing maohine.
Bblow 1~ given the de~crlption o~ operation o~ the pro-po~ed teac~in~ machine ~hich accomplished the speedy teaching m~thod in aecordance with the above prinoiple~.
Ihe op~rator~s console I (Fig. I) deliver~ a signal i~i-tiating th~ student~s per~ormance control unlt 3, and self-traini~g sig~als start coming from the ~elf-training unit 27 (~ig, 4) throv~ the adder 32 bo the audio-visual dispLay unit 4 (Fig. I).
T~e adder 32 (Fl~. 33) operates as ~ollow3. Slgnals from the outputs 39, 40, 41, 42, 43 and 44 o~ the units 26, 27,28, 29,30 and ~1, respectively, are applied to the re~lstors 164, 165, 166, 167, 168 and 169~ Voltage dividers are ~ormed bet-~een the resistor 170 and eahh of the ~esi~tor~ 164, 165, 166, .. . .
. .
.. ... , . . ... . ~ , ,, . . , ~ , . - -~ ': '. -, . ' ~` - .

~066048 167, 168 and 169 for each of the input signals, respectively.
Thu~ the resistor 170 will produce a signal which is the sum of signals proportional to each input signal The signal from the output 8 of the adder 32 goes to the unit 4, visual display device 99 (Fig 16) which reproduces video signals, while the acoustic system 100 plays back aural signals.
After self-training has been terminated, psychophysiolo-gical test signals start coming from the tests unit 26 (Fig. 4) to the unit 4 (Fig. I). The student is instructed to push the specific button transmitters 107 (Fig 19) corresponding to each particular test, and signals from the transmitters are applied through the connector 108 to the student's condition checking unit 15 (Fig. I), At the same time service scan signals come from the unit 3 to the other input of the unit 1~. The in-puts of the AND gates 109 (Fig. 20) receive signals from the unit 14, whereas the input of the switch III, the count input of the first flip-flop 110, flip-flop 113 and the AND gate 114 accept read signals from the unit 3. Since signals from the unit 14 are applied at differen'c time instants, only one of the AND gates 109 is operable at each moment depending on the setting of the switch III, therefore, the signal may be applied only to one respective flip-flop 110 After completion of the sequence of tests a scan signal comes from the condition cont-. .: - : . ' 10~;~048 rol unit 3 to t~e count input o~ the fir~t ~lip-flop 110, and the flip-flop cou~ter starts counting pulses delivered rrom the A~D gates 109, while the decoder 112 generabes a pulse when all t~e flip-flops are set to "I~. ~he outpub signal oi ' .
t~e decoder 112 i~terlocks t~e rlip-rlops 112 and re~ets thom ':
to "0", and a train of pulses i9 applied ~rom the output Or t~e AND gate 114 to the student~ condition indicator unit 95 (~ig.
14) Or the operator~ console I. ~en, a control teaching pe-riod is initiated 2 a si~nal ~ent from the operator's con~ole I
(Fig. I) e~ergize~ the educatioGal information unit 2, t~e tape recorder 96 (Fig. 15) Or the unit is switched on and starts '~
playing back audio les~on messages and ~erviae signals which go through the iilter 97 to the pro~ector 98 a~d cause it to produce video images Or the eduaational information.
~ he servioe signAl iilter 97 (Fig~ 15) i8 com~o~ed of se-veral ~èctions, each tuned to ~ rreguency o~ one Or the i~ervioe signa~ 1000, 3000, 5000, 7000 or 10,000 ~z.
Consider operatlon of one ~ection Or the service ~ig~al ~ilter 97 (Fig. ~5).
~ e output 8i~al Or t~e tape recorder 96 (Fig. 15) i8 delivered t~rough the capaoitor 184 (Fi~. ~5) to the base of . .
the transistor 185. The D.C. voltage o~ the transis~or 185 i8 sob b~ a divider composed of the iesistors 186 and 187. Ne-gatlve' volt'age i8 applied to the re~istor 186. ~y varying the : magnitudes of the resi~tors 186 a~d 187, a requisite operat-~ ,, ,: .
.
.,. : .
.. -.. , .. ~ . -, . ..
,: . : . - :: ..
, ~ , . - ..

10 ~ 60~l3 ing poiat o~ t~e tran~i~tor 185 is ~elected ~or linear am-plificatio~ of the incoming ~ignalq. The resistor 188 ~erves to ~tabilize D.C. voltage Q~ the tran~istor 185 and to i~crea~e its input resistance. ~o decrease the shunting effe¢t intro-duced by the output resista~ce of the transistor 185 into the o~cillatory circuit (capacitor 189 a~d inductor 190), the inductor 190 i9 connected only partially by mean~ of the tap 191 whiah receives negative voltage through the resi~tor 192. ~he oscillatory circuit is tuned to the fundame~tal fre-Quency of the debected audio ~i~nal, ~or e~ample, 1000, 3000, 5000, 7000 and 10,000 Hz. For matching the output resi~tance o~ the transistor 185 with the i~put resi~tance of the sub~e-qUeQt stage built around the transi~tor 193, the step-down winding 194 i8 included in the base ¢ircuib of the transistor 193. A ~ignal is applied to the base of the transistor 193 rrom one ter~inal of the winding 194.
~ h~ dlvider composed of the resistor~ 196 and 197 stabi-lize~ the operating point oi the transistor 193 which ensures li~ear ampliiication of the incoming ~i~nal~. ~he resistor 198 ralses t~e input resi~tance o~ the tran~istor 193 and sta-bilizes its D.C. voltage. ~he collector circuit of the tran-~istor 193 incorporates an oscillatory cirouit~ ha~ the the tap 201 rrom the inductor 200 which receives the collector suppl~ ~oltage of the transi~tor 193 through the re~i~tor 202.

.
- , The oscillatory circuit composed of the inductor 200 and the~
capacitor 199 is also tuned to the fundamental frequency of the input signal, The operating mode of the transistor 204 which passes only signals of one polarity i8 determined by the ratio of the magnitudes of the resistors 208 and 207, As the input signal is applied, the collector circuit of the transis-tor 204 passes current with a D,C, component which causes the relay 209 to close its contacts 210 and 211, Educational information ~ideo and aural ~ignals are delivered to the audio-visual display unit 4 (Fig, I) and are presented to the student, In the course of teaching the stu-dent is instructed to push the button transmitter 102 (Fig, 17) and the shaper 103 gènerates a pulse signal each time the transmitter 102 is pushed, The answer registering unit 9 (Fig, 36) operates as follows, Nègati~e voltage is applied from the supply source through the resistor 213 to the contacts of the button 212, As the button 212 closes, a pulse is delivered to the input of the Schmitt flip-flop 214, and the flip-flop converts the pulse with sloping edges into a steep-edge pulse. The output signal of the Schmitt flip-flop 214 goes to the AND gate 215, From the output of the AND gate 21~, the pulse is delivered to the monovibrator 216 which converts this signal into a pulse of a preset length, The AND gate 215 operates in the absence o~

10660~8 a signal at the output of the mo~ovibrator 216. ~hus a trigger signal i~ applied from the output of the AND gate 215 to the mo~ovibrator 216. As the monovibrator 216 operates, it~ output ~ignal goe~ through the inverter 217 to the AND gate 215 and cut~ off the ~ate. When cut off, the gate 215 blocks all the subs~uent signals from the Schmitt flip-flop 214 until t~e monovibrator 216 i9 switched o~. In t~is way, depression o~ the button ¢aU#es genera~ion o~ a~ output ~ al Or a preset len~th with ~teep ed~e~ at the output ll (~ig. 17) oi the pulse shaper 103.
~ his pul~e is delivered to the student's answer counter unlt 105 (~ig. 18) of the comparabor unit lO. Simultaneously, the ¢ounter lO~ fl~ t~e refere~¢e number o~ answers receive~
from the unit 2 pre-recorded pulses whose number is a refere~c~
~or evaluating the student~ progres~ in a~similati~g a given portion of educational in~ormation.
The operator evaluate~ the stude~t'~ ~tate of knowledge b~ the reading of the indicator 93 (Fig. 14) which displays the refere~ce number of a~swors and of the counter unit 94.
On the basis of the student's responses to the tests prese~ted and his progress the operator gradeis the student, i.e. selects a tea¢hing program for this particular student or assigns him to an approPriate group of 9tudents (in group teaching). After that the teaahing proces~ start~. As was described above, a sig-.

; .. .
.: . ; . . . . ................................... :
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~otj6048 nal from the operator'~ console I (Fig. 1) energizas the edu-cational iniormation unit 2 and the audio-vi~ual di~play unit 4 di~plays le9~0~ material ~or the ~tudentls ~ nsideration. At the ~ame time, functional scene signal~ irom the fuQctional scene unit 31 (Fig. 4) are applied through t~e 3tude~t's con-dition control unit 3 to the unit 4~ Besides, ~or mai~taining the orientation response of the student, esterior stimuli start comi~g rando~ly ~rom the unit 30. ~he~e signals are reproduoed b~ t~e tape recorder 115 ~Fig. 21) w~ich i~ actaated by the random number ge~erator 116 (Fig. 21) a~d applied to the unit

4 (~lg. 13.
~ e random number generator 116 (Fig. 34) i8 intended ~or produ¢ing a random signal for ~witahing on the tape recorder 115 ~Fig. 21). Ihe gonerator 116 (Fig. 34) operates as iollows.
Negati~e ~oltage appli0d to t~e input 37 is ~ollvered through tho re~i~bor 171 b~ bhe diode 172 and ~ets up nolse voltage acro~ the diode 172. ~hi~ noise sig~al is applled to bhe i~-put o~ bhe audio-ire~uency ampliiier 173 having a high gaiQ
(about 5000). ~he amplifier 173 ha3 a pas~ban3 from 50 Hz to 10~000 Hz. ~rom the output Or the audio-~requency amplifier 17~, noise ~oltage goe~ to the Schmitt ~lip-ilop 174~ ~he Schmitt ~lip-ilop eiiects clipping/limiting oi the noise sign-al Rnd co~vert9 it into pulse~ oi ~ rando~ le~gt~. ~h~se pul~e~
are applied to the AND gate 180. Simultaneou~l~, the clock ,. ................................ .
.

. , ~066048 frequency generator 175 produces pulses at a frequency of 10 pulses a minute which go to the flip-flop pulse counter. The output signals of the ~lip-flop 176 are applied to the count input of the flip-flop 177, and therefrom to the count input of the flip-flop 178. The output signals of the flip-flops 176, 177 and 178 are applied to the pulse decoder 179 which detects each eighth pulse From the output of the decoder 179, the pulses go to the AND gate 180, I~ the output signal of the decoder 179 and the output signal of the Schmitt 10 flip-flop 174 are time-coincident, a pulse is sent from the output of the AND gate 180 to the differentiating circuit 182.
The output signal of the differentiating circuit 182 goes to the set input of the flip-flop 183, At the same time, the out-put signal of the decoder 179 is applied to the di~ferentiat-ing circuit 181 the output signal of which is delivered to the other set input of the flip-flop 183, Thus, flipping of the flip-flop 183 is random and depends on coincidence of the output pulseæ from the decoder 179 and the Schmitt flip-flop 174. The output signal is taken off one of the branches of ?
20 the flip-flop 183, In the course of teaching presentation of educational information is interrupted in response to a signal from the operator's console I and.the tests program is delivered from the unit 3, At the same time, the student's responses are re-gistered by the response registering unit 14 as shown above.
I~.the student's condition remains at the original level, - 9 ~

. , . . . . __ . . . . ..

~ 066~4s presentation of educational information continues. If the cha-racteristics of the stud~nt's condition are found to deviate from the initial level, subsensory signals from the unit 29 (Fig, 4) are delivered to the student simultaneously with edu-cational material and the nature of the functional scene signals is varied, ~he normal scene unit 117 is switched off by means of the channel selector 120 (Fig, 22) of the functional scene unit 31, and the stimulating scene unit 118 or the inhibitory scene unit 119 i8 actuated by the same channel selector.
After some time the student is repeatedly tested. If there is still a deviation in the student's condition from his initial condition, the subsensory signal producing unit 29 (Fig, 4) is cut off and the suggestive signal producing unit 28 is actuated, the suggestive signals being presented to the student together with instructional information and functional scene signals, In case the deviations in the student's condition persist as shown by a sequence of tests, the educational infor mation unit 2 (Fig, I) is switched off and the self-training unit 27 is actuated, The self-training session continues until the student's performance is completely restored.
Besides, in the course of teaching the student's an-swers to educational information signals are registered by the ..
answer registering unit 9 (Fig, I) and compared with the refer-ence number of answers in the comparator unit 10 so that there-.

., .. _ _ _ . ...
.

~ o66~48 after the operator can evaluate the student's answers and to continue or alter the predetermined course of teaching, The biostimulation unit 19 (Fig, 2) is employed for expanding the range of the student's condition control, Prior to starting the lessons, electrically active points are found on the student's body and the electrodes 127 (Fig. 24) are at-tached to these points. Pulses generated by the biostimulation unit 19 (Fig, 23) are applied to the electrodes 127 through the switch 128, The generator 125 produces pulses which are transmitted through the level control unit 124 and the bidirec-tional pulse shaper 126 to the assembly 20 of electrodes (Fig, 2), The pulses arriving at the asymmetry estimator unit 121 (Fi~, 23) come to the sound indicator 122 and therefrom are passed along a feedback circuit to the level control unit 123 which keeps the magnitude of current constant regardless of the resistance o~ the student's body tissues, The switch 128 (Fig, 24) connects the electrodes one by one to the bio-stimulation unit 19 (Fig, 2), The biostimulation unit 19 (Fig, 37) operates as follows, First, electrically active points are determined on the student's body, For this purpose, the active contact 219 and the passive contact 220 are connected to the electr~des assembly 20 (Fig, 24) so that the passive contact is connected with one lOtiG048 electrode 127 fixed stationary to the ~tudent's bod~ at an electrically neutral point, and t~e active contact 219 i8 CO~-nected with ansther electrode 127 movable over the sur~ace o~
~he studGnt's body. As the ~itah 238 is turned on, supply voltage i~ delivered to the pulse generator 125 and the pulse generator start~ generating pulses. The switch 218 turn~ on the oontact "b". In this position, the unit 126 i~ not ad~us-ted to any special level a~d A.C. pulse current i9 pag8ed through the student's body. ~he pulses are deliYered through the pa~QiVe contact 220 to the primary winding of the trans-~ormer 221 of the conduction asymmetry estimator unit 121 and further through the secondar~ winding of the tran~ormer 222 to ~he sound ind~oator 122, T~e human body has a resietanoe o~ about l MOhm. At an electrioally active point thi~ resis-tance drops to 50-lO0 ~Ohm. I~ this ¢ase the magnitude of aur-rent passi~g through the cirauit increa~es abrup~ly a~d the loud~peaker 2~5 produaea the tone of the fundamental ~requency which depe~d3 on b~a capacitance of the capacitors 257 and 258.
I~ the point is "anomalous", its conductance will be dif~erent for pulse~ of di~ere~t polarit~. In t~is case, an additional tone (seaond harmonic of the ~undamental ~requency) will be produced in the loud~pea~er 235.
After the electrically active point8 have been found, the electrodes 127 are attached at the~e points to the student' 8 ' ~''' ' ' :.
, _9~

body. In the bio~timula~ion mode, the contact "a" or tbe ¢on-tact "c" i~ actuated depending on ~hat action is required. ~he variable resistor 240 i8 ~itted ~ith a calibration scale ~hich i9 ussd for ~etting a reguired stimulatio~ current be~ore the stimulation session. In the course o~ operation of the biosti-mulation unit 19, pulse~ aro applied through the feedback cir-cuit via the resistor 240 to the level correction unit 123 and then, via t~e resistor 247, to the level control unit 124.
T~e ourrent magnitude at the output of t~e unit 124 remain~
con8tant due to a change in the bias volta$e at the base of t~e tran~i6tor 245.
I~ the test~ detect, a~ wa~ shou~ above, de~iations in the ctude~t~s condition from his initi~l lovel, the operator m~y, depending on the nature of the deviation, awitch on bhe bio~timulation unit 19 (~ig, 2).
Ihe ~tudent~s motor activity control unit 23 (Fig. 3) is used to enha~cs the e~icie~cy o~ teaching pror~ssional motor skills. ~h~ stude~t~s motor activity control unit 23 (Fig. 2~) is intended for electrical stimulation o~ the stu-dent'~ muscle~ and fostering his motor performance. T~e pulse generator 129 generates square pulse~ at a 80-Hp frequency which are applied to the input o~ t~e modulator 130. Control signals from the output o~ the educational in~ormation unit 2 are sent to the input 24 o~ t~e unit 23 tFig. 3). ~he debector .. . . , . . , . :
, . . . . .

~ ,. . ~ . - . ~ .

~066048 131 (Fig. 25) detects these si~nals, and the outputs of the detector 131 are applied to the input of the modulator 1~0 which modulate the train of pulses ge~erated by the genera-tor 129. qhe modulated output signals o~ the modulator 130 pas~ to the power amplifier 132 which effe¢ts final amplifica-tion of the pulse~. From its output, the pulses go the output 25 of the student~s motor activity control unit 23, and from the output 25 further to the input of the electrodes as~embly 20 (Fig. 3). Prior to ~tarting the teaching cycle, the elect-rode~ 127 (~ig. 24) are fastened to the student'3 3pecific muscle~ depending on the teacbing ptogram. In the courss of teachi~g educational information signals are presented to the ~tudent and at tbe ~ame time control signals come to the 1~-put 24 of the u~it 23. The student~s motor acti~ ty control unit 23 (Fig. 25) operates as follows. ~e generator 129 (~ig.
38) generates ~quare pulses at a frequency of 80 Hz with an exponential decag tlme. ~he transformer 268 introduoes a posi-tive feedback and, as a result, ~elf-sustained ~ulses appear in the collector circuit of the transistor 267. ~he resistors 262 a~d 263 provide required D.C. ~oltage of the transistor 267. ~e capacitor 264 determines the frequency of the generat-~ed pulses, and the oapacitors 265 and 266 provide a réquired waveform of the~e pulse~.
When the ~witch E is turned on, biosignals from the out-~066048 put 6 of t~e educational iniormation unit 2 prere¢orded on a medium ~re applied to the input of the detector 1~1 which i~
the input 24 of the u~it 23 (Fig. ~) in synchronism with edu-cational l~formation signals.
~ hese signal~ are delivered through the capacitor 274 (~ig. 40) to the base of the tra~istor 275 ~hose operating condition is set by a positive bias applied to its base via the re~istor 276. ~hi~ ensures linear amplification for nega-tive signal~ only, and detection occurs. T~e ce,pacitor 277 in-begrates the detected signals and isolate~ their envelope. ~he signal is applied to the output from the resistor 278 via the oapacitor 279. ~he output slgnal of the detector 131 modulates t~e ~eguence o~ pul~es ~enorated by the generatar 129. From the output of the generator 129 the pul~e goes to the input of the modulator 130 (Fig. 39), namely, to bhe ba~e oi the tra~ tor 271. T~e output ~ignal oi the detector 131 (Fig.40) ;
comes to t~e bQse oi the translstor 271.
Tho D.C. voltage of tbe tran~i~tor 270 (Fig. 39) i~
~et bg~ t~e resistor 269 the resistance Or which is sele¢ted su¢~ that the gain of the transistor 271 i8 minimum if no sign- , al is applied to the base oi the transistor 270. ~e D.C. volt- ~ ', age oi the transistor 270 is ~et by the resistor 272. , , .
When a signal is applied to the ba8e of the tran9i9tor 270, the gaiu oi the transi~tor 271 ri~es depending on the ' ~' ,, ~-, '` " ' ' ' ". "', ',' ' " ', '" "' ',, ~ . " . ' ' ` ' ' ,: . , ~ ' . ., :,, " ' '" ' ' ' ,' ~ ' ' ' ' ' , '. ' : ' ' ' . , ~ ' .'' ' " ' ' ,'' ''', ' ~ " ' ' :' . ' . " ' . ' . ' ' ': ' .
: ' : '' ', ' ' , ' ' " " "' ~.` ' ' ' :', ' '. , :

~ 0~6048le~el of the signal delivered from the detector 131.
Thus the output of the modulator 130 produces a train of pulses modulated by the bioprocess envelope which is applied to the input of the power amplifier 132 (Fig. 41). The input voltage i9 divided by a divider composed of the resistors 280 and 281 and is delivered to the base of the transistor 282 oper-ating into the transformer 283. The secondary winding of this transformer produces an output signal detected by the diode 284.
This signal goes to the output 25 (Fig. 3) of the student's motor activity control unit 23, The teaching process occurs as shown above.
The instruction centre (Fig. 5) is intended for teach-ing individual students and whole classes various theoretical subjects and professional motor skills, Lesson advance signals are sent from each classroom to the central console 4~ (Fig. 26), The presence of the signal at the unit 133 indicates that the lessons ~n a classroom progress normally in conformity with a predetermined teaching program. The presence of a signal at the unit 134 means that the lessons in the classroom are over. The signal at the unit 135 shows that the classroom will be occupied for some additional period of time. The intercom unit 136 allows communication with the operator's cansole in each classroom. In the course of the teaching process the students move from one classroom to another as required by . , :, 1(~6~)48 planned teaching ~es~ion~
The cla~sroom~ operats in tbs following way.
The cla~sroom 46 (~ig. 6) ~or ~tudent's testing and con-dition checking is a means for presenting to th~ stude~t a program of p~yc~oph~siological tests which serve to evaluate the student's psychopbysiological aharaoteristic3 80 t~at a teacbi~g program could be selected ~or this parti¢ular stu-dent. The equipme~t of the classroom displ~ye vi3ual test signals and plays back the sound portio~ o~ the test~ to the studant and simultaneously regi~ters his answers and bio-logi¢al responses.
~ or testing, the 3tudent i8 put at the workplace 71 in the room 70. T~e student's wo~kpla¢e 71 is a ohair with a hi~h tilti~g back, and with the answer registering unit 9, the respo~se regi~tering unit 14, the eleotrodes a~sembly 20 and the ~s~embly 77 o~ biotransmitters built into the ahair.
~ he biotransmitters assembly 77 (Fig. 27) comprises the electroenaephalo~ram transmitters 138, the electrocar~gram transmitters 139, and the respiration transmitters 140 which are connected t~rough the conneator 141 to t~e multi-parame- t ter recorder 73 (Fig. 6) which is a standard multi-channel en-oephalograp~ recording the ~tudent's biological re~pon~es.
The tran~mitters are iastened on the student's bod~. The bio-logical processe~ in the student's organism are ~ir~t rè~ister-ed be~ore the ~tart o~ the tests and then his re~ponses and . . . . - . . -, :.. . . - : .- . : .
,. . . .
. . . . . .
. .
.
:
.. . . ... .
- .
:. ~ , - . . .
.
:.; ,, :
: . - .. . ..

_99_ ~ OG6~8 biologic~l proce~ses are registered as audio and visual test ~ignals axe pre~ented to him ~rom the audio-visual display unit 4.
When te~ting ~tarts, the tests unit 26 (~ig. 4) i~ actuat-ed in respon~e to a command from the operator's co~sole I. ~he tests unit 26 i8 a standard ~tereophonic tape recorder sy~-chronized with a filmstrip projector. Ere-recorded on a tape medium are verbal ~ignals o~ psyohophysiological test~, res-po~se rate tests, tests to determine co~ciou~ perception, suggestivit~, readiness for ~el~-training, attention level, tesbs ior checki~g the student ~B ~i3ion and auditory thre-~holds. Suggestivitg test~ are tests ~or catalepsy, amne~ia, visual and auditory hallucinatio~, ideomotor movements. ~he details o~ the automatic ~uggestivit~ te~ts are to be ~ound in '~roblem~ of detectin~ weak ~ervous response~" edited by proi. D.D. ~edotov with participatio~ oi V.V. Petrusins~ig, Cand. 8c. (Biol), Moscow, 1968. ~he visual portion o~ the ~est~ coded on a ~tripfilm consists o~ symbol~ and drawings timed with the ~erbal test messages. ~he ~tudent~s respon~es to the audio and visual test~ presented to him are registered b~ the response registering unit 14 (~ig. 6), and a pulse i8 applied to the ~tudent~s eondition chec~ing unit 15. Depending o~ the time i~terval during which the pulse tra~els ~rom the response regi~tering unit 14, the ~tudent~ condition checking . ~ .

, :.

-unit sends to the operator's console I a coded pulse-numerical ~ig~al which permits quantitative evaluation oi t~e ~tude~t's conditio~. ~ime interval~ are coded b~ signal~ played back by the t~st~ u~it 26 (~ig. 4). These ~ignals are recorded in the iorm of pulses on t~e ~econd track of the stereop~onic tape recorder.
~ he biostimulation unit 19 operates as follows. I~ res-pon~e to a command ~xom the operator's console I (Fig. 6) nega-tive pulses are applied ~rom the output o~ the biostimula-tion unit 19 to the assembly 20 oi the electrodes which are fa~te~ed to the electrically active points of the student's body. ~iectric stimulation o~ the electrically active points oi the student's body expands the range of control of hls condition, improves the student's ~eriormance and permits checking oi ~i9 responae~ to a pul~e ~timulu~. T~e oriicien-c~ o~ biosbimulation i~ al80 c~ecked by mean~ Or the re~ponse registering unit 14.
~ he ~tudent's ¢ondition control unit 3 (Fig. 4) operates as iollow~. ~or periormance control, the student is present-7ned programed seli-training mess&ge~, a program o~ ~uggestive signals whioh are verbal suggestive control ~essages, a ~ub-sensory control program whic~ consists o~ suggestive verbal me~sages at the student'S perception level, functional soene signals and exterior stimuli. Cha~ges in the student~ behavior .. . . . . . . . . .. .

: . ' ' . ~ . : ' .

- ' ': ., ' ' ' ' ' '.:, '. -: ~ ` :' ' ' ' . ' .:' ' . . .. : ,, :.: ' ' '' :
': ' ' . ' `: . . ' ' ' ' , ' ':
: : ' '::, ': ' : . :, ` . . . . . , , , , ,, : , , :

~06~8 caused by application of the above signals are registered by the response registering unit 14 (Fig. 6). An appropriate in-struction sets time intervals during which the student's response is an answer confirming the efficiency of a specific control action. The psychophysiologicàl testing course i8 followed by a control teaching period aimed at determining the per-ception characteristics of the student and his lea~ning ability for a particular type of instructional information.
The control teaching program includes the initial part of the in~ormation to be assimilated This program is dis-played by the educational information unit 2 and the number of the student's answers is directly registered by the answer registering unit 9. The registered results are transmitted to the operator's console I, On the basis of the testing and control teaching data, the operator grades the student and, consequently, selects a teaching program to be presented to the student to obtain optimum teaching efficiency.
According to the results of the control teaching period, the students are divided into four main groups. Group I (about 20~o of students) shows the best results. Group II (about 40%) shows the average results given in the description. For students of group III (about 20%) the duration of the teaching course must be increased by 1. 5-2 times for achieving the average re-sults, Finally, group IV (about 20~o) comprises students for `` - 101 --10~

which teaching by this method i9 not effeotive.
These iour main group~ are further divided i~to subgroups in aocordance wit~ psychop4ysiological testing results.
After testing the students may start the learni~g pro-ce~ either immediately or after a?,~y time interval dependi~g o~ a ~umber o~ workpla¢e~ available in the instruction ce?ntre.
Stude~ts wit?~ similar learning abilities and peroeption parameters may be selected to form a gr~oup gradually for some time a~d start learning as 900~ as the group is oomplete. ~us, new students e~tering the instruction centre may be tested in-depende~tly Or t~e other teaching alasses.
The clas~ room 49 tFig. 7? for stimulation oi the stu-dent~s periormanoe and control of his condition is intended ror presenting to the student suggestive and subseQsor~ mes-sages as well a~ reilex reiniorcement ~ig~als together wlth .
iunctional 6ce~e audio and visual messages. Stimulation ~es-~ions are conduoted prior to beginning Or the course oi tea¢h-ing and, ir necessary, i~ the course o~ the teaahing proces~, as well. ~e stude~t is put in the workplaoe 71 whi¢?h is a c?hair with the built-in respo?nse registering UQit 14 and the eleotrodes assembly 20. The audio-visual display unit 4 pres~-nts ~ignal~ from t~e control un1t ~ ior the studeQt~s ~ n-sideration. Suggestive verbal and noise sig~als sy~chronized with visual im~Bes are al80 played. ~he suggestive message~

... . ... . . .. .. ... .. . ..

~;. - . . , . ~ , .,. ' ;. ~: .,, : .: . .

presented suggest taskis easy to accomplish~ For esample, a istudent trai~ed in hypermnesia (~uper memory) is asked to memorize a sequenae of 200-300 words. In this case memorizing of such a number o~ words i9 ~acilitated by presentation, through visual imageis, various a9sociative visual pabterns, eac~ associate~ with one o~ the words in the sequence. Thu~, when the student views a pattern, it is ea~y for him to re-member an appropriate word. In addition, memorizing of words 19 promoted by sub~ensory rein~oroement in t~e form o$ the same words reproduced at the student~s oonscious perception threshold level. ~hese ~ub3ensory messages are presented with the aid of both audio and visual signals. In the latter case, sub8en~0r~ reiniorcement is given in the ~orm o~ words di~layed by highly di9torted letterA against the bac~grou~d of line3, spots and`other distracting faotors. ~emorizing o~
Z00-300 words within a several-minute session creates a ~avourable psychological ~ituation in the st~dent and make~
him con~ident in the succe~s o~ the teaahing method. ~ similar sug~estive situation is created in rapid reading teaching when the student is presented, through audio and visual signals, blocks o~ te~t in which several underlined word9 ¢onvey a general idea of the content9 o~ the paragraph. Suah a ~ug-gestive set-up improves the rapid reading ability o~ the student. ~he suggestive situation can also be created as fol-.
: ' ~, ' ' . , ' ~ ' ' ''. '," ~' . '~ ~ '' ~066048 lows. For e~ample, fir~t a picture ~howing similar-size pat-terns i8 pre~ented to the student. ~hen, it is a~erted t~at the ~iZ6 0~ the patter~ will be different, and a special scene is built up to develop a visual illu~ion of changi~g pattern sizes. Thu~, the ~ugge~tive me~sages are reinforced by visual illu~io~s. ~ 3till more effective rein~orcement of suggestive messages i8 achieved through the u~e of the reflex reinforcement unit 76 (~ig. 7).
The re~lex rein~orcement unit 76 (Fig. 28) comprises the filter~ 142, 143, 144 and 145 tuned to specific control ~ig- -nals. When a control ~ignal come~ ~rom the output 8 of the unit 3 (Fig. 7), one of the actuating aevices 146, 147, 148, 149 (Fig. 28) operates through a respective filter. For instan-ce, ii ~uggestion is made to the ef~eot t~at it i~ beooming warmer i~ the room, the heater 150 is ~itched on~ i~ a wind is ~uggested, the fan 151 i8 actuated. If the student is su~-ge~ted that illumination o~ the room i8 changing, the light ~ource 152 i8 turned on~ a sound sugge~tion i~ accompanied b~
generation o~ audio signals from the audio generator 15~.
The biostimulation unit 19 (Fig~ 7) stimulates electrical-1~ active points on the 9tudent~ bod~, and a signal from the bio8timulation unit 19 i3 applied to the assembly 20 o~ the electrodes built into the ~tudenb~s chair. ~he electrodes are attached to t~e stuaent~s body. The results o~ the stimula-,. " , ~ .
; . , ~ ' . , -' , . , :: , . . :. ..

10~6048 tion are evaluated by the response reg;stering unit 14 which registers the student's response to the suggestive messages presented to him.
The classroom 52 (Fig. 8) for passive assimilation of educational information is designed for presenting synchronized audio and visual messages of instructional material for sub-conscious assimilation by the students. ~uring a teaching lesson the student sits in the workplace 71 which is a chair with the built-in response registering unit 14 and the answer registering unit 9. Educational information is conveyed in the form of verbal mesRages of the basic lesson material and sup-plementary informative data. In foreign language courses the basic lesson material is presented in a respective foreign language, whereas supplementary educational material is simul-taneous translation. ~isual messages are lesson texts with tables and symbols in the form of printed matter, filmstrips or movies, Visual messages in foreign language courses are parallel texts in two languages. Educational information is presented simultaneously with functional scene signals For maintaining the studént's non-subsiding orientation response, the parameters of aural information signals :
frequency, pitch, volume and intonation are variable. Besides, said educational information in foreign language courses con-sists of short independent emotional-semantic blocks, cues, - . .
. . , .. , - .. .

lQ~;t;048 scenes, and exercises. In the first days of teaching instruct-ions are given in the mother tongue with simultaneous translation into a foreign language~ in the subsequent days information is presented in a foreign language with simultaneous translation into the student's language, and after the fifth day - in a foreign language only.
At the beginning and at the end of a session for passive assimilation of lesson material, the student is presented, through the performance control unit 3, programm~dself-train-ing signals including a relaxation and a stimulation programsaccompanied by appropriate functional scene signals. The sig-nals are presented at a sensory perception level, and at the same time, at the auditory threshold level, After the self-training program has been terminated, the unit 3 presents psychophysiological test signals, the student's responses to which are registered by the response registering unit 14, The student's answers to the educational information 8ignals are registered by the answer registering ùnit 9. The outputs of the unit 9 are transmitted to the comparator unit 10. The other input of the unit 10 receives signals delivered from the output 12 of the educational information unit 2.
The number of these pulses is equal to the reference number of answers The results are applied to the operator's console I. The student's responses to condition control signals are registered by the response registering unit 14. Pulses from ' .: . .

10~6048 th~ unit 14 are supplied -to one input o~ the student's con-dition control unit 15, the other input of the unit 15 accept-ing pulses from the output 17 of the control unit 3 which de-termine intervals during which the student's response is sig-nificant for evaluating the efficieney of his condition control.
The classroom 55 (Fig, 9) for bringing memorized mater-ial into active use i8 intended for presenting to the student audio and visual lesson signals, signals stimulating his ver-bal skill as well as delayed subsensory correcting and key signals and verbal reinforcement signals. The classroom ses-sions stimulate the student's verbal performance (when foreign languages are taught), During the session the student sits in the room 70 at his workplace 71 which is a chair fitted with the built-in response registering unit 14, the answer registering unit 9, and the earphones 79. Individual chairs are separated by removable sound insulation partitions. During the session the students are presented audio and visual signals at the level of sensory (conscious)pe~ception in the form of suggestive educational mes~ages that suggestively stimulate the student's verbal per-formance. Besides, additional informative data signals are pre-sented (in foreign language courses these signals are conveyed in a respective foreign language). ~ranslation is also given with a time delay equal to the length of an additional informa-` - 107 -,. . ~. . , -., . ~ : .

tion sentence, This is followed by a pause whereupon basic ed-ucational information signals are presented in the form of the translation of earlier presented signals of the additional informative data at the subsensory (subconscious) level, i.e, at the student's perception threshold level. These signals are also transmitted to the student's earphones, and the stu- -dent may listen to them when he desires, Thus while listening to a verbal message in his mother tongue, the student immed-iately translates the message orally into a foreign language and after that may listen to a correct version of translation into a foreign language at the perception threshold level, For measuring the answer time (time of the student's ~erbal response), the timing device 78 is enabled, The timing device 78 i9 the time relay 154 (Fig, 29) with light indication. ~he student must give an answer before the light indicator 156 comes on, The timing device 78 (Fig, 42) operates as follows, The capacitor 302 is charged through the circuits the resistor 298-variable resistor 301, As soon as the charging level is re-ached, the transistor 297 starts to conduct, The amplified sig-nal goes from the emitter of the transistor 297 to the base of the transistor 285 which is connected into the Schmitt flip-flop circuit comprising the transistors 285, 286, resistor 287, resistor 288 and the capacitor 289, resistors 290 and 291 which .

provide rated operating c~aracteri~tic~ of the Sohmitt flip-flop. ~he output signal i8 applled through the resi~tor 293 to the ba~e o~ the power ampli~ier tra~sistor 292 whose operat-ing characteristics depend on t~e mag~itude o~ t~e resi~tors 29~ and 294. A~ the Schmitt flip-flop and the power ~mplifier operate, the contacts 304 and 305 of the relay 303 clo~e and the lamp 306 comes on. When a signal come~ from the answer re-gistering u~it 9 (~ig. 9) through t~e input 80 to the rela~
293, the oonba¢ts 294 and 295 (Fig. 42) close and shunt the capacitor 302 through the resistor 296. As a re~ult, the charge across the capaoitor 302 drop~ to zero, the contaots 304 and ~05 o~ the relay 303 open and the lamp 306 goes out. A~ter a time i~terval determi~ed by the time oon~tant of the circult composed o~ the resistor 298, t~e variable resisbor 301 and th~
capacitor 302, voltAge across the capacitor 302 rlses to t~e , threshold level and the above proces~ ~ 9 repeated. If the student fails to answer before the timing devioe 78 operates, the lamp ~06 lLghts up and remain~ on until the student give~
a~ answer. After glving an a~swer, the stuaent pu~hes the but-ton transmitter 102 (~i~. 17) and the output 11 of the unit 9 (~ig. 9) ~ends a pulse to the input 80 of the ais¢harge ¢ir-¢uit 155 (~ig. 29). The disoharge ¢1rcuit 155 prevents opera-tion of the light indioator 156 b~ removing a charge from the output of the time relay 154. If the student failed to give an an8wer in allottea time and the light i~dicator 156 has been .
, , . ' ~ , ~ -.
. . . . . :, :
. ~ - ., ~ 0~6048 actuated, it remains on until the next student's answer, Con-structionally, the light indicator 156 is built into the answer registering unit 9 (Fig, 9), In a similar way, the students make exercises and solve problems when studying exact sciences in the classroom 55. In this case tasks in the form of exercises are set or assignments are formulated through the sensory per-ception channel, After a time interval required for solving a problem or making an exercise, the su~sensory channel pro-duces an answer or a key verbal message, i,e. a signal serving as a key for correct solving of the problem, Another version of a session for bringing memorized material into active use -s a student-to-machine dialogue.
Questions in a foreign language are asked at the sensory perception level, then a time interval is allowed for an an8wer during which the student answers the question in a for-eign language orally, After that a version of the correct answer to a given queri is conveyed into the earphones and at the subsensory level, Still another version of a session for bringing memor-ized material into active use is suggestive stimulation of thestudent's dialogue, In this case a situation is set up at the sensory level in a foreign language (when teaching foreign languages), and the students have to act in this situation in a foreign language, A version of the dialogue in a foreign .
~, .

. , 10660~8 language can be listened to in the earphones and at the same time through the subsensory channel.
The classroom 55 for bringing memorized material into active use may also be used for active assimilation of a for-eign language grammar. In this event an assignment is presented to the student at the sensory level and the student is asked to change certain sentences into various grammatical forms.
After that a time interval is allowed which is equal to the allotted time of the student's answer and then versions of correct answers are conveyed to the student at the subsensory level.
The student's condition control unit 3, the condition checking unit 15, the comparator unit 10, the answer register-ing unit 9, and the response registering unit 14 operate as described above.
Similar to the passive assimilation cla~room 52, each teaching session in the classroom 55 for bringing memorized material into active use begins and ends with programmed self-training which is described above together with the subsequent psychophysiological testing, The classroom 58 for presenting information at the rate of the student's biological processes (Fig. 10) is intended for corrected presentation of lesson material at the rate of the student's biological processes and operates as follows, . .
. . .. . --- -6 6 0 ~ 8 ~he student 8it8 in t~e workplace 71 whic~ i8 a chair with the built-in answer register~g unit 9 and the as~embly 74 o~ bio-tran~mitters, In the cour~e of a ~es~ion t~e assembly 74 of the biotransmitter~ register the mai~ biological proces~es - of the student (electroencephalogram, pneumogram (respiration) and pulse rate. T~e timer unit 82 (Fig. 30) converts the re-gistered biologi¢al processes i~to pulses following at a fre-quency equal to, respectively, the student's pulse rate, the dominant ~av~ ~re~uency (C~ -wave of the electroencephalogram) and the respiration rate.
~ e timer 82 (Pig. 30) is intended ~or timing educational i~ormatio~ signals with the ~tude~t~s biological processes, namely, with the resplration rate, pulse rabe and the C~ -wave irequeno~ of the electroencephalogram, ~or eao~ of the above parameters, the timer 82 ha3 an individual oirduit composed of the amplifier 157 and the 9haper 158. Consider operation of one oircuit of the timer 82 shown in Fig~ 43. In eac~ cir-cuit the characterijtics of the RC filter composed of the capacitors 314, 315, 316 a~d t~e resi~tors 317, 318, 319 are ~elected depe~ding on the input ~re~uency. ~he input of the circuit receives, through the capac~r 307 , a sig~al from the assembly 74 (Fig. 10) of the biotransmitter~ which is app-lled to the base of the tran~i~tor 308 (Fig. 43) co~ected a~ an emitter follower. Power-amplified signals are delivered to the ba~e of the tran~istor 310. ~he re~istor 312 sbabili-, , .

.

. ~ ~

zes the D.C. operating point o~ the transistor and i~creasesthe input re~istance o~ the tran~istor 310.
The output signals of the transistor 311 are delivered through the RC filter to t~e base of the tra~sistor 308, T~e frequency characteri~tios o~ t~e RC ~ilter are determi~ed by t~e mag~itudes o~ its components. ~he reso~ant ~requenc~ of the RC ~ilter is ~ound from the formula i = R (l6~0jooco(mF) At a re90nant frequency the re~i~tance of the frequency-depen-dent circuit i~crea~es. ~ince the circuit is connected between the load of the transistor 310, resistor 311~ and ~he input o~ the tran~istor 308, at the re~onant frequency the resista~ce o~ the RC ~ilber i8 maximum and, consequently, the gai~ o~ the stage at the resonant freguency is maximum. ~hus the stage oom-posed of the bransi~tors 308 a~d 310 i8 a ~requenc~-depende~t aotive ~ilter. Flltered biologl¢al proce~e~ ar~ delivered throug~ the capacibor 313 to b~e ba8e of the tran8istor 320.
~he resistors 322 a~d 323 supply D.C. voltage to the base of the transiabor 320. ~he Sc~mibt flip-~lop ha~ two stable states which are set by filtered biopro¢ess sig~als applied '~
to the base ef the transistor 320. ~hus pulses set up at the collector o~ the transistor 321. ~he Schmitt flip-flop output signals are delivered from the collector o~ the tra~sistor 321 to the base o~ the transistor 329. ~he tran9istor 321 .

,. . . .
.
....
... . . . .. . .
. , : , . . . .. . .

1066~41~
effects power amplification of the signals. The load of the transi~tor 321 is the relay 330, When pulses come to the re-lay from the Schmitt flip-flop, the contacts 331 and 332 close.
These pulses control operation of the educational information unit 2 (Fig, 10) which comprises a remotely controlled film-strip projector. ~he frames of the filmstrip are changed by the above signals, The student views educational information on the screen of the audio-visual display unit 4, the change of the frames containing this information being paced with the rate of one of the student's biological processes, Assimi-lation of the lesson material is registered by the answer re-gistering unit 9, The comparator unit 10 operates as described above, At the sessions of presenting information at the rate of biological processes, separate words (in foreign language teaching courses) are presented at the dominant electroencepha-logram wave freguency (10 Hz). The student views separate words with parallel translation on the screen of the display unit, Each subsequent word is displayed on the screen one line below the previous word, In this case visual patterns are presented without appropriate sound accompaniment, When separate words are displayed at the pulse rate of the student, the audio signals (foreign words with simul-taneous interpretation) are accompanied by the visual display of these words with parallel translation, .. -, ., . , , . - .................................... .
. ~ . -When education information is presented at the student's respiration rate, lesson signals are lexical units with simul-taneous interpretation synchronized with visual displays in the form of texts with parallel translation.
At sessions of presenting information at the student's pulse rate and respiration rate, the answer registering unit 9 registers assimilation of words and lexical units by the student at the recognition level.
Sessions of presenting educational information at the rate of the student's biological processes without simultane-ous or parallel translation are used to monitor the stu-dent's progress in mastering educational information.
The sensory-motor classroom 61 (Fig, II) is designed for electric stimulation of the student's motor performance when training him in sensory-motor skills. The student is placed in the chair 71 equipped with the response registering unit 14, the answer registering unit 9, and the electrodes assembly 20 which serves for applying electric pulse stimuli to the student. The room 70 comprises the trainer 84 for training the students in professional motor skills, When teaching typing, the trainer is a typewriter keyboard model. In the course of teaching the audio-visual display unit 4 presents educational information in the form of verbal instructions and verbaL signals controlling the student's motor aotivity.

10660~
The electrodes assembly 20 sends electric pulses stimulating muscular actirity to the student's muscles, at the rate of the audio and visual information presented to him, The button transmitter 102 (Fig. 17) of the answer registering unit 9 (Fig~ 11) is connected to the trainer 84.
When working with the trainer 84, the student closes the con-tacts and the outputs of the answer registering unit 9 are applied to the comparator unit 10 which operates as shown above.
In teaching typing, si~nals used for stimulating the student's muscles are usually sinewave signals of a varying amplitude delivered at a frequency of 80 Hz. The muscles which are in-volved in the professional motor performance being practiced are stimulated.
Each session in the sensory-motor classroom 61 also begins and ends with programmed self-training.
The relaxation and programmed sleep classroom 64 (Fig, 12) is intended for presenting audio and visual suggestively-controlled sleep and relaxation signals to the student and for monitoring the objective characteristics of the student's con-dition. At the relaxation and controlled sleep sessions thestudent is put in the workplace 71 which is a bed with the res-ponse registering unit 14 attached thereto. Controlled sleep signals are verbal messages of programmed self-training and suggestive stimulation in combination with scene music contain-ing beats at the rate of the biological processes occurring 11~)ti6{~48 in a sleeping subj~ct. By suggestion, the student is driYen into a relaxation sta-te and then into the state of suggestive-ly-controlled sleep during which he receives performance con-trol signals aimed at enhancing his performance after the sleep session, The effect of the suggestive control messages is checked by the response registering unit 14.
The quasi-natural light stimulation unit 86 varies the illumination of the room in synchronism with suggestive control messages, Sync signals from the unit 3 come to the il-lumination control unit 159 (Fig. 31) The unit 159 controls the assembly 160 of the light sources. As the student is fall-ing asleep, illumination of the room is gradually decreased so as to imitate night light. For awakening, a dawn is imitated followed by bright sunlight.
The sessions of self-training, relaxation, controlled day and night sleep are conducted in the classroom 64, As the student is falling asleep, he is presented inhibitory scene signals whose volume is gradually decreased to zero.
At awakening, the student is offered programmed self-training signals and suggestive and subsensory signals aimed at enhancing his performance, in combination with stimulating scene signals whose volume is gradually increased from zero to the normal level.

~0~6048 During controlled night sleep sessions slgnals stimul-ating sleep are played during one hour gradually decreasing their volume to zero. Then, one hour before awakening, awaken-ing signals are switched on and their volume is gradually in-creased.
The programmed rest classroom 67 (Fig, 13) is intended for presenting to the student active rest instructions, sug-gestive and subsensory condition control signals, The students are moved into the programmed rest classroom 67 inlbetween teach-ing sessions, Active rest instructions, suggestive and sub-sensory condition control signals are presented to the student through the audio-visual display unit 4, In teaching foreign languages, audio and visual signals are entertainment movies in a respective foreign language. In addition, during this session the student receives a graded physical load from the graded physical load unit 88, The unit ô8 applies graded load to all the main muscles of the student, The student ma~es sta-tic physical exercises and performs dynamic physical exercises with the aid of the graded physical load unit 88 (Fig, 32).
The load grader 161 (Fig, 44) operates as follows.
Voltage from the supply source is delivered to the terminals of the primary winding of the transformer 333 the secondary volt-age of which is applied to the solenoid 334, The force of at-traction of the armature 335 by the solenoid 334 depends on :: -10~;048 the position of the slider 336. Thus the force applied by the student to pull the armature 335 is regulated by the position of the slider 336.
The execution of physical exercises by the student is registered by the counter unit 162 and is transmitted through the switch 163 to the response registering unit 14 (Fig. 13).
In the clasæroom 67 the students are also shown music or colour music programs and movies.
The rooms 70 of each class are aesthetically finished with respect to the furniture, illumination, the colour of the walls and the equipment so as to fit each particular session and teaching course.
The use of the present invention embodying the sugges-to-cybernetic speedy training method for teaching ~oreign languages without a teacher makes it possible to acquire the command of a foreign language (for example, English, German or French) (3000-4000 words of passive vocabulary) within about 10-12 days of instruction, or within 80-100 educational hours.
The Japanese language course (1000-1300 hieroglyphs) can be memorized within as short a period as 15-20 days.
In teaching typing, the speed of 140-160 strokes per minute is attained by the trainee within 3 or 4 days of train-ing.
In rapid reading training, the speed of reading i5 in-1 ~ 6 60 ~8 creased twice within 2 or 3 days of training (without deteri-oratio~ o~ the qualit;y OI readi~g).
The course of programming on an electroni¢ computer can be oompleted within 4 or 6 days o~ teaching.
~ he cour~e of teaohing theoretical sub~ecb matters in the scope of one university term (~or example, theory of pro-bability, political economy, social psychology) requires from t~o to four days of teaohing.
~ be cour~e of autogenic-training requires not more than 1-3 d~y~.
Control ~ystem operators are trained i~ t~e skill duri~g 2 to 10 days.
Linear drawi~g oan be mastered in about 3 to 4 da~s.
A command of short~and ¢an be acquired uithin 4-7 day~
o~ training.
~ hen using this method, the above aur~tion~ o~ the teaoh~
ing courses are provided for students who have been sub~ected to te~tlng prior to starting the course.
~ he result~ of remote follow-up of the students' pro-gress testify to a hig~ quality o~ a~similat$ng educational materials in the absen¢e o~ practice not more than 40-50%
o~ bhe learkt in~ormation i~ lost during one year.
Medioal che¢k-ups o~ the student~' oondition point to b~e abqen¢e of excessive stress or fatigue o~ the ~tudents ', . ~ , .

. . : , . : .

~ ~ , .. .
.: , , duri~g the entire learning period.
~ he pre~ent invention is applicable not only ~or speedy teachin~ o~ profe3~ional ~kill~ and subJect matter~, but also for ~timulating creative imagination, psychot~erapeutic and psyc~o,h~gienic e~f ect~ .

.. , , , .. . ... -. . , , . -. ~ . i , . .. . .

Claims (26)

The embodiments of the invention in which an exclusive property or privilege is claimed are defined as follows:-

1. An audio-visual teaching machine for speedy training, comprising:
an operator's console intended for switching various units and tutoring programs in a required sequence;
an educational information unit designed for playing back pre-recorded lesson information, instructions and service signals, with the input thereof connected to a respective output of said operator's console;
a student's performance control unit which is a facility for playing back signals to control said student's psychophysio-logical condition and his performance, with the input thereof connected to a respective output of said operator's console;
an audio-visual display unit for presenting aural and vi-sual signals to the student, respective inputs of which connect one output of said educational information unit and one output of said student's performance control unit;
an answer registering unit designed for registering the student's answers to educational information signals;
a comparator unit which compares the number of the stude-nt's answers to a certain amount of lesson material with the reference number of answers and generates a signal indicating a required number of reviews of said amount of educational ma-terial, wherein one input is connected to an output of said answer registering unit, the other input is connected to the other output of said educational information unit, and the output is connected to a respective input of said operator's console;
a student's response registering unit intended for regis-tering said student's phychophysiological responses;
a student's condition checking unit which is a facility for evaluating the psychophysiological parameters of said stu-dent and comparing them with the reference values, wherein one input is connected to an output of said response register-ing unit, the other input is connected to the other output of said student's performance control unit, and the output is connected to a respective input of said operator's console.

2. A machine as sat forth is claim I, which comprises a biostimulation unit having a facility for generating electric pulses to stimulate electrically active points of a human bo-dy, the input of which is connected to a respective output of said operator's console, and an assembly of electrodes attached to the student's body for transmitting electric pulses to the surface of said student's body, with an input thereof connect-ed to an output of the biostimulation unit.

3. A machine as set forth in claim I, which comprises a student's motor activity control unit having a facility for generating electric pulses controlling the student's muscu-lar performance, the input of which is connected to one out-put of said educational information unit, and an assembly of electrodes attached to said student's body for transmitting electric pulses to said student's muscles, with the input there-of connected to an output of said motor activity control unit.

4. A machine as set forth in claim 2, which comprises a student's motor activity control unit having a facility for generating electric pulses controlling the student's muscular performance the input of which is connected to one output of said educational information unit, and an assembly of elec-trodes attached to said student's body for transmitting elect-ric pulses to said student's muscles, with the input thereof connected to an output of said motor activity control unit.

5. A machine as set forth in claim I in which said stu-dent's performance control unit is a facility for automatic playback of psychophysiological test messages, programmed self-training signals, suggestive and subsensory control signals, exterior stimuli and functional scene signals, and comprises a tests unit, a self-training unit, a suggestive signal produc-ing unit, a subsensory signal producing unit, an exterior stimu-lus producing unit, and a functional scene unit, the inputs of which are the inputs of said student's performance control unit, and an adder with the respective inputs thereof connecting one output of said tests unit and the outputs of said self-train-ing unit, said suggestive signal producing unit, said subsensory signal producing unit, said exterior stimulus producing unit and said functional scene unit; an output of said adder is one output of said student's performance control unit, whereas the other output of said tests unit is the other output of said student's performance control unit.

6. A machine as set forth in claim 2, in which said stu-dent's performance control unit is a facility for automatic playback of psychophysiological test messages, programmed self-training signals, suggestive and subsensory control signals, exterior stimuli and functional scene signals, and comprises a tests unit, a self-training unit, a suggestive signal produc-ing unit, a subsensory signal producing unit, an exterior stimulus producing unit, and a functional scene unit, the in-puts of which are interconnected and serve as the input of said student's performance control unit, and an adder with the respective inputs thereof connecting one output of said tests unit and the outputs of said self-training unit, said suggestive signal producing unit, said subsensory signal producing unit, said exterior stimulus producing unit and said functional scene unit; an output of said adder is one output of said student's performance control unit, whereas the other output of said tests unit is the other output of said student's performance control unit.

7. A machine as set forth in claim 3, in which said stu-dent's performance control unit is a facility for automatic playback of psychophysiological test messages, programmed self-training signals, suggestive and subsensory control signals, exterior stimuli and functional scene signals, and comprises a tests unit, a self-training unit, a suggestive signal pro-ducing unit, a subsensory signal producing unit, an exterior stimulus producing unit, and a functional scene unit, the in-puts of which are interconnected and serve as the input of said student's performance control unit, and an adder with the respective inputs thereof connecting one output of said tests unit and the outputs of said self-training unit, said suggest-ive signal producing unit, said subsensory signal producing unit, said exterior stimulus producing unit and said functional scene unit; an output of said adder is one output of said stu-dent's performance control unit, whereas the other output of said tests unit is the other output of said student's perform-ance control unit.

8. A machine as set forth in claim 4, in which said stu-dent's performance control unit is a facility for automatic playback of psychophysiological test messages, programmed self-training signals, suggestive and subsensory control signals, exterior stimuli and functional scene signals, and comprises a tests unit, a self-training unit, a suggestive signal pro-ducing unit, a subsensory signal producing unit, an exterior stimulus producing unit, and a functional scene unit, the inputs of which are interconnected and serve as the input of said student's performance control unit, and an adder with the re-spective inputs thereof connecting one output of said tests unit and the outputs of said self-training unit, said suggestive signal producing unit, said subsensory signal producing unit, said exterior stimulus producing unit and said functional scene unit; an output of said adder is one output of said stu-dent's performance control unit, whereas the other output of said tests unit is the other output of said student's perform-ance control unit.

9. An instruction centre, comprising:
a central console for controlling the instruction centre;
a classroom for testing and checking the student's con-dition intended for presenting to the student psychophysiologic-al messages, special tests and programmed self-training signals and for registering said student's electrophysiological charac-teristics and responses, in which an input is connected to a respective output of said central console, and an output is connected to a respective input of said central console;
a classroom for stimulating the student's performance and suggestive control of his condition intended for presenting to the student suggestive and subsensory condition control mes-sages, programmed self-training signals and reflex reinforce-ment signals, in which an input is connected to a respective output of said central console, and an output is connected to a respective input of said central console;
a classroom for passive assimilation of educational material where the student is presented synchronized audio and visual lesson material signals and instructions, in which an input is connected to a respective output of said central con-sole, and an output is connected to a respective input of said central console;
a classroom for bringing memorized material into active use where educational information is presented to the student in suggestive form that stimulates the student's verbal performance, in which an input is connected to a respective output of said central console, and an output is connected to a respective input of said central console;
a classroom for presenting educational information at the rate of the student's biological processes where pre-sentation of educational material is paced with one of the main biological processes of said student, in which an input is connected to a respective output of said central console, and an output is connected to a respective input of said central console;
a sensory-motor training classroom for teaching pro-fessional motor skills through presenting to the student educational information signals in synchronism with muscular performance stimulating signals, in which an input is connected to a respective output of said central console, and an output is connected to a respective input of said central console;
a relaxation and programmed sleep classroom with self-training sessions intended for enhancing the student's per-formance and controlled sleep sessions, in which an input is connected to a respective output of said central console, and an output is connected to a respective input of said central console;
a programmed rest classroom for active rest of the student between the teaching sessions, in which an input is con-nected to a respective output of said central console, and an output is connected to a respective input of said central console;
an audio-visual teaching machine for speedy training which is provided in each of said classrooms, comprising:
an operator's console for switching various units and tutoring programs in a required sequence;
an educational information unit designed for playing back pre-recorded lesson information, instructions and service signals, with the input thereof connected to a respective output of said operator's console;
a student's performance control unit which is a faci-lity for playing back signals to control said student's psycho-physiological condition and his performance, the input of which is connected to a respective output of said central console;
an audio-visual display unit for presenting aural and video signals to the student, the respective inputs of which connect one output of said educational information unit and one output of said student's performance control unit;
an answer registering unit designed for registering the student's answers to educational information signals;
a comparator unit which compares the number of the student's answers to a certain amount of lesson material with the reference number of answers and generates a signal indi-cating a required number of reviews of said amount of educa-tional material, and in which one input is connected to an output of said answer registering unit, the other input is connected to the other output of said educational information unit, and an output is connected to a respective input of said operator' s console;
a student's response registering unit intended to register said student's psychophysiological responses;
a student's condition checking unit which is a faci-lity for evaluating said student's psychophysiological para-meters and comparing them with the reference values, in which one input is connected to an output of said student's response registering unit, the other input is connected to the other output of said student's performance control unit, and an out-put is connected to a respective input of said operator's con-sole.

10. An instruction centre as set forth in claim 9 in which the audio-visual teaching machine for speedy training comprises additionally a biostimulation unit having a facility for generating electric pulses to stimulate electrically active points of a human body, the input of which is connected to a respective output of said operator's console, and an assembly of electrodes attached to the student's body for transmitting electric pulses to the surface of said student's body, with the input thereof connected to the output of the biostimulation unit.

11. An instruction centre as set forth in claim 9 in which the audio-visual teaching machine for speedy training comprises additionally a motor activity control unit having a facility for generating electric pulses controlling the stu-dent's muscular performance, the input of which is connected to one output of said educational information unit, and an assembly of electrodes attached to said student's body for transmitting electric pulses to said student's muscles, with the input thereof connected to an output of said motor activi-ty control unit.

12. An instruction centre as set forth in claim 9, in which the audio-visual teaching machine for speedy training comprises additionally: a biostimulation unit having a facili-ty for generating electric pulses to stimulate electrically ac-tive points of a human body, with its input connected to a res-pective output of said operator's console; a student's motor activity control unit having a facility for generating elect-ric pulses to control the student's muscular performance, with the input thereof connected to one output of said eduaational information unit; an assembly of electrodes attached to said student's body, one input of which is conneated to an output of said biostimulation unit and the other input is connected to an output of said motor activity control unit; a student's performance control unit which is a facility for automatic presentation of psychophysiological testing signals, programmed self-training signals, suggestive control messages, subsensory control messages, exterior stimuli and functional scene sig-nals, and comprises a tests unit, a self-training unit, a sug-gestive signal producing unit, a subsensory signal producing unit, an exterior stimulus producing unit, a functional scene unit, the inputs of these units being interconnected and serv-ing as an input of said student's performance control unit, and also comprises an adder with its respective inputs connect-ing one output of said tests unit and the outputs of said self--training unit, said suggestive signal producing unit, said subsensory signal producing unit, said exterior stimulus pro-ducing unit and said functional scene unit; the output of said adder is one output of said student's performance control unit and the other output of said tests unit is the other output of said student's performance control unit.

13. An instruction as set forth in claim 12 in which said student's testing and condition checking classroom com-prises said operator's console, said educational information unit, said student's performance control unit, said audio--visual display unit, said answer registering unit, said com-parator unit, said response registering unit, said student's condition checking unit, said biostimulation unit, said assemb-ly of electrodes of said audiovisual teaching machine for speedy training, and said testing classroom comprises also an assembly of biotransmitters attached to the student's body and a multi-parameter recorder for recording said student's biological processes, the input of which is connected to an output of said assembly of biotransmitters, and said operator's console has an additional input and an additional output which are, respectively, an input and an output of said testing classroom, and said classroom for stimulating the student's performance and suggestive control of his condition comprises said operator's console, said performance control unit, said audio-visual display unit, said student's response register-ing unit, said student's condition checking unit, said bio-stimulation unit, said assembly of electrodes of said audio-visual teaching machine for speedy training, and, besides, said stimulation classroom comprises also a reflex reinforcement unit for amplifying suggestive messages, the input of which is connected to one output of said performance control unit, and said operator's console has an additional input and an additio-nal output which are, respectively, an input and an output of said stimulation classroom.

14. An instruction centre as set forth in claim 13, in which is said classroom for passive assimilation of education-al material comprises said operator's console, said education-al information unit, said student's performance control unit, said audio-visual display unit, said answer registering unit, said comparator unit, said response registering unit, said student's condition checking unit of said audio-visual teaching machine, and said operator's console has an additional input and an additional output which are, respectively, an input and an output of said passive assimilation classroom, and said classroom for bringing memorized material into active use com-prises said operator's console, said educational information unit, said student's performance control unit, said audio-vi-sual display unit, said answer registering unit, said comparat-or unit, said response registering unit, said student's con-dition checking unit of said audio-visual teaching machine, and, besides, said classroom for bringing memorized material into active use comprises an earphone unit with the input there-of connected to one output of said educational information unit, and a timing device for generating a light signal if the student fails to give an answer to an educational information signal in allotted time, the input of which is connected to an output of said answer registering unit; said operator's console has an additional input and an additional output which are, respectively, an input and an output of said classroom for bringing memorized material into active use.

15. An instruction centre as set forth in claim 13 in which said classroom for presenting educational information at the rate of the student's biological processes comprises said operator's console, said educational information unit, said audio-visual display unit, said answer registering unit, said comparator unit of said audio-visual teaching machine, and, besides, said classroom for presenting educational infor-mation at the rate of the student's biological processes com-prises also an assembly of biotransmitters and a timer for synchronizing the rate of presenting educational information with one of the student's main biological processes, the in-put of which is connected to an output of said biotransmitters assembly, and an output is connected to an input of said edu-cational information unit; said operator's console has an addi-tional input and an additional output which are, respectively, an input and an output of said classroom for presenting educa-tional information at the rate of the student's biological processes.

16. An instruction centre as set forth in claim 13, in which said sensory-motor training classroom comprises said oper-ator's console, said educational information unit, said stu-dent's performance control unit, said audio-visual display unit, said answer registering unit, said comparator unit, said response registering unit, said student's condition checking unit, said electrodes assembly, said motor activity control unit of said audio-visual teaching machine, and besides, said sensory motor training classroom comprises also a trainer for exercising professional motor skills, the output of which is connected to an input of said answer registering unit; said operator's console has an additional input and an additional output which are, respectively, an input and an output of said sensory motor training classroom.

17. An instruction centre as set forth in claim 13, in which said relaxation and programmed sleep classroom comprises said operator's console, said student's performance control unit, said audio-visual display unit, said response registering unit, said student's condition checking unit of said audio-visual teaching machine, and, besides, said relaxation and programmed sleep classroom comprises also a quasi-natural light stimulation unit for imitating natural illumination in various situations, with the input thereof connected to one output of said student's performance control unit; said operator's con-sole has an additional input and an additional output which are, respectively, an input and an output of said relaxation and programmed sleep classroom.

18. An instruction centre as set forth in claim 13, in which said programmed rest classroom comprises said operator's console, said student's performance control unit, said audio-visual display unit, said response registering unit, said stu-dent's condition checking unit of said audio-visual teach-ing machine, and, besides, said programmed rest classroom com-prises also a graded physical load unit the output of which is connected to an input of said response registering unit; said operator's console has an additional input and an additional output which are, respectively, an input and an output of said programmed rest classroom.

19. An instruction centre as set forth in claim 14, in which said classroom for presenting educational information at the rate of the student's biological processes comprises said operator's console, said educational information unit, said audio-visual display unit, said answer registering unit, said comparator unit of said audio-visual teaching machine and, besides, said classroom for presenting educational material at the rate of the student's biological processes comprises al-so an assembly of biotransmitters and a timer for synchroniz-ing the rate of presenting educational information with the student's main biological processes, an input of which is con-nected to an output of said biotransmitters assembly, and an output is connected to an input of said educational informa-tion unit, and said operator's console has an additional input and an additional output which are, respectively, an input and output of said classroom for presenting educational information at the rate of the student's biological processes.

20. An instruction centre as set forth in claim 14, in which said relaxation and programmed sleep classroom comprises said operator's console, said student's performance control unit, said audio-visual display unit, said student's response registering unit, said student's condition checking unit of said audio-visual teaching machine, and, besides, said relaxa-tion and programmed sleep classroom comprises also a quasi-na-tural light stimulation unit for imitating natural illumina-tion in various situations, with the input thereof connected to one output of said student's performance control unit, and said operator's console has an additional input and an addi-tional output which are, respectively, an input and an output of said relaxation and programmed sleep classroom.

21. An instruction centre as set forth in claim 14, in which said programmed rest classroom comprises said operator's console, said student's performance control unit, said audio-visual display unit, said student's response registering unit, said student's condition checking unit of said audio-visual teaching machine, and, besides, said programmed rest classroom comprises also a graded physical load unit with the output thereof connected to an input of said response registering unit; said operator's console has an additional input and an additional output which are, respectively, an input and an output of said programmed rest classroom.

22. An instruction centre as set forth in claim 16, in which said relaxation and programmed sleep classroom comprises said operator's console, said student's performance control unit, said audio-visual display unit, said student's response registering unit, said student's condition checking unit of said audio-visual teaching machine, and, besides, said relax-ation and programmed sleep classroom comprises also a quasi-natural light stimulation unit for imitating natural illumina-tion in various situations, with the input thereof connected to one output of said student's performance control unit, and said operator's console has an additional input and an additional output which are, respectively, an input and an output of said relaxation and controlled sleep classroom.

23. An instruction centre as set forth in claim 16, in which said programmed rest classroom comprises said operator's console, said student's performance control unit, said audio-visual display unit, said student's response registering unit, said student's condition checking unit of said audio-visual teaching machine, and, besides, said programmed rest classroom comprises also a graded physical load unit with the output thereof connected to an input of said response registering unit, and said operator's console has an additional input and additional output which are, respectively, an input and an out-put of said programmed rest classroom.

24, An instruction centre as set forth in claim 19, in which said relaxation and programmed sleep classroom comprises said operator's console, said student's performance control unit, said audio-visual display unit, said student's response registering unit, said student's condition checking unit of said audio-visual teaching machine, and, besides, said relaxa-tion classroom comprises also a quasi-natural light stimula-tion unit for imitating natural illumination in various situations, with the input thereof connected to one output of said student's performance control unit, and said operator's console has an additional input and an additional output which are, respectively, an input and an output of said relaxation and programmed sleep classroom.

25, An instruction centre as set forth in claim 19, in which said programmed rest classroom comprises said operator's console, said student's performance control unit, said audio-visual display unit, said student's response registering unit, said student's condition checking unit of said audio-visual teaching machine, and, besides, said programmed rest classroom comprises also a graded physical load unit with the output there-of connected to an input of said response registering unit, and said operator's console has an additional input and an addi-tional output which are, respectively, an input and an output of said programmed rest classroom.

26. An instruction centre as set forth in claim 24, in which said programmed rest classroom comprises said operator's console, said student's performance control unit, said audio-visual display unit, said student's response registering unit, said student's condition checking unit of said audio-visual teaching machine, and, besides, said programmed rest classroom comprises also a graded physical load unit with the output thereof connected to an input of said response registering unit, and said operator's console has an additional input and an additional output which are, respectively, an input and an out-put of said programmed rest classroom.