WO1996008804A1

WO1996008804A1 - Need-adaptive architectonic system for learning/communicating

Info

Publication number: WO1996008804A1
Application number: PCT/US1995/011581
Authority: WO
Inventors: Farideh Troudet; Terry Troudet
Original assignee: Farideh Troudet; Terry Troudet
Priority date: 1994-09-14
Filing date: 1995-09-12
Publication date: 1996-03-21
Also published as: GB9608759D0; AU3587295A; GB2299198A

Abstract

This invention is an architectonic system of autonomous wearable devices and methods, and their representations for learning keyboarding, disclosed as an integrated environment of communication/computation enabling data entry at the tip of the fingers with the adaptiveness and simplicity of 'thumb-finger touch', while dancing away from the keyboard, using key gloves (203, 204), key rings (141), key cape (3500), key jacket (3300), etc. or while sitting away from the keyboard in the key armchair (5500) or the 'Living/Learning Chat-Core-See'. This need adaptive system provides a unified living/learning environment to invigorate individual/group learning, and facilitate self-expression/communication through data/voice/video, as well as the development/practice of skills in domains as diversified as the arts and entertainments, business, health and education, engineering, and science. This invention of an architectonic system has the potential to contribute to the success of private enterprises by adaptively self-empowering each individual student/employee through dynamic creative learning, and total quality management.

Description

NEED-ADAPTIVE ARCHITECTONIC SYSTEM FOR LEARNING /COMMUNICATING.

BACKGROUND OF THE INVENTION.

Information processing and communication systems ranging from the most sophisticated computers to the most common telecommunication devices are playing key roles in the economic and scientific developments of modern societies, at individual level in the way man interacts daily with his environment, but also at global level in the way societies exchange commercial and cultural assets. It is therefore not surprising to see computers and telecommunication media playing an ever more pivoting role not only in the work place, but in the educational process as well. As demonstrated by the pioneering works of 1987 & 1990. the first named inventor was the first to:

1 ) recognize the importance of eiposing the pre-schooJ age population to the inherent constraints of physical interfaces, such as the keyboard environment, while benefiting from the treasure of unconditional love & affection that is inherent to grand-parents/children interactions;

2) devise a wholistic and dynamic learning framework to assist the children in coping with such constraints and limitations, without suppressing their natural need for self-eipression and discovery by benefiting from the insightful fairy tales of the grand-parents;

V. innovate educational tools and methods to synergistically prepare the children for keyboarding, while assisting the development of their cognitive, relational, and logical skills, and invigorating the lifes of the grand-parents with the essence of not only preserving the human side, but also empmverlng the children towards discerning thinking;

4) unveil the potential of the pre-school age population as a world-wide market for such dynamic educational products;

5) and subsequently point to the life-long benefits of such a wholistic learning framework, while responding adaptively to the needs of the learner throughout the successive stages of the human growth and development.

The dynamic aspect of the previously disclosed learning framework is generated by the svnergv between a single fiied core program, chosen to be the process of learning a keyboard, and a variety of reinforcement learning programs that can be adaptively customized to the growth and developmental needs of a young learner. While the core program encourages individual ' learning through the comfort, friendliness, and convenience of wearable devices, the reinforcement learning programs promote group learning through the excitement, and challenge of games that are un to play at home, in school, and later at work during breaks. This dual educational program can be adapted to the needs and characteristics of each individual learner within the environment that he/she finds himself /herself in, through a proper blending of individual and group learning, at the image of the need-adaptive dual model of management innovated by the first named inventor in 1987 in the context of health and education.

Although the pre-school age population is not expected to know any alphabet (whether literary, numerical, musical, or otherwise), they are receptive to the development of associations through sensory stimuli, such as lights, colors, sounds, spoken words, etc. Such a receptivity was the basis for assisting children in memorizing object-based representations of a keyboard, while facilitating their future learning of the alphabet, as well as the synergistic acquisition of many other vital skills ranging from artistic self-expression (creative thinking) to arithmetic (logical thinking).

The learning of the core program is enabled by a rich diversity of gloves nod rings with indicia mounted thereon in correspondence with the keys of a keyboard. The reinforcement learning programs can be tailored to the child's developmental stages through various games depicting the associations between the fingers and the characters of keyboard keys. As the child learns a keyboard, he/she is simultaneously exposed to a great variety of multidisciplinary learning experiences. This in return strengthens his/her knowledge of the keyboard owing to the associative nature of the memorization process. By enjoying the benefits of such a synergistic learning, the child would have the opportunity to develop a perspective of life limitations as catalysts for learning and growth, rather than inhibitors of creativity. Through the repeated and diversified reinforcements of this dual learning framework, the child is also given the opportunity to self-discover the interdependency between limitations and freedom, and appreciate its benefits towards developing the art of compromise, as symbolized by the Yin and Yen of Chinese philosophy.

In adaptation with the learning process, the sets of gloves and rings with indicia evolved into sets of gloves and rings with switch-(key)s to assist, in a first stage, the sensory-motor development of associations between indicia, characters, and fingers, and in a second stage, the psycho- motor development of associations between fingers, characters, and switch keys mounted on the gloves/rings in correspondence with keyboard keys. The development of such associations not only assists in the memorization of the relative positions of the keys on a keyboard but at the same time provides the learner with complementary keyboard-compatible typing-devices, i.e. the "keygloves" and the "keyrings ", with skills to operate these devices.

The originality, unicitv. and novelty of this invention is that, for the irst time, the learning of the keyboard by the little hands of pre-school children is made possible & fun through a simple, practical, and safe wearable device. The children are first taught to touch the pictures of the phalanges of their glove fingers with their thumbs while dancing, and singing the stories of the indicia, at the image of the way this invention emerged from the inventor's own experience.

The previously disclosed picture-gloves/rings facilitate the release of the children's boiling energy through the tips of their fingers, empowering them with the freedom of dancing away from the confinement of the keyboard, and the limitations/restraints of life. Shouting evolves into singing, and hostile running/jumping harmonizes into expressive dancing.

Later, the children are given the opportunity to visualize their own creation through the use of their advanced keygloves (keygloves-with-arm- extensions) by being enabled to register the product of their imagination on their own glove screens, whether in drawing, writing, or inventing, while acting/dancing/singing away from the keyboard, with a simple touch of finger /thumb. As a result, this method of learning frees the children from the confinement of the contemporary computer environment through artistic self- expression.

Since the keys mounted on the glove fingers can easily be touched with the thumbs, the children do not have to stretch their fingers as they would have had to otherwise in order to reach certain keys of a keyboard. Moreover, since the glove keys have their own identity in terms of color, and position on the phalanges of the fingers, the children do not have to scratch their heads as they would have had to otherwise in order to remember the keys that are scattered evenly all over the keyboard (thereby avoiding of being "key-bored"). As an example, the bringing of the thumb to the first phalange of the little pinky (the shortest) being different from bringing the thumb to the third phalange of the middle finger (the largest), the children would easily differentiate the characters/letters on the middle finger from those on the little finger.

Therefore, the simplicity and adaptiveness of this Invention makes it an ideal tool for children's learning at any age. nearly any time, any occasion, any location, and in nearly any state of mind. This method of "learning with thumb/finger touch" will further benefit the pre-school age group by positively channeling their stored energy towards a more creative expression of singing and dancing. In other words, the use of the keygloves/keyrings in conjunction with the "thumb-finger touch" method enables the children to self -express what is in their heads and hearts through a variety of activities driven and integrated by the force of their souls, and energized by the reward of communicating to an audience the unicity of their own audio-visual creations.

While individual learning can be enhanced by audio-visual aids, or computing devices mounted on keygloves/keyrings (interconnected through radiowave or wired-in clothing to be worn on the body), group learning can benefit from the mounting of telecommunication devices to the gloves to facilitate exchanges of information between homes/schools/work-places.

SUMMARY OF THE INVENTION.

The invention is a need-adaptive system of devices & methods for assisting various age groups to learn a keyboard of arbitrary form and content in synergy with the learning of self-expression/communication, and the learning of the humanities & sciences.

The core device of the invention, the picture-^ovcs, emerged from the inventor's breaking away from the functional fixation of the keyboard as an answer to her strong needs for self-expression, and self -reconciliation with the computer-keyboard environment. In this process, the inventor unveiled a novel functional cooperation between fingers and thumbs as an innovative operative mode of self-expression & learning (referred to as "G- Love"), and devised a myriad of applications tailored and coordinated to the human growth & development in order to benefit populations of any age. occupation, and culture towards self -empowerment. From a wholistic perspective, the inventor identified such a finger/thumb cooperative interaction as the foundation of an architectonic system with new linkages of individual/group learning to be enjoyed by all, as illustrated in the last diagram depicting the invention process in analogy with the human growth & development.

The power of the invention lies therefore in the adaptiveness of its culture- universal tools (device/ method) to account for individual/group culture-specific needs & characteristics for "G-Lovingly" decreasing stress, while "Key-G-Lovingly" increasing learning & productivity through the creative expression of human care. Such a need-adaptiveness results from a unique device/ method symbiosis, where a) the power of the core device lies in its ability to not only channel one s own frustrations into self -empowering skills through the "finger- thumb touch" (i.e. as a method of learning away from the computer/ keyboard environment), but also preserve, if not enhance, the functional cooperation between hands and mind; b) the power of the core method lies in its ability to "G-Lovingly" and "Key-G-Lovingly" respect and accommodate, at individual level as well as at group level, the needs and characteristics of populations according to condition, occupation, culture, age (child/grandparent, as young as 3-year old, and as old as can be), etc.

At the image of the breaking away from the functional fixation of the keyboard that led to the innovation of the picture-gloves, and subsequently the keygloves, the functional cooperation between gloves and indicia/keys is itself extended to a novel cooperative interaction between indicia/keys and garments/apparels to be mounted to the body in association with the hands in order to enable a more effective individual/group learning and communication.

As described in Sections I & II, the novel wearable device is no longer limited to gloves/rings with arm extensions, but comprises connectable body coverings for the housing and interfacing of data-processing & communication systems connected to the keys of the keygloves/keyrings, or any other enabling keygarment/keyappareL In addition to providing space for the mounting of additional electronic components to parts of the body, the invention permits the components of any apparatus mounted within the keygloves to be rearranged and distributed throughout the user's clothing so as to maximize comfort and convenience of use. The switch keys are mounted in a manner that is compatible with the learning of a keyboard, while being adaptive to the needs or preferences of each individual user in order to make learning/working more of an enjoyable experience. Indicia and switch keys corresponding to the characters of the keyboard keys to be struck by the fingers of the left/right hands are indeed formed and mounted on dual portions of the wearable device mounted to the body in association with the left/right or right/left hands. Such dual portions of garment/apparel can be worn on a) separate parts of the body, or b) on the same part of the body.

In the first type of implementation (»), the dual portions may be connected through radiowaves, or wired-in connecting garments/apparels so as to enable an autonomous processing of the data entered through the switch keys. For example, switch keys with indicia can be mounted on a left hand side portion and a right hand side portion (i.e. associated with the left/right hands, or right/left hands, respectively), such as the sleeves of a jacket, the front portions of an outfit, the front or lateral portions of trousers legs, etc., for adaptive use in various positions (e.g. standing, sitting, and even lying) according to the user's needs (e.g. patients with paralysis in certain parts of the body, or orthopedic patients in hospitals, etc), or preferences (e.g. users being interested in complementary/diverse mental/physical activities).

In the second type of implementation (b). indicia and switch keys corresponding to the characters and keyboard keys to be struck by both hands may be mounted on mirror-image portions of a glove (with or without arm extensions) in order to enable their use by people having -limited, or no use. of the fingers of one hand, in accordance with the original spirit of need- adaptiveness of the invention. For example, the switch keys corresponding to keyboard keys to be struck by a disabled left hand could be mounted on the back side of a right hand glove for actuation by the left hand, while the switch keys to be struck by the right hand could be mounted on the palm side of said glove for actuation by the thumb, fingers thereof.

As a further benefit of the invention process, a method of self expression is disclosed in Section III as a foundation/gateway for a basic learning framework (starting as early as 3-year old) where the learned associations between pictures and fingers are gradually extended to more complex associations between pictures and letters, towards the learning of the alphabet, reading/writing in various languages, and ultimately artistic/scientific curricular activities.

The universal appeal of this wearable device lies not only in the learning of a keyboard through the core program, but also in the promotion of a life long learning and communication at any age, and in nearly any condition, with multifarious applications such as daily life activities, record-keeping, nursing diagnosis, patients expression/communication, medical diagnosis, and in domains as diversified as the arts & entertainments, health & education, management, engineering, aerospace, space exploration, etc.

A further benefit of the adaptiveness of this autonomous wearable device is the possibility to not only "tailor" its information-content to each individual's specific learning/communicating needs, and cultural characteristics, but also to "tailor" its wearing to the individual's needs for freedom of motion and balance in physical activity.

At the image of the breaking away from the functional fixation of the keyboard that led to the innovation of the garment/apparel-with-indicia/keys, the functional cooperation between garment/apparel and indicia/keys is extended to that between indicia/keys and portable representations of the garment/apparel disclosed in Section IV as games, or mnemonic means, to reinforce the core program of learning the keyboard, in the context of individual learning as well as group learning

To facilitate group learning in the context of family interactions ( "Living Chat-Core-See "). and peer group interactions at work, or in school in the context of curricular activities ("Learning Chat-Core-See"), the game representations of the gloves/keygloves are extended to the need-adaptive furniture concepts disclosed in Section V to cost-effectively cope with environmental constraints.

To facilitate group learning in an age and activity continuum (through a cost-effective utilization of scarce resources), the above disclosed representations of the core device are further extended to the need-adaptive architectonic structure disclosed in Section VI, where young and old can live, communicate, and learn in a time-space continuum to benefit one another.

The power of the resulting learning/living environment is reflected in the insight and understanding that were needed to put method and device together, a symbiosis that opens totally new ways for facing one another with respect for age, culture, occupation, etc, towards a richer and healthier information-exchange/knowledge-integration, such as that provided by the "Learning/Living Chat Core See' s of FIGs.55g&56a within the architectonic structure of FIG.58a.

In essence, the invention can be summarized as an architectonic system of inclusive devices & methods for learning & communicating, which are representative of the associations between the hands/fingers and keyboard key characters, adaptive to cultural and growth & developmental characteristics.

BRIEF DESCRIPTION OF THE DRAWINGS.

FIG.l depicts glove and ring embodiments of the disclosed garment/apparel for assisting the development of associations between indicia, the corresponding characters of the keyboard keys, and the hands/fingers of a learner:

FIG. la: Elevated views of a pair of picture gloves (back-side) without thumb extensions, and a pair of alphanumeric gloves (back side) with thumb extensions, and the corresponding keyboard. FIG. lb: Elevated views of a right hand picture glove (palm/back sides) with openings in the finger /body portions. FIG.lc: Elevated views of a right hand picture glove (palm/back sides). FIG. Id: Elevated views of a left hand alphanumeric/picture glove

(palm/back sides) with removable phalange/finger portions.

FIG.le: Elevated views of a left hand picture glove with arm portion

(palm/back sides) with various types of indicia mounting means.

FIG. If: An open-ended picture-ring with finger identification means.

FIG.lg: A closed-ended picture-ring with finger identification means.

FIG.lh. A set of interconnected medallion rings worn on the fingers of a right hand, and connected to a wrist bracelet.

FIG.li: Various types of interconnected flat medallion rings worn on the fingers of a right hand.

FIG.l j: Individual flat medallion rings worn on the fingers of a left hand. FIG.2 depicts a pair of reconfigurable keygloves with master switches, radiowave transmitters/receiver, and audio-visual aids connected to the keys:

FIG.2a: Palm sides of a left hand keygiove. and a right hand keygiove;

FIG.2b: Back sides of said left/right hand keygloves. FIG.3 depicts a pair of reconfigurable keygloves with master switches, radiowave transmitters, and audio-visual aids connected to the keys:

FIG.3 a: Palm sides of a left hand keygiove, and a right hand keygiove;

FIG.3b: Back sides of said left/right hand keygloves. FIG.4 depicts the back-sides of the keygloves shown in FIG.3. where the keys are additionally connected to a tone-generator mounted within the back portions of said keygloves. FIG.S depicts a dancing ballerina wearing a pair of keygloves such as those depicted in FIGs.2-4, and generating light, sounds/ musical tones, and radiowaves by striking the keygiove keys with her thumbs/fingers. FIG.6 depicts the palm-sides of the keygloves shown in FIG.3. where the switch keys are embodied as pairs of conductive pads (e.g. grounded pads mounted at the glove finger/thumb tips, and indicia-associated/microprocessor-connected conductive pads mounted on the glove finger /thumb portions). FIG.7 depicts the palm side of a left hand keygiove having removable and connectable finger portions. FIG.8 depicts a right hand keygiove with keys mounted on/within the palm portion, and the back portion thereof in accordance with the key-finger association of a keyboard. FIG.9 depicts a right hand keygiove for a person having a limited, or no use, of the right hand and fingers, with a mini-computer mounted u iυoύiJDU

within the back side thereof, and connected to a) keys mounted on the keygiove back portion; b) an output screen mounted on/within a medallion lid; and c) a mouse mounted to the wrist area of the keygiove palm portion. FIG.10 depicts a right hand keygiove with an audio- cassette player/recorder mounted on the back portion thereof, and connected to an audio- microcontroller, itself connected to the switch key microcontroller: FIG.10a: Elevated views of back and palm portions. FIG.10b: Block diagram of the audio- microcontroller. FIG.l 1 depicts a left hand keygiove with socket-interfaces, and an electronic medallion interf aceable therewith: FIG.l la: Elevated views of said keygiove (back/palm sides); FIG.l lb: Front view of open electronic medallion, with screen mounted in the lid thereof; FIG.l lc: Elevated views of said keygiove having a microcomputing unit with audio-visual interface mounted on the back portion thereof, for assisting the learning of the alphabet, writing/reading in different languages, arithmetic, and other curricular activities. FIG.12 depicts a right hand keygiove with a telephone cell mounted within the back portion thereof, and connected to a) a telephone keyboard mounted thereto; b) an input screen mounted on/within a medallion lid; and c) a voice receiver/transmitter mounted within the palm portion of said keygiove. FIG.13 depiαs a pair of keygloves-with-arm-extensions for autonomous computer /telecommunication data processing: FIG.13a: Back side of a left hand keyglove-with-arm-extension having a computer mounted therein, and connected to a screen mounted on/within a medallion lid; FIG.13b: Palm side of the left hand keyglove-with-arm-extension shown in FIG.13a, with a mouse mounted to the wrist area, and connected to said computer; FIG.13c: Back side of a right hand keyglove-with-arm-extension having a mini-FAX mounted therein, and connected to an input/output screen, and printer. FIG.13d: Palm side of a right hand keyglove-with-arm extension having a telephone unit, a mini audio-cassette ir*1U0.-> l --)3U

player /recorder mounted therein, and components of the mini-printer shown in FIG.13c. FIG.13e: The wearable device shown in FIG.13d where the switches are embodied as pairs of conductive pads, with grounded pads mounted at the glove thumb/finger tips, and the microprocessor-connected pads mounted at and in association with the indicia. FIG.14: Back sides of a pair of keygloves connected to an external computer via multiplexer, and of a left hand keyglove-with-arm- extension directly connected to said computer. FIG.15: Back side of a right hand keyglove-with-arm-extension having a music synthesizer mounted therein. FIG.16: Left hand keygloves-with-arm-extensions having a telephone unit, and camera components mounted therein, together with a writing finger tip extensions: FIG.16a: Elevated view of said glove having a forefinger tip writing extension and a ring-finger tip lighting extension; FIG.16b: Elevated view of said glove having a forefinger tip writing extension and a ring-finger tip radiowave transmitting extension. FIG.17: Palm side of a right hand mitten having keys mounted thereon, and back side of said key mitten with corresponding indicia. FIG.18: Palm side of a left hand therapeutic key mitten, with switch-key sockets mounted on/within the palm side thereof, and back side of said key mitten having associated audio-visual output devices, an audio-cassette player /recorder, and master switch keys mounted thereon. FIG.19: A medallion ring with switch key permitting mechanical manual switching of indicia mounted therein: FIG.19 a: Front view of the medallion and ring; FIG.19b: Elevated view of the medallion, with a magnified view of a column of indicia. FIG.20: Rings having 3-D structures mounted thereto with switch keys mounted thereon to actuate audio-visual output devices contained in said structures corresponding to the keyboard keys that are to be struck by the fingers depicted on said rings. FIG.21: Medallion rings with switch keys mounted thereon for sensory- motor reinforcement of the learning of the associations between indicia and hands/fingers: FIG.21 a: jack-in-the-box" medallion rings; FIG.2 lb: Analog "watch" medallion rings; FIG.2 lc: Digital "watch" medallion rings. FIG.22: A set of keyrings worn on the fingers of a left hand and a right hand, and connected to the corresponding body portions of gloves- with-arm-extensions: FIG.22a: Back side of a left hand wearing keyrings connected to a glove body portion with arm extension; FIG.22b: Palm side of the left hand wearing keyrings connected to a glove body portion with arm extension; FIG.22c: Back side of a right hand wearing keyrings connected to a glove body portion with arm extension; FIG.22d: Palm side of the right hand wearing keyrings connected to a glove body portion with arm eitension. FIG.23: Electronic medallion ring with switch key mounted thereon for the generation of sensory stimuli corresponding to a keyboard key to be struck by the associated finger wearing said medallion ring:

FIG.23 a: Front view of said ring medallion in open position; FIG.23b: A block diagram of an electronic medallion sensory stimuli producing means. FIG.23c: A block diagram of a switch embodiment of FIG.23b. FIG.24: Electronic medallion ring with "Forward/Clear/Backward" switch keys, and ports mounted thereon for the generation of sensory stimuli corresponding to a keyboard key to be struck by the associated finger wearing said medallion ring, and permitting interconnection with an external apparatus: FIG.24a: Front view of said electronic medallion in open position; FIG.24b: A block diagram of an electronic medallion sensory stimuli producing means; FIG.24c: Block diagram of a switch embodiment of FIG.24b. FIG.25: Front view of an open electronic medallion ring with ports, and switch keys mounted thereon for the generation of sensory stimuli corresponding to keyboard keys to be struck by the associated finger wearing said medallion ring. FIG.26: Side view of an open electronic medallion ring having switch keys mounted on the front/rear ends of said medallion. FIG.27: Sets of closed electronic medallion rings worn on the fingers of a user: FIG.27a: Two sets of four separate electronic medallion rings worn on a left hand and a right hand; FIG.27b: Four electronic medallion rings worn on a left hand, and connected to a wrist bracelet, permitting interconnection with an external apparatus; FIG.27c: Four electronic medallion rings worn on a right hand, and connected to a hand/wrist bracelet, permitting interconnection with an external apparatus. Fig.28 Four open electronic medallion rings worn on a right hand, with input/output devices mounted thereon/in. Fig.29: Four open electronic medallion rings worn on a left hand, with input/output devices mounted thereon/in. FIG.30: Two sets of four eleαronic medallion rings on a left/right hand: FIG.30a: Electronic medallion rings depicted in closed position; FIG.30b: Eleαronic medallion rings depicted in open position. FIG.31: Two sets of four open electronic medallion rings on a left/right hand. FIG.32: Sets of electronic medallion rings worn on the fingers of the hands, and connected to the body-portions of keygloves-with-arm extensions:

FlG.32a: Back side view of a left hand wearing a said set; FIG.32b: Back side view of a right hand wearing a said set; FIG.32c: Two sets of four open eleαronic medallion rings worn on a left/right hand, with alphanumeric/Braille switch keys mounted therein. FIG.33: A jacket having ports and connecting wires mounted to/within the material thereof for interconnecting apparata mounted to the hands (e.g. a pair of keygloves, sets of keyrings/electronic medallion rings, etc). FIG.34: A jacket with switch keys mounted to/within the material thereof, and connected to components of data processing equipment mounted to/embedded in the material thereof: FIG.34a: A keyjacket, shown in relation with a pair of keygloves, radiowave interconnected with an external computer. FIG.34b: A keyjacket wire-interconneαed to an eiternai computer. FIG.34c: A keyjacket interconnected with a pair of keygloves. FIG.34d: A keyjacket with keys mounted on/within its left hand front portion and its right hand front portion. FIG.35: A cape having ports and interconnections mounted on/within the material thereof, for interconnecting hand-worn data processing devices (e.g. a pair of keygloves, sets of keyrings/ electronic medallion rings): FIG.35a: Cape with removable front portion (lower portion embodiment of interconnections and I/O ports); FIG.35b: Cape with removable front portion (upper portion embodiment of interconnections and I/O ports); FIG.35c: Cape depicted in FIG.35a with removable hat/hood. FIG.35d: Cape body portion. FIG.35e: Cape front portion. FIG.36: Sleeved outfit having input/output ports and interconnections mounted on/within the material thereof, for interconnecting hand- worn information processing devices (e.g. a pair of keygloves, sets of keyrings/electronic medallion rings:

FIG.36a: Male outfit connecting a pair of keygloves, and keyglasses having ports for interconnection with an external apparatus (e.g. keyjacket, etc); FIG.36b: Female outfit connecting a pair of keygloves. FIG.37: Sleeved outfit with switch keys mounted thereto/therein , and connected to components of data processing equipment, and audio¬ visual output devices embedded therein, or mounted thereto: FIG.37a: A sleeved dress with keys mounted within the pockets thereof, and associated indicia formed on said pockets; FIG.37b: A female suit comprising connectable keygloves, jacket, belt, and skirt, for autonomous computer /telecom¬ munication data processing. FIG.38: Hat with switch keys mounted thereto, and connected to ports mounted at the edge of the hat. FIG.39: Coverings of the lower extremities having switch keys mounted thereon, and connected to data processing/interfacing components mounted thereon/in:

FIG.39a: Interconnected keybelt, keytrousers, and shoes. FIG.39b: Interconnected belt, keytrousers. and keyshoes. FIG.40*. Back side view of a 3-D representation of a pair of gloves having keys mounted thereon, and connected to light and sound generating apparatus mounted therein. FIG.41: Back side view of a 3-D representation of a pair of gloves having keys mounted thereon, and connected to a light generating apparatus, and an audio-cassette playe /recorder mounted therein. FIG.42: Eleαronic "Magic Fit-In-Puzzle" with switch keys mounted within the sockets thereof, and actuated whenever a puzzle piece is fitted/ inserted into the matching socket, said keys being connected to light and sound generating apparata mounted therein. FIG.43: Eleαronic "Magic Track" with switches(-keys) mounted thereon, and conneαed to a microcomputing unit interfaced with audio¬ visual output displays. FIG.44: Oriented track for indexing the indicia on the "Magic Track" implementation depicted in FIG.43. FIG. : A deck of electronic cards with switch keys embedded therein, and connected to light/sound generating apparatus mounted thereon/therein. FIG.46: 2-D representations of a pair of gloves-with-indicia:

FIG.46a: 2-D representation of a pair of piαure gloves;

FIG. 6b: 2-D representation of a pair of alphanumeric gloves. FIG.47: Representations of gloves-with-indicia:

FIG.47a: 3-D molded glove representations with picture stickers;

FIG.47b: 3-D molded glove representations with charaαer stickers;

FIG.47c. A fit-in puzzle with socket- matching puzzle piece indicia;

FIG.47d: Contour- matching puzzle pieces with indicia;

FIG.47e: Dot formation of the contour line of a piαure glove with indicia on a background of diverse geometrical patterns;

FlG.47f : Pair of bingo cards with associated token-indicia;

FIG.47g: Deck of piαure-indicia cards showing the associated alphanumeric characters;

FIG.47h: Set of 9 cubic dices with faces showing indicia-character associations;

FIG.47i: Set of 66 dominoes based on the finger-indicia associations of the keyboard;

FIG.47J: Box representation of the alphanumeric/ piαure gloves; FIG.47k: Piαure glove lottery (loosing configuration); FIG.471: Piαure glove lottery (winning configuration); FIG.47m: Indicia track on a picture glove representation; FIG.47n: Card representation of a fingerless thumbed glove having a picture-indicium in lieu of the associated finger. FIG.48 depicts a left hand keygiove with socket interfaces mounted therein, and a finger puppet that is insertable on the forefinger portion of the glove, and conneαable to the corresponding socket for the generation of audio-visual-motor stimuli upon actuation of the associated switch key. FIG.49: A set of four electronic finger-cards for self-expression/therapy, with keys mounted within the fingers thereof, and connected to a light/sound apparatus, or mini audio player. FIG.50: An electronic picture-finger card for self-expression/therapy, with a key mounted therein, and connected to a light and sound apparatus mounted therein. FIG.51: A double eleαronic picture-thumb card for self-expression/ therapy, with keys mounted therein, and connected to a light apparatus, and a mini audio player /recorder. FIG.52: Wearable soft keypads with fastening straps and input/output ports:

FIG.52a: A left hand soft keypad and a right hand soft keypad; FIG.52b: A full soft keypad. FIG.53: A pair of left hand keygiove and right hand keygiove representations as a non-wearable computer interface having the functionality of a computer keyboard. FIG.54: A mono-block representation of a pair of keygloves as a non- wearable computer interface having the functionality of a reconfigurable keyboard of arbitrary content. FIG.55: Thermo-regulating furniture set as keygarment representation ("Living Chat-Core-See"): FIG.55a: Thermo-regulating keygiove chair in compact and extended configurations; FIG.55b: Thermo-regulating table; FIG.55c: Thermo-regulating sun-shade; FIG.55d: Quilt (picture-glove representation of the invention) as a table covering; FIG.55e: Quilt (FHTs product representation of the invention) aβ table covering; FIG.55T Summer /winter arrangements of the thermo-regulating chairs, table, and quilt; FIG.55g: Summer arrangement of the thermo-regulating chairs, table, quilt, and sun-shade; FIG.55h: Thermo-regulating chair in extended configuration; FIG.56: Data-interfacing/processing furniture set as keygarment representation ("Learning Chat-Core-See"): FIG. 6a: Arena-type arrangements of the data-processing chairs, table, and sun-shade; FIG.56b: Data- processing keygiove chair. FIG. 7: Winter/summer arrangements of the thermo-regulating and data-processing furniture sets depicted in FIGs.55 & 56. FIG. 8: Architectural representations of the piαure-gloves/keygloves. FIG.58a: Keygiove -building having a "left forefinger" tower with associated indicia-windows; FIG.58b: Flower pattern of eight keygiove buildings associated with the eight finger portions of a pair of keygloves; FIG.58c: Key garment- wearing residents communicating with each other, and two keygiove building towers. FIG.59: Set of dolls having keys, or "keydolls". FIG.60a: Self -empowerment benefits of the invention. FIG.60b: The process of the Glove-invention versus Human Growth & Development from simple-to-complex.

DETAILED DESCRIPTION OF THE INVENTION.

I. Garment/Apparel for Learning & Communicating.

To assist in the development of associations between indicia and characters in relation to the fingers and/or hands, indicia are mounted as sensory aids on a garment, or apparel, to be worn on the left hand side, and/or right hand side of the body of a learner. Indicia corresponding to keyboard keys to be struck by the left and right hands are mounted on associated portions of a garment/apparel, including the embodiments of gloves, mittens, sleeved body covering, trunk covering (e.g. dress, shirt, jacket, blouse, cape, etc), trousers, socks, or rings (which can be closed or open, solid, or circular arrangements of hooks and loops, and possibly having medallions mounted thereon), hat, glasses, belt/suspenders, shoes.

Depending upon the needs, and characteristics of each age group, the indicia can be permanently, or removably, mounted with rigid, or loose mounting means. Objeα indicia are mounted on the portion associated with the hand/finger assigned to strike the keyboard keys corresponding to the beginning characters of said object names. The indicia, and mounting means, can be made of any material, as deemed appropriate to the characteristics of each age group (e.g. paper, cardboard, plastic, tissue, wood, metal, etc). To facilitate the development of associations between numbers and fingers, the object indicia could be mounted in mnemonic configurations. For example, to reinforce the association between the left middle finger and the keyboard key bearing the number "3". the pictures of three "Elephants", three "Dogs", and/or three "Cats" could be mounted thereon. Another mnemonic indicia configuration is that of an "Elephant ", an "Eagle", and an "Egg", for example. To provide more advanced children with an early exposure to the alphabet, the aforementioned sets of indicia could comprise juxtapositions of pictures and the corresponding letters, e.g. for the set associated with the letter "E", the pictures of an "Elephant", and an "Eagle", together with the letter "E" (still a total of three objects starting with the letter "E"). The development of indicia/character associations can also benefit from the structural characteristics of the garment/apparel. For example, in a glove/ring embodiment, sets of picture- indicia and/or sets of associated keyboard key characters can be mounted as mirror-images on the back-portion and palm portion of said glove.

The correspondence between fingers, indicia, and the characters associated with the keyboard keys is illustrated in FIG. la on 1 ) a pair of left hand glove 100 and right hand glove 101 without thumb portions, adapted to fit a left hand 102 and a right hand 103 respectively, and having picture indicia 104 mounted on the back side of the finger portions thereof; and 2) a pair of left hand glove 105 and right hand glove 106 with thumb portions, having the characters 107 of the associated keys 108 of the keyboard 109 mounted on the fingers thereof. To lessen heating discomfort, openings can be made in the finger portions and thumb portions, as well as in the body portions of the gloves, as illustrated in FIG. lb by the back side 110 and palm side 111 of the right hand piαure glove 112 worn on the right hand 103.

In order to adaptively accommodate the needs of sport-oriented learners, glove openings can be made so as to free the finger knuckles as depicted in FIGs.lc & Id. For such configurations, some of the indicia can be mounted on the finger portions, while the rest of the indicia is applied to the glove body portion, as illustrated in FIG.lc by the right hand glove 113 having dot-indicia 114 and picture-indicia 115 mounted on the back side 116 of the finger /body portions, and further having an opening in the palm side 117 of said glove. Alternatively, the indicia can all be mounted on the glove body portion (palm side, and/or preferentially back side) in column-like representations of the corresponding fingers, as illustrated in FIG. Id by the left hand glove 118 worn on the left hand 102.

The indicia are to be adaptively implemented according to the needs of the learner, and the stage of the learning process. For example, indicia can be formed on the garment/apparel as raised surfaces (e.g. puffed screen-printing) to facilitate their tactile recognition by a visually-impaired learner. In the glove embodiment of the invention, the finger portions may comprise one, or several, removable/ changeable phalange portion(s) having one, or several indicia mounted on the back-side 119 and/or palm-side 120 thereof, as shown by finger tip portion 121. mono-phalange portions 122 & 123. bi-phalange portion 124, and full finger portion 125 in FIG.l d. The mounting/removal of these portions to the hands, or other parts of the body, can be secured/facilitated by the fastening mechanisms 126 formed on said garment/apparel, and chosen at the user s convenience, e.g. hooks and loops fasteners, push-in/pull-out mechanical fasteners, input/output connectors, etc. The edge line 127 of the glove body portion may include separate openings for each individual finger, or a single opening for the four fingers altogether, in which case the glove body- portion is no longer restricted to the body- portion of the hand, but may extend over the fingers themselves. To facilitate the wearing of the gloves by a young child, the gloves could be removably attached to the sleeves of the child's clothing (e.g. by means of fastening mechanisms 126 mounted on the glove wrist portions and on the sleeve edge areas), thereby providing the child with a wearable pair of inclusive hand-bags.

To meet the safety needs of the pre-school age, the indicia would be adaptively implemented as two-dimensional (2-D) pictures formed on the garment/apparel, either permanently (e.g. sawn embroidery, screen printing), or removably (e.g., in FIG.le, picture-stickers 128 that can be conveniently removed from a 2-D or 3-D representation of the concerned part of the body, and subsequently applied directly to the body, or to the garment/apparel; indicia printed, drawn, painted on thin labels 129 (e.g. child organizer) that can be inserted within pockets mounted to the garment/apparel, as illustrated by the transparent pockets 130 mounted to the fingers of the left hand glove 131; charts of indicia 132 (FIG. Id). inserted in garment/apparel pockets such as glove body portion pocket 133, and arm portion pocket 134). To provide the older child with a broader variety of learning experiences, "mounting sockets" (e.g. 135) could be permanently mounted on/within said garment/apparel for the removable mounting of three-dimensional (3-D) indicia having specific information-contents towards the development of more advanced cognitive, and relational skills. The 3-D indicia can be mounted on said sockets by being directly inserted therein, or by means of an adaptor 136 (i.e. adaptive to the indicia). As illustrated in FIGs.lf & lg with the ring embodiment 141. 3-D indicia 142 can also be mounted in a proteαive casing 143. preferentially made out of transparent material (e.g. glass or plastic), and magnifying. Alternative mounting means include a) patches of VELCRO hooks or loops 137 (FIG.le) mounted on said garment/apparel, in conjunction with opposite VELCRO patches mounted to the bases of said indicia; b) tiny metallic/plastic/fiber loops 144 (FIG. If ) mounted on said garment/apparel in conjunction with tiny metallic/plastic hooks mounted on said indicia; c) magnetic patches 138 (FIG.le) mounted on said garment/apparel in conjunction with magnetic patches of opposite polarity mounted on the indicia bases. Openings/patches 137 can be made/applied to the palm side of a glove body portion to either let the skin breath, or to mount 2-D/ 3-D indicia (e.g. magnets). As mnemonic mounting mean, the bases of the indicia could have the same contours as those of bases permanently mounted on the garment/apparel, which glove bases (e.g. 137) would also indicate the letters of the keys corresponding to the matching indicia. For learning purposes, the indicia could be manufactured as rigid or mechanically deformable structures (e.g. LEGO blocks 139).

As part of the reinforcement learning program of the keyboard, the information-contents of the 3-D indicia could be adaptively chosen to assist in the development of cognitive and relational skills, as well as the learning of the humanities and sciences.

To assist a young child in learning about the benefits and deficiencies of various foods, the indicia could comprise various specimens of food (e.g. tiny little biscuits and cookies, or tiny little bits of cheese and jam, or even dried fruits) placed in tiny little containers 140 inserted in the "mounting sockets". For example, the letters "D" an ' C" could be applied to tiny little boxes mounted on the left major finger of a glove, and containing tiny pieces of Date" and "Cheese" respeαively. With such indicia, the child would learn at early age to differentiate the flavors of a variety of foods, and to associate food flavors with the corresponding alphabetical symbols. Gloves having such keyboard-indicia would not only expose the child to different types of natural tastes by taking advantage of his/her time-driving, but would also complement his/her visual, auditory, and tactile memorization by gustatory reinforcement. Such an early exposure to different tastes would later ease the problem that children and teenagers have in eating different types of food, thereby facilitating their acceptance of well balanced diets based on the diverse nutrients needed for a more complete growth and development.

As another example, plant/flower seeds with related pictorial information could be inserted into see-through containers such as 140, to assist a child in the learning of the growth, and characteristics/differences of plants/flowers, either at home, or in the context of curricular activities.

To facilitate the child's self-expression towards self-discovery, objeα indicia can further be mounted to the fingers in the form of finger puppets to be used in the context of story-telling/playing. Such puppets could be the very finger portions of a glove, or for a greater diversity of learning experiences, finger portions that can be removably attached to a glove body portion by means of fastening/ securing mechanisms (e.g. 126 in FIG. Id) mounted thereto, or even finger portions that can be applied to. and cover, the fingers of a hand, or glove. The disclosed finger puppets could be as short as a phalange, and as long as a finger. They could be worn directly over a finger of a hand without being attached to a glove body portion, and even glove finger portion.

In order to assist illiterate adults in the learning of the alphabet, writing/ reading in various languages, in synergy with the learning of the keyboard, indicia can be mounted on rings for the mounting to the fingers of the hands, as depicted in FIGs.lf-lj. The indicium/indicia mounted on a ring is/are associated with the keyboard key(s) to be struck by the finger represented on the ring. The finger representation can be literary (e.g. name of finger /hand, i.e. culture-specific), or preferentially piαorial (i.e. culture-universal) as illustrated by 145 in FIGs.lf & lg. Such a mnemonic representation of the associated ringer can either be engraved (preferentially) on (the inside of) the ring, or printed thereon with a color matching that of the corresponding color-coded keyboard key, or even mounted as a raised surface for tactile recognition by the visually impaired user. The containers 143 may be filled with a liquid 146 that is either colored to match the corresponding color-coded keyboard key. or contains a myriad of color- matching tiny little particles. Alternatively, the indicia can be mounted within medallions 147 themselves mounted to the rings 1 1, as in the illustration of FIG.lh depicting a 3-D indicium 142 mounted to the medallion base 148, and a 2-D indicium mounted on the medallion lid 149 that is removable from said medallion base 148. The indicia may also be removable in order to adaptively meet the demand for novelty in the evolution of the learning process. The medallion lid 149 may include a magnifying glass. In FIG. In, the medallion rings 141 are interconnected to a wrist bracelet 150 by a network of chains 151. The medalhons 147 may be removably mounted to sockets 135 (FIG.le) mounted to the rings 141. FIGs.lh-lj show that the medallions can be of arbitrary shape and size, as seen in FIG.li from the side- view 152 of a lidless medalhon having a flat base, the side-view 153 of a medalhon having a slideabie lid, and the side-views 154 of medalhons having lids that can be rotated around the axis 155 mounted "horizontally" thereto, and in FIG.lj from the side-view 156 of a medalhon having a lid that can be rotated around the axis 157 mounted "perpendicularly" thereto. Indicia can be mounted to any external/internal sides of a medalhon, including the internal side of the lid, as shown in FIG.l j.

The mono-phalange portion 122 with finger representation 145 applied therein could be made out of inexpensive stretchable/non-stretchable material, without the fastening mechanism 126, and worn on the associated finger as a patch/ring enabling a learner to touch the palm side indicia with his/her thumb in the context of the "learning finger -thumb touch method".

It is noted that this need-adaptive system of devices and methods is not limited to the learning of the Latin alphabet in association with the hands/fingers (e.g. glove-mounted accordion-like foldable/fastenable child leaflet-dictionary 158), but to the learning of any other literary alphabet, as a system of characters or symbols representing sounds or things, where the object-indicia are mounted on a garment/apparel in association with the characters/symbols of the keyboard keys to be struck by the corresponding fingers (e.g. Chinese characters, Kanji chartacters, Farsi characters, etc).

In the same spirit of adaptiveness, this invention is not limited to the learning of a literary /numerical alphabet such as that encountered in a computer /calculator/telecommunication keyboard, but extends to the learning of a musical alphabet. For the learning of a musical alphabet, the indicia would indicate the musical (and literary as well if desired) representations of the musical notes corresponding to the keys of a musical keyboard (e.g. piano, eleαronic organ, etc.) to be struck by the hands of a musical keyboard user. For example, musical symbols of musical notes could be applied on the back -side of the corresponding glove fingers, and the corresponding letters (e.g. A, B, C, D, E, F, G) would be applied on the palm-side of said glove fingers.

It is emphasized that the above description of the indicia and mounting means illustrated on the glove/ring embodiments extends to any other embodiment of the disclosed garment/apparel. II. Key garment/Ley apparel for Learning, Communicating. Interfacing & Data-Processing.

The invention further discloses a wearable device for learning & communicating, man- machine interfacing and/or autonomous information/signal processing, as comprising:

1) - gloves/socks (with removable/non-removable arm/leg extensions);

2) - and/or mittens (with removable/non-removable arm extensions);

3) - and/or rings (with removable/non-removable glove body portion extension);

4) - and/or trunk covering (e.g. jacket, shirt, blouse, dress, skirt, coat, suit male/ female outfit, with removable/non-removable sleeves/belt/hood extension);

5) - and/or cape (with removable/non-removable hood/hat extension);

6) - and/or hood/hat/helmet;

7) - and/or glasses;

8) - and/or trousers (with removable/non-removable belt/shoe extensions);

9) - and/or belt/suspenders;

10) - and/or socks/slippers/shoes/boots; and/or any other type of similar or composite garment/apparel adapted to be worn on parts, or all of the body of a user. Sets of switch keys with indicia can be mounted on, or embedded within, any area of this device (in correspondence with the associated keyboard keys) so as to adaptively meet the specific needs of a learner/user. A single set of switch keys with corresponding indicia can be associated with a single keyboard of arbitrary form and content. For enhanced information processing and/or signal processing, multiple sets of keys associated with various keyboards can be mounted on the disclosed wearable device. Alternately, a single set of keys with multiple sets of corresponding indicia can be associated with several keyboards of various forms and contents, owing to master-switch keys that are also mounted onto the wearable device (each set of indicia corresponding to a certain keyboard). Through proper switching of the master-keys, a single set of switch keys can therefore be used to selectively interface any apparatus that is interf aceable with the selected corresponding keyboard.

The object of this invention being to assist learning in accordance with the specific needs and characteristics of each age group, the switch keys can be of arbitrary form (e. g. circular, spherical, oblong, square), and associated with switches of arbitrary f unαion (e.g. two-position/multi-position, permanent/ momentary-contact, etc), and arbitrary structure (e. g. membrane switches. Hall effect sensor-based switches, conductive pad switches, capacitive switches, etc) provided they can be consistently operated in any arbitrary position of the user. As children's learning can take place in various positions (from standing up to lying down), it is most important that the mode of operation of the keys remains the same irrespective of the relative position of the user vis-a-vis the direction of gravity. For a sake of adaptiveness, it is preferred that the switches be designed so as to enable manual switching even in the absence of gravity, or that the switching procedures of the learner be independent of the direction and magnitude of the surrounding gravitational field. Such characteristics will permit the same keygarment/key apparel to be used by the same learner as a synergistic learning tool in childhood, and as an interface/data-processing tool in adulthood, in applications ranging from daily life activities (at home, or in hospital settings) to aerospace, space, or underwater exploration.

The conductive pad switches can be adaptively embodied according to the growth and development stages, and the specific needs of the user. For the safety of young children, a conductive pad switch may be embodied as a pair of conductive pads which can be connected upon the striking of a (preferentially water-proof) switch key mounted thereto. In a glove embodiment, switches mounted on the palm side of the finger portions, in association with the keys of the corresponding keyboard, would be conveniently actuated by striking their switch keys with a thumb. Likewise, switches mounted on the palm side of the thumb portion (e.g. that associated with the "Bar" key of a corresponding keyboard) would be conveniently actuated by striking their switch keys with a finger. In order to facilitate the use of such a keygloved hand in daily life activities, and reduce the possible inconvenience of having small prominences on the palm side of the hand (e.g. depress switch keys), the (grounded) pad of conductive pad switches associated with the finger portions could be mounted at the tip of the thumb portion, and. likewise, the (grounded) pad of conductive pad switches associated with the thumb portion could be mounted at the tip of finger portions. In other words, in the latter implementation of a conductive pad switch, one of the pads, referred to as indicium-pad, is mounted adjacent to the indicium which is associated with the switch, while the other pad is mounted within a thumb/finger strike therefrom, at a convenient location on the glove'.

'To faithfully simplify the descriptive terminology of the invention (in ail consistency with the scope of the invention which is to assist the development of associations between hands/fingers, indicia, and the corresponding keyboard keys), the indicium-pad will unambiguously be referred to throughout this work under the term "switch-key" . Likewise, a touch switch (comprising a pair of two neighboring conductive plates mounted on an insulating material) will also be referred to as "touch switch key" for a sake of simplicity, since it is actuated by a touch of a finger/hand. The switch keys can either be digital, i.e. having the f unctionality of the keys of a digital keyboard, or analog, i.e. producing a signal with a magnitude dependent on the intensity of the analog switch key aαuation (e.g. the volume- key of a TV-remote control, or the zoom-key of a camera objeαive).

A set of switch keys mounted on/within the keygarment/key apparel can be connected to any apparatus (wether electronic, optical, or mechanical) that is interfaceable with the corresponding keyboard (i.e. having keys associated with the keygarment keys). The connection between the keys of the said key- garment and said apparatus can be direct or indirect

With a direct connection, each key is either hardwired to the said apparatus, or to a dedicated output port mounted on/within the keygarment/ keyapparel, which output port can be subsequently connected with said apparatus.

With an indirect connection, the set of keys is hardwired to a dedicated microprocessor, i.e. the key microcontroller, the function of which is to control or monitor the flow of data input through the keys (e.g. by identifying which key is being struck by the user), and to output the coded value (e.g. ASCII) of the character associated with the struck key. The output of the key microcontroller is then either hardwired to said apparatus, or to a dedicated output port mounted on/within the keyapparel/keygarment material, which output port can be subsequently connected to said apparatus. The connection between said keygarment/keyapparel and said apparatus can be wire-based (e.g. electrical, or optical fiber -like ), or wireless (e.g. radiowave transmission/reception). A keygarment/keyapparel can therefore be designed to have the functionality of one, or many keyboards of arbitrary form and functionality, including computer keyboard, and/or musical keyboard (e.g. piano keyboard, clavier keyboard, harpsichord keyboard, organ keyboard, accordion keyboard, etc., and keyboard of "electronic keyboard with tone bank, music synthesizer), and/or light-array keyboard, and/or POT (plain old telephone) keyboard, and/or cellular telephone keyboard, and/or video-camera keyboard; and/or radio keyboard, and/or path-finder keyboard, and/or translator keyboard, and/or handicapped remote control keyboard, and/or TV keyboard, and/or TV-remote control keyboard, and/or VCR keyboard, and/or VCR-remote control keyboard, and/or home security system keyboard, and/or car security system keyboard, and/or lock system keyboard, and/or personal safety system keyboard, and/or eleαronic calendar keyboard, and/or time-scheduler/organizer keyboard, and/or restaurant ordering keyboard, and/or store item pricing keyboard, and/or department store inventory keyboard, and/or work manual keyboard, etc. The apparatus directly or indirectly connected to the keys can be remote from the keygarment (with wire or radiowave connection), or embedded within the keygarment itself. In the latter case, the various components of said apparatus can be rearranged and redistributed throughout the keygarment for practicality and convenience purposes, in order to avoid any build-up of protuberances on the keygarment, and also to minimize the weight imbalance that would result from the mounting of an additional weight on a localized area of the body of the user. Such a rearrangement and redistribution of the apparatus components would of course maintain component inter-connectivity, thereby preserving the full f unαionahty of the apparatus original embodiment. In order to achieve this objective, the dual portions of keygarment would have external I/O ports built- in, wherein one output port of a certain portion can connect into an input port of another portion. In the case of gloves for example, external I/O ports could be conveniently (but not necessarily) mounted at the edge of wrist areas, or arm extensions, jackets, coats, shirts, blouses, or any other sleeved male/female outfits, could have I/O ports mounted at the edge of the sleeves, and/or neck area, and/or waist area. Likewise, external I/O ports could be mounted at the waist area, at the edge of the leg portions of a pair of trousers, and at the ankle/leg edges of a pair of shoes. I/O ports mounted on helmets could be wire- connected with their I/O counterparts mounted on the neck portion of coverings of the trunk such as jackets, dresses, shirts, blouses, coats, etc. These external I/Os would be conneαed to the various apparatus components that are mounted on, or housed/embedded within different areas of the corresponding keyapparel/keygarment portions. To facilitate the diagnosis of such a wearable device, and the replacement of defective components (e.g. chips, or mini circuit- boards/systems), various types of struαures and adaptors could be mounted-on or embedded-within said garment to house and interface the components of said apparatus. Individual components could be removed from, and replaced into, such housing/interfacing struαures, without having to discard the whole corresponding portion of the garment. VELCRO hooks, press-buttons, zippers, and other similar fastening mechanisms could be used to enclose or wrap these housing/interfacing structures within the garment material. Alternate input devices, whether manually operated (e.g. mouse, joystick, etc.), or computer interfaced (e.g. disk-drive, microdisk-drive, CD-ROM player, etc.), or even voice- activated (e.g. microphone with a neural network post-processor translating voice messages into machine instructions), could also be mounted on/within the keygarment/keyapparel as a complement to the switch keys. Alternate output devices, whether visual (e.g. LCD. mini-printer, etc.) or audio (e.g. mini-speaker), could also be mounted on the keygarment/keyapparel.

A keygarment can therefore also be designed to have the functionaUty of one, or many, apparatus having keyboards of arbitrary form and functionaUty, e.g. such as disclosed here above.

"K-eygarment/Keyapparel as Sensory-Motor & Psycho-Motor Reinforcement Learning Tool".

To further assist a young learner in developing the psycho- motor skiUs needed for "keygarmentin ". audio-visual-olfactorv-gustatorv-tactile/psvcho- motor aids are mounted on/within said keygarment/keyapparel. Such aids could be implemented as separate individual physical entities mounted adjacent to, and in association, with each individual switch key ( distributed implemen¬ tation of sensory stimuli producing means), or as a single physical entity mounted at a convenient location on the keygarment/keyapparel. and connected to all switch keys ( centralized implementation of sensory stimuU producing means). A keygarment, or keyapparel, having this functionaUty is referred to as "sensory/psycho-motor training keygarment".

In a glove embodiment of the keygarment for example, distributed aids could be mounted on/within the back portion of the glove fingers, and conneαed to their mirror-image keys mounted on/within the palm portion of said glove fingers; and a centralized aid could be mounted on the back side of the glove body portion, and connected to all switch keys.

As the learner strikes a key by simple contact or tactile pressure with a thumb/finger, the associated sensory stimuli producing means generates information that is characteristic of the key being struck. These sensory stimuli producing means can be implemented, from simple-to-complex, as mere signal generators (e.g. light generator), or information processing units (e.g. computer with audio-visual interface) of a complexity dependent upon the type of the chosen implementation (i.e. distributed/centralized), and adaptive to the needs/characteristics of the learner.

Such sensory/ psycho- motor aids could be permanently mounted on the keygarment/keyapparel, or removably mounted to sockets permanently mounted on/within the keygarment/ keyapparel in association with the switch keys. In the spirit of need-adaptiveness/cost-effectiveness of the invention, aU distributed aids could also be mounted to said sockets by means of adaptors designed so as to fit in a single type of socket.

In addition to being conneαed to the associated switch key, each sensory/psycho- motor aid, and/or its corresponding "mounting/interfacing socket", could also be connected to any apparatus that is conneαed to the switch keys. This would not only indicate to a learner/user which key of the keygarment/keyapparel is being struck, but which character is being generated by. and transmitted from, said apparatus (which is either mounted to. or remote from, the keygarment).

As a further reflection of the dual nature of the disclosed educational framework, such sensory/psycho-motor aids not only assist in the learning of characters, and their associations with the keys of a keyboard ( care program), but also in the development of multidisciplinary cognitive/relational skills (reinforcement learning programs) towards discerning thinking. For example, the audio aids not only permit to memorize a character in association with certain (letter /word/other )-sounds, or musical notes/tunes, but also enable insightful communication between (G-)parents & children through pre-recorded messages/stories¹. Audio-visual aids can also be used in conjunction with judiciously chosen indicia to reinforce learning through analogies (e.g. learning about the growth process of plants/flowers, their characteristics & differences, towards reflecting on one's own growth & development). The synergy between audio, visual, and motor aids not only reinforces the learning of the associations between characters and keyboard keys, but is a motivator faαor for the child to learn to self -express through creative blendings of story-telling, finger-puppet show. Ught/music show while singing/dancing away... Likewise, the olfactory/ gustatory aids provide a young learner with the opportunity to learn about nutrients (proteins/vitamins/ minerals), and flavors contained in tiny food samples, and about the good that such nutrients, and their combinations, do to the body.

Tactile aids can also be mounted adjacent/connected to the keys to generate mechanical/electrostatic pressure when the associated keys are struck. Besides benefiting the blind/amblyopic learner, such aids would contribute to provide each learner with a feeling of well-being owing to the massaging effect resulting from the alternate appUcation/release of pressure on the skin.

Likewise, motor aids comprising "jack-in-the-box' s can be mounted adjacent/connected to the keys for actuation by a very young child, towards the strengthening of the finger muscles during the first two years of life. To assist the development of the child's dexterity, these motor aids are later extended to audio-visual "jack-in-the-box 's connected to sockets that are actuated upon inserting a matching puzzle piece. A motor aid embodiment well adapted to the needs/charaαeristics of the school age group is the mechanical/electronic

¹ "Trudy's Short Stories". Farideh Troudet. Vantage Press. Inc. medalhon with indicia mounted therein.

In the spirit of need-adaptiveness that characterizes this invention, the functionality of these sensory /psycho- motor aids extends even beyond reinforcement learning, by permitting early detection/timely treatment of sensory deficiencies (e.g. sight/hearing/psycho-motor impairment), or difficulties of adjustment to stressful life conditions (e.g. obesity. buUmia. teenage pregnancy/drug abuse, or suicide).

An important characteristic of adaptiveness of the invention is the connectability of its various components (i.e. keygloves, keyjacket, keytrousers, etc) to provide the learner/user with the convenience of a single environment to access a diversity of learning experiences, and sensory stimuli. In order to assist a young learner to fully benefit from this adaptiveness, the reinforcement learning programs include various representations of the keygarments/ keyapparels as games designed to 1 ) orient the child to the characteristics, and mode of operation of each component; 2) indicate the possible connections between the various components; 3) illustrate how to co-ordinate these components adaptive to the needs and situations. For the more "abstract" learner, these various steps can be taught through 2-D representations of the keygarment/keyapparel as worn on the body, and interconnected, on the pertaining parts of the body. For the more "concrete" learner, representations of the keygarments/keyapparels could be mounted on 3-D representations of the associated parts of the body (e.g. portable toys representing a glove, arm extension, ... portable doUs). with the switch keys mounted thereon (i.e. portable keytoy, keydoU), and the conneαed data processing components embedded therein (i.e. portable compu-toy, compu-doll). Towards further adaptiveness, these 3-D representations could be provided with fastening means (e.g. VELCRO straps/ patches) so as to be adaptively attached to, detached from, the learner s body. This would enable the child to, for example, connect his/her compu- toy/doll to his/her keygloves, and use it as a standard portable computer either positioned next to himself/herself, or strapped to his/her own body.

The inner material of the keygarment will insulate the user's body from the electrical components by means of insulating/protective casings/shields of a composition, and thickness, such as to meet the health standards. The key- garment wiU be manufactured so as to be safe, easily washable/disinfectable. and could be made isothermal by thermo-regulating devices mounted therein.

The power needed by the eleαronic components of the keygarment could be suppUed by (1) power generating devices mounted on or embedded within the keygarment, and consisting of rechargeable/removable chemical-based batteries, and/or solar units (e.g. mounted on the back portion of a keygiove, or a shoe, or on trousers legs, or on the shoulders of a (key-)jacket, or on top of a (key-)hat/heimet), and/or various types of ther mo/ mechanical-electric devices converting (body-)mechanical-energy/heat into electrical power. (2) from a conventional AC outlet connected to a transformer mounted on, or embedded within, the keygarment. '

The above mentioned characteristics and functions of the invention are further described, iUustrated, and furthered in the following embodiments of the disclosed keygarment/keyapparel.

A. (K-ey)gloves/(Key)socks with/without

Removable/Non-Removable Arm/Leg Extensions.

A.1) Keygloves without Arm Extensions:

As iUustrated by FIGs.2-12, indicia 104/107, or switch keys 200, can be mounted on/within the palm portion 201 and/or back portions 202 of a left hand glove (203/300/ 400/600 /700) and/or right hand glove (204/301/ 401/601/800/900/ 1000/1100/1200), and connected to a switch(-key) microcontroller (205/ 206/302/303/402/403/602/603/701/801/902/ 1001/1102.1113.1204).

In a bi-glove embodiment, the switch keys corresponding to keyboard keys to be struck by left/right hands are mounted on/within left/right hand gloves respeαively, and the switch keys corresponding to keyboard keys to be struck by a right hand are mounted on/within a right hand glove, as illustrated in FIGs.2-7 & 10-11. In a mono-glove embodiment, the switch keys can be mounted on/within a single glove in order to adaptively meet the needs of people who have a limited use, or no use at aU, of one of their hands, as illustrated in FIGs.8. 9 & 12.

A.l.a) Bi-Glove Embodiment.

In a bi-glove embodiment, the switch keys with alphanumeric characters are preferentially mounted on/within the palm portion of the glove fingers corresponding to the fingers of the hands that are to strike the associated keyboard keys (as shown in FIGs.2a, 3a, 7. 10 & 11 ). The palm keys can be such as to be aαuatable by pressure with fingers, thumbs, objects on depress keys mounted on conductive pad switches, or membrane switch keys, etc; or contaα between the fingers/thumbs and capacitive switch keys; or contact between a conductive-pad-with-indicium and its (grounded) pad counterpart. As in FIG.60b, the switch keys mounted on the pαhn side of the fingers oj the left hand glove can be struck bu the tip of the (eft ύ m , Keys mounted on the palm side of the thumb of the left hand glove can be struck by the tip of the four left fingers. For the convenience of the learner/user, openings could be formed at the tips of the glove fingers, and thumbs, either permanently (e.g. as in FIGs.lb &lc), or by means of removable tip portions (e.g. 121 in FIG.l d). As mentioned earUer, conductive pad switches mounted within the palm portion of a glove could be alternatively implemented as in FIG.6 in order to provide the wearer s hand with a better "feel and grip", if so desired. As depicted in FIG.6. a conductive pad 604 is mounted at each letter/number indicium in association with the keyboard keys bearing letters/numbers, and conneαed to the key microcontroller 602/603. In this embodiment, the input lines 605 to the key microcontroller contain pull- up resistors to ensure a "High" input in the absence of contact between a conductive- pad-with-indicium 604, and the conductive pad 606 that is mounted at the tip of the glove thumb. The conduαive pad 606 is conneαed to the ground in order to ensure that, when in contact with a conductive-pad-witή- indicium 604, the associated input line of the microcontroller is brought to a "Low" (i.e. the functional equivalent of striking a switch key mounted on a conductive pad switch]. Likewise, grounded conductive pads 607 could be mounted on the glove finger tips for actuation upon contact with the conductive- pad s- ith-i-ndicia mounted on the thumb portion, the palm-side of the glove body portion, or even the mirror-image glove.

Switch keys generating characters other than letters/numbers can be mounted on/within the glove palm portion (e.g. FIGs.2-3 & 6-7 & 11 ), or back portion (e.g. FIGs.3-4). Switch keys mounted on the back portion of a keygiove are most conveniently actuated by the fingers and thumb of the opposite hand, except when mounted within a thumb-strike on the back portion of glove finger tips (corresponding to the first phalange, as in FIGs.22a & 22c), or when mounted within a finger-strike on the back portion of a glove thumb.

The key microcontroUer is preferentiaUy mounted within the back portion of a keygiove, or connected to output ports 208 for interfacing any apparatus that is interf aceable with the corresponding keyboard. Alternatively, the output ports 208 of a pair of keygloves could be wire-connected to a multiplexer which is wire-connected to a keyboard input conneαion of said apparatus, as illustrated in FIG.14. Input ports 304 could also be mounted within the gloves, and connected to the corresponding key microprocessors, so as to permit the key microcontroUer of a glove to control the switch keys of both gloves, and the corresponding glove output port to be directly wire-connected into said apparatus. For enhanced practicaUty/ functionaUty, the keygiove structure can also encompass that of a wireless interface in order to enable a user to remotely enter data or signals into a corresponding apparatus. As iUustrated in FIGs.2-4, radiowave transmitters 209 can be mounted within a keygiove, and connected to the key microcontroUer, to transmit the generated data/signals to a remote radiowave receiver 305 possibly mounted to/within the mirror -image keygiove, and the apparatus to be interfaced, as in FIG.34.

A master switch 210 can further be mounted to the glove, and connected to the key microcontroUer. as shown in FIGs.2 & 3, to provide the glove(s) with the desired keyboard functionality. A possible functional embodiment of a master switch would be to complement the coded values (e.g. ASCII) of the generated characters with additional bits that are characteristic of, and recognizable by, the receiving apparatus to be interfaced. Additional master switch keys can also be mounted on the gloves for the selective actuation of one, or more, output interfaces.

To faciUtate the memorization of the relative positions of the switch keys mounted on the gloves, distributed sensory stimuU producing means 207 (including Ught/sound/deformation generating devices, etc) are mounted adjacent/conneαed to the associated switch keys (e.g. FIGS.2 & 3), and centralized sensory stimuU producing means (including a tone generating device 404. a mini-computer with output screen 901, a mini audio-cassette player /recorder 1002) are mounted on a glove body portion, and connected to aU keys.

The distributed sensory stimuU producing means may be housed in medallion struαures 1103 (FIG.l lb), and interfaced with sockets 1 101 (FIG.l la) mounted at mirror-image locations of the associated switch keys 200. The sockets 1101 can be hardwired to the associated switch keys, and/or to the microprocessor 1102. Such eleαronic medallions could be actuated by the associated keygiove keys 200, or the keys 1104 directly mounted thereon. Depending upon the desired indicia-character associations, and the medallion size, the sensory stimuU producing means may be as complex as a tiny computer system with audio and/or visual output interfaces, or as simple as a visual output interface (e.g. LCD 1 105 mounted within the medallion Ud 1106). and/or an audio output interface (e.g. speaker 1107 mounted within the medaUion base 1108, with/without D/A converter and low-pass fUter) connected to an output of the microprocessor 1102 (with 1104 possibly connected to an input of 1102). The wire-connections 1109 may include digital, and analog channels.

In the illustration of FIG.10, the switch keys are conneαed (through the key microcontroUer 1001 ) to the microcontroUer 1003 of the audio-cassette player/recorder 1002. The funαion of the audio microcontroUer 1003 is, upon aαuation of a given switch key, to position the cassette tape at a desired pre¬ programmed location, and either play or record the tape depending upon the switch key being actuated. FIG.10b depiαs a block diagram of the audio- microcontroller 1003 embodied as a computer comprising a Central Processing Unit 1004 (e.g. a special purpose, or programmed general purpose CPU) interconnected with a memory 1005 containing information related to the characters generated by the switch keys 200 (e.g. playback/record, start/end tape position). When master switch 1006 is disabled, the generated characters are transmitted to output port 208, and the keygiove can be used as an interface to a data processing equipment (e.g. external audio-visual aids). When master switch 1007 is disabled, the audio player/recorder 1002 can be operated according to the standard manual procedure (e.g. manual operation of standard button-switches such as "Play " 1008, "Record" 1009, "Forward" 1010, "Rewind" 101 1, "Pause" 1012. "Stop/Eject" 1013, etc). When master switches 1006 & 1007 are both enabled, and the system is powered on, the characters generated by the switch keys 200 are transmitted to the audio- microcontroUer 1003 which takes over the control of 1002. Upon presentation of a character, the CPU 1004 may determine from the memory 1005 whether the tape of the cassette 1014 should be "plaid" or "recorded", and the starting/ending tape location (with respect to the "playback/recording/(erase)" magnetic heads of 1002). A "tape location indicator" 1015 may provide the computer 1003 with the current tape location, which enables CPU 1004 to accordingly forward/rewind the tape to the desired "start" location, and play /record said tape untU the output value of 1015 reads as the pre-programmed "end" location. The "tape location indicator" 1015 may be embodied as a counter accumuiating/subtraαing the amounts of tape forwarding/rewinding. In order to ensure proper mapping between counter output and tape location, the tape can be automaticaUy rewinded each time the audio-controller 1003 is enabled, and the counter subsequently cleared by 1003. At the beginning/end of an automatic recording sequence, the LED 1016 may be "blinked" by CPU 1004. At any time, the user may momentarUy interrupt, or terminate, the course of the automatic sequence of 1003 by pressing the "Pause" switch-button 1017, or "Stop" switch-button 1018, respectively. The speaker 1019. and the microphone 1020, can be mounted to the audio player/recorder 1002 either permanently, or removably by means of automatic rewinders 1021. An alternate embodiment is that of a microphone embedded within the tip portion of a glove finger.

A less adaptive embodiment would be that of a glove, or picture-glove, having a mini audio-cassette player/recorder mounted in the back portion thereof for the playing/recording of stories relating to the associations between indicia, characters, and the hands/fingers.

Keygloves having such sensory stimuU producing means are particularly appealing to the domain of arts & entertainments. As iUustrated by the baUerina of FIG.5, the invention enables a dancer to locally (e.g. by direα actuation of the sensory stimuU producing means), and/or remotely (e.g. by means of radiowave 500 communication with music synthesizers, giant video screens, computer- controlled lasers, voice synthesizers including neural networks possibly trained with the artist's voice to convert written words into spoken words) create harmonious blendings of colorful Ughts 501, sounds 502 (including musical tones, musical tunes, spoken or written stories, etc). These aids could be complemented with motor aids (e.g. jack-in-the-box, etc..) that could be creatively popped -out upon actuation of the connected switch keys.

Such an artistic self-expression would reinforce the second learning stage, in memorizing the relative positions of the keys of a keyboard through the psycho- motor learning of the switch keys of the keygarment/ keyapparel. The children could record their own stories about the indicia on their gloves, and play these stories in front of an audience while dancing, and generating a show of colorful Ughts and musical tones through a light striking/touching the switch keys mounted on their fingers with their thumbs. The children would be self- empowered to genuinely convey their emotions, and reach the heart and soul of the audience, through their own created harmony between the free motion of the dance, the free singing of their voice, & the free expression of their own soul.

Towards further creative self-expression, the switch keys may be struck against a bar held in the artist s mouth, and the keygloves (e.g. 400) may be (radio- )conneαed to a (remote) music synthesizer, thereby making the art of "keygloving" as graceful and enjoyable as the art of "playing the flute". The bar would be made of light material, preferentially plastic; it could be see-through with neon Ughts mounted thereon, and possibly actuatable by the artist. With such an arrangement, artists could strike their finger keys with their thumbs, or on a bar in the context of a creatively harmonized night show of Ughts & sounds.

To adaptively develop the needed psycho-motor skiUs one finger at a time, the finger portions and thumb portion of a glove may be removable from the glove body portion, and connectable thereto by means of input/output ports mounted on/within said finger portions, and matching input/output ports 702 (e.g. sockets) mounted on/within said glove body portion, as shown in FIG.7.

FIG.l lc illustrates a centralized sensory stimuU producing means mounted on the back body portion of the right hand keygiove 1 1 12, comprising a key(200)/socket( 1 101 ) -connected computer 1 1 13 interfaced with the audio- visual output interface 1110-1111. Such a keygiove would be well adapted to the reinforcement learning of various curricular activities such as the learning of the alphabet, and the numbers, arithmetic, writing/reading in various languages, etc. For the learning of a single curricular activity, the data processing unit 11 13 could be implemented as a special purpose micro-processing unit having a block diagram similar to that of FIG.23b or 24b. The master switch 1114 enables a learner to choose among the various input/output interfaces. For the learning of multiple curricular activities, such as arithmetic and languages, with a single (pair of) glove(s), the data processing unit could comprise a) a set of independent micro-processing units, each one being assigned to a specific learning task (upon actuation of the corresponding master switch); or b) one general purpose micro-computer aUowing a user to learn about a certain curricular activity by running the associated program (either by typing a characteristic command, or actuating the assigned master switch), and to benefit from attractive operating system and application software. Electronic medallions could be mounted within the mounting/interfacing sockets, and operated in paraUel to the micro-computer for more diversified learning experiences.

A.l.b) Mono-Glove Embodiment.

In the mono-glove embodiment of FIG.8, the switch keys associated with the charaαers of the keyboard keys to be struck by the fingers of the right hand are mounted on/within the palm portion 201 of the corresponding fingers of the right hand glove 800; and the switch keys associated with the characters of the keyboard keys to be struck by the fingers of the left hand are mounted on/ within the back portion 202 of the corresponding mirror -image fingers of the right hand glove 800. Alternatively, the characters generated by the keys mounted on the back/palm sides of the fingers of keygiove 800 could be generated by actuating the mirror-image keys on the corresponding palm/back sides in conjunction with a special shift key 802.

In FIG.9, the switch keys are mounted on/within the back portion 202 of the right hand glove 900 in a faithful geometric representation of the corresponding keyboard. The switch keys can be mounted in columns parallel to the fingers (FIG.9), or perpendicular thereto. The switch keys of the keygiove 900, and the mouse 904, are conneαed to a data processing unit 902 mounted a medalhon base embedded in the glove. The output screen 901 conneαed to 902 is mounted within a medalhon Ud 903, possibly removable from its base (while remaining connected to it) and placeable on a support nearby in order to be conveniently visualized by the user. 902 may be as complex as a micro-computer (general/special purpose CPU), or as simple as a ROM with its input lines connected to the switch/key microcontroller by means of controUing/addressing devices, and its output lines hardwired to an output interface, e.g. LCD.

FIG.12 depicts a medallion embodiment for the mounting of a telephonic unit on/to the glove 1200, including a telescopic antenna 1201 for cellular telecommunication, input/output jacks 304 & 208 for wire-based telecommunication, and an input screen 1202, e.g. digitizing tablet, touch screen, etc. is mounted within the medalhon lid 1203. The various components telephonic unit can be localized within the medallion base 1204, or evenly spread out throughout the back side of the glove body portion. The number keys 200 mounted on the palm or back side of glove finger portions or body portion in association with the corresponding fingers/ mirror-image fingers can be struck with the corresponding thumb or opposite fingers respectively. A set of voice receiver 1206 & transmitter 1205 can be mounted within the glove at the convenience of the user, but preferentially within the tip of a glove finger (little/ring/middle/forefinger), and the wrist area of said glove respectively. The embodiment of FIG.12 could include various microprocessors for computer data processing (e.g. calculator), signal processing (e.g. analog voice communication), and/or telecommunication data processing (e.g. digital voice communication). For enhanced functionality, an additional set of transmitter/ receiver can be mounted on the back portion of said glove. Such sets can be mounted on the glove permanently, or removably by means of, e.g. VELCRO patches, and by being connected to automatic re winders 1207. Master switch 1208 enables a user to adaptively reconfigure the keygiove 1200 (e.g. "speaker mode", selective actuation of a desired glove-mounted transmitter/ receiver 1205/1206, or audio input/output ports 304/208 connected to a transmitter/ receiver mounted on a headphone set, a mirror-image glove, or another keygarment). For enhanced practicality and performance, the glove structure can be extended to include an arm extension for providing additional space for the mounting of additional electronic components, or the rearrangement of said components to reduce any build-up of protuberances and weight imbalance. The arm portion can cover the forearm, and even extend over the arm if needed. An arm portion covering the forearm and the arm could have openings at the level of the elbow so as not hinder arm movements. A.2) Arm Extensions.

As illustrated in FIGs.l3a-b, the components of a computer 1300 are mounted within an arm extension 1301 that is connect able to a keygiove 1302. The computer components (e.g. CPU, memories, 1/0 & DMA controllers, microprocessors, microcontrollers, micro-disk interfaces, clocks, power supply) PCI7US95/11581

can be distributed around the arm of the user, as weU as on the back of the hand. The design of the computer chips, and/or the medallion structure housing/interfacing the screen 1303 and switch keys 200, could be adapted to the local curvature of the arm. The switch keys mounted on/within the left arm portion correspond to the keyboard keys to be struck by the fingers of the right hand, and are preferentially arranged in the same relative geometrical positions as the corresponding keyboard keys. The mouse 1304 is aαuatable by the keys 1305- Radiowave transmitters/receivers 209 & 305 are mounted within the arm portion, and connected to the computer for information communication. The "mono-keyglove -with- arm-extension" of FIGs.l3a-b has the funαionaUty of 1 ) a keyboard that can be radio/wire-connected to an external computer; or 2) a computer that can be radio/wire-interconnected with an external computer /network. FIG.14 depiαs the pair of keygloves of FIG.13 (electrically/optically) wire-conneαed 1400 into a computer 1401 by means of a multiplexer 1402. and the mono-keyglove of FIGs.l3a-b directly connected into 1401 with electrical/optical wire/ waveguide 1403. FIG.34a illustrates radiowave 3400 communication between the computer 1401 and the keygloves 1301 & 1308.

As illustrated in FIGs.l3c-d, the components of a telecommunication unit 1306 are mounted within an arm portion 1307 that is connectable to a keygiove 1308. The eleαronic components of such a telecommunication device can be distributed around the arm of the user. Like for the keyglove-computer of. FIGs. 13a-b. the components can be adaptively designed to fit the curvature of the arm at the corresponding mounting location of each component. In particular, the paper of the FAX mini-printer 1309 could be rolled within the arm portion aU around the arm. As shown in FIGs.l3c-d, the tele¬ communication processing equipment includes a mini-printer (also connectable to the left hand keygiove computer of FIGs.l3a-b. and/or a mini-FAX with mini output screen mounted thereon, and/or a pager, and/or a ceUular telephone mounted therein, and/or a mini audio cassette player /recorder possibly connected to said phone). The number keys are illustratively mounted on/within the back side of the glove body portion. These keys are connectable to the mini-FAX/phone, with the funαionaUty of a dialing set. The number keys could also be connected to a microprocessor 1310 embedded within said glove, and to the mini output screen 1311 to serve as a mini-calculator, or a control panel for the mini-printer, mini audio-tape player/recorder, mini FAX. mini pager, etc, mounted in said keygarment/keyapparel.

A voice transmitter 1313 and receiver 1314 can be mounted to a sliding bar 1315 to be adaptively positioned next to the mouth and ear of the user. This adaptive sliding mechanism would be preferentiaUy mounted to/within the palm portion of the arm extension, as illustrated in FIGs.l3d-e. Alternatively, the transmitter could be embedded in a medalhon base mounted within the arm extension of the glove, and the receiver housed within the medallion Ud. which could further be attached to the tip of a telescopic-like rail mounted onto the medallion base. In that embodiment, the voice-receiver could be folded out aU the way from the voice-transmitter, at 180 degrees, and subsequently stretched out to a desired location within the palm of the user s hand. The uncovered voice transmitter could then be adaptively positioned at the mouth area, in conjunction with the positioning of the voice receiver next to the ear. If desired, the voice transmitter could be attached to a telescopic support to enable the user to position it at a desired location of the mouth area.

The left hand and right hand keygloves-with-arm-extension of FIG.13 can be can be interconnected, and operated in synergy, into an autonomous voice/data processing system of significant appeal for field engineering appUcations.

As shown in FIG.l 5. the components of a music synthesizer 1500 including speaker 1501 (e.g. mounted on the back side 202 of the arm) could be rearranged and distributed within the arm-surrounding extension 1502 of the right-hand keygiove 301 for use in the arts & entertainments.

The components of an image processing unit could also be distributed on/within a keyglove(1600)-with- arm-extension( 1601 ), and operated in synergy with a voice processing unit, as depiαed in the picture/phone embodiment of FIG.16. The medallion base 1602 houses the voice processing components 1603 connected to the dialing switch keys 200. The medallion Ud 1604 houses the output screen (preferentiaUy LCD) 1605, camera objective 1606, and voice transmitter 1313- Additional switch keys 1607 can be mounted to the arm portion 1601 for adaptive control of this wearable voice/image processing unit (e.g. speaker-mode option, control of video-tape/CD players (whose components can be adaptively distributed throughout a garment/apparel that is connectable through I/O ports 208 & 304), master- switching and control panel for disjoint use of phoney and camera, etc).

More generally, an arm extension could be manufactured so as to house aU the keys, and their conneαed microprocessing units with input/output devices, in order to free the hands of the user. The keys mounted on such an arm extension in association with the opposite hand could easily be struck by the fingers thereof. The arm extension could be designed so as to surround partially or totally, and cover partially or totaUy the arm/forearm of the user. In addition to the aforedisciosed electronic interfaces (input/output screens, voice receivers/transmitters, computer/telecommunication 1/Os including telecommunication antennas mounted along a keygiove finger phalange, body portion, or arm extension), the various components of a mini- radio, and watch, could also be embedded within the material of gloves-with- arm-extensions to enable the user to benefit from broadcasting services in nearly any daily life situation or setting. A.3) Finger -Tip Extensions.

The high-tech capabiUties of the "keygloves with/without removable finger/arm portions" in terms of autonomous image(video)/voice/data processing (whether communication or conventional computation), and adaptive interfaces, could also be complemented by low-tech interfaces mounted to/within the finger tips thereof. FIG.l 6 depicts basic "low-tech" interfaces mounted on/within the tip portions of the glove fingers to provide finger-based means for learning and communicating through writing (e.g. ink pen, baU point pen, graphite/coloring pencU, electronic pen iUustrated by 1608 in FIGs.l6a fc 16b), line-drawing (e.g. foldable ruler), painting (e.g. set of colorful highlighters, mini paint brushes), correcting (e.g. pencU eraser, ink correcting fluid), lighting (e.g. set of colorful Ughts, or "handy" light-pointers, as exemplified by 1609 in FIG.16a). and telecommunicating (e.g. a set of radio- wave transmitters at various frequencies, as exemplified by 1610 in FIG.16b).

These basic interfaces include movable struαures, e.g. stretchable or foldable extensions 1611, mounted on non-movable struαures 1612, e.g. frames mounted within the glove material, at the tip of a glove finger, in conjunction with tightening means to immobiUze the tip of said glove finger with respect to the tip of the finger of the person wearing the gloves. Such frames could be circular, and surround the finger tip, or could have the shape of a finger tip, and cover it. The extensions would be preferentiaUy mounted on the back portion of the glove finger tips for conveniently housing/interfacing the above mentioned interfaces.

The extensions mounted on the glove frames could be mechanically or electronically folded out, or stretched out, and subsequently secured by locking/fastening means as protuberances at the tip of the fingers. An extension with a baU point pen unit mounted thereon would provide with a writing interface such that, when folded out or stretched out, the baU point pen unit immobilized with respeαed to the user's finger would have the same shape and funαionaUty as a conventional baU- point pen. With the extension folded back/in, the tips of the glove fingers would be free from any protuberances, thereby providing the user with the needed safety and motion flexibility. For enhanced autonomy, these "writing gloves" could be provided with rechargeable/replaceable ink cartridges 1613 (or correcting fluid cartridges) mounted within/on the glove material, e.g. surrounding the fingers, and conneαed to the baU-point units.

Likewise, replaceable pencU graphite/coloring material/gum eraser 1614. mini Ught bulbs 1615, etc, could be mounted within the external extensions of the glove finger tips for the purpose of writing, drawing, painting, and communicating. With such a duaUty of high-tech and low-tech capabiUties, the disclosed keygloves wiU not only extend the power of man-made computers to the tips of our fingers, but wiU contribute to preserve the God-given gift that is the magnificent funαionaUty of our fingers.

The keygloves with arm & finger-tip extensions would be adaptive to the demands and characteristics of the nursing diagnosis, and medical diagnosis, permitting near instantaneous access to patient's record/history, convenience of examination, and accurate recording of patient's condition.

It is further indicated that the glove structure is not Umited to the embodiments depicted in FIGs.2- 16. In particular, the fingers and thumbs of the gloves could be designed open-ended, with minimal covering of the fingers and thumbs towards reducing heating discomfort. Another embodiment of the glove with removable fingers/thumbs is that of a glove body portion having one opening for the thumb, and a single opening for the four fingers altogether. To further Umit any heating of the hand, openings can be made within the glove body portion. To further faciUtate the motions of the fingers and thumbs of the user, openings can also be made in the back side, and or palm side, of the finger portions, either therealong, or preferentiaUy thereacross at the levels of the finger knuckles. For ultimate freedom of motion, and breathing of the skin, the glove material at the knuckle levels could be entirely removed, thereby transforming the disclosed keygloves into the pluraUty of keyrings depicted in FIG.22. and disclosed in subsection C).

B) (Key-)Mitten(β) with/without removable/non-removable

Arm Extensions.

The functionaUty of the above disclosed gloves is readUy extended to that of mittens with indicia, and/or switch keys with indicia, mounted on/within the palm portion, and/or the back portion thereof. FIG.17 depiαs a right hand mitten 1700 with switch keys 200 and corresponding indicia mounted on/in the palm portion 201 and back portion 202 thereof, respectively. The switch keys/indicia are mounted in columns associated with the fingers assigned to strike the corresponding columns of keys/characters of the keyboard. The output port 208 permits the mitten 1700 to be interfaced with an apparatus that is external, or mounted in an arm extension. Owing to the structural similarities between gloves and mittens, the switches/keys can be mounted on the mitten, and operated, in a manner similar to that with which they are mounted-on/operated with the gloves. In particular, the switch fceujs mounted within α thumb strike on the palm portion, or tip ack portion of a mitten, can be actuated b the thumb oj the associated hand. For ease of operation, the thumb portion may have a removable tip portion, or an opening therein.

FIG.18 depicts a left hand mitten 1800 for assisting in the development of sensory/psycho-motor associations between shapes, colors, pictures, characters, switch keys, hands and fingers. Socket- switches 1801, or socket- switches having keys, are mounted to/within the mitten (e.g. palm portion) with the same shapes as individual puzzle pieces 1802 having the function of keys for said socket switches, or the function of key-aαuators for the socket-switches having keys.

In the first embodiment, a conductive pad switch may be mounted within each socket, and a corresponding switch key mounted to/within a puzzle piece in a manner such as to connect the switch pads whenever a puzzle piece is inserted in its matching socket. A light/sound generating apparatus is mounted at/connected to each socket-switch, for the generation of characteristic Ughts and sounds upon the fitting of a puzzle piece in its socket.

In the second embodiment, a switch having key is mounted within each socket in a manner such that, when a puzzle piece is inserted in its matching socket, it presses on the switch key which actuates the switch, and generates signals that are characteristic of the associated indicium.

As further depicted in FIG.18, an audio-tape player /recorder 1803 (and the associated set of control switch-keys 1804) can be mounted within a mitten to enable young learners to record their own stories about the indicia depicted on the switch keys, as weU as play stories and/or musical tunes pre-recorded by their parents/grandparents. For diagnostic/therapeutic purposes, hierarchical master switches are further mounted to the key mitten in order to selectively enable/disable individual/rows/columns of the sensory stimuU producing means 207. or their associated switch keys 200 (e.g. by master switches 1805). or the entire matrix of output devices 207, or switch keys 200 (e.g. by master switch 1806). These master switch keys can be operated in conjunction with an audio control switch key to enable/disable the audio player /recorder. The funαionaUty of such keymittens is extendable to that of keygloves with socket- switches, or with socket-switches having keys, mounted on the finger portions or body portion thereof, and having a set of puzzle pieces associated therewith. Teleco unication devices with voice transmitter/receiver mounted within the keymittens in conjunction with (computer) data processing units would make the use of this wearable device particularly appealing to people who travel in the wintery wilderness, and for whom voice-contaα with civilization is vital when facing unanticipated weather conditions/unexpected difficulties (e.g. car breakdown, broken legs, lost in the wilderness, etc). The radiowave transmitters/receivers mounted on the mitten(s) would also aUow the traveler to nearly instantaneously know his/her exact location via satellite communication. As a safety feature, a watch and compass could also be mounted within the mitten for safety enhancement..

C) (Key-)Ring(s) with/without Glove Body Portion Extension.

In order to reinforce the learning of associations between pictures, letters, and fingers, initiated with the picture-rings, switch keys-with-indicia connected to sensory stimuU producing means may be mounted on rings.

FIG.19 depicts a medallion 1900 mounted on a ring 141 permitting manual switching of columns of indicia (associated with the column of characters "F", "D". "C") under a magnifying glass 1901, as iUustrated by the magnified view 1902. The columns of indicia are mounted on a circular "drum" 1903 attached to a bar 1904 that is non-rigidly mounted to the medallion so as to permit said drum to be freely rotated around the axis Une defined by 1904. The (analog) switch key 1905 is attached to the bar 1904 to manually permit such a rotation, and thereby enable the mechanical switching of the indicia 115.

In FIG.20. the actuation of the eleαronic switch-key "E" generates the characteristic sound of the Elephant, and produces a colorful Ught which is characteristic of the letters/indicia/associated fingers. Likewise, the actuation of the "F" key generates light from a bouquet of optical fibers simulating a water fountain, with the same color as that associated with the corresponding finger. In the learning of the computer keyboard, the number key to be struck by the associated finger may be shown on the mnemonic finger representation applied to the ring.

In FIG.21. a, actuation of a switch key 200 mounted on the medallion base 148 releases the medalhon Ud 149 to which a 3-D indicia 142 is attached, thereby enabling the torsion spring 2100 to automaticaUy lift the Ud 149, and place 142 in an upright position. Such medallion rings are naturaUy referred to as "jack-in-the-box" medallions. FIGs.2 lb-c depict sets of ring medalhons having analog/digital watches 2101/2102 mounted therein respectively. Each watch gives the local time of the place shown on the medalhon Ud 149, which place name begins with the letter of the associated finger. The analog/digital watches 2101 /2102 are operated with analog/digital switch keys 2103/2104 respectively. These "watch" medalUons may be operated by batteries 2105.

The learning of the keyboard can be further reinforced through the psycho- motor development of associations between pictures, indicia, fingers, and switch-keys, with the help of the set of keyrings 2200 depicted in FIG.22. As mentioned in subsection A), such keyrings may also be appealing to the experienced user as they minimize hand/finger heating discomfort, while maximizing the hand/finger freedom of motion, in addition to having the universal characteristic of being wearable by users of different hand/finger sizes.

A preferred embodiment of the keyrings is that of patches having (capacitive) switch keys mounted therein, and shaped as bands to f acUitate their mounting to the fingers, and thumbs. Such keyrings would be manufactured to adaptively fit the fingers and thumb of any learner with simple securing mechanisms, such as VELCRO hooks mounted on one side of the edge of the band-shaped patch, and VELCRO loops mounted on the other side of said patch. Multiple switch keys could be mounted within a single patch/ring. The switch keys, and their associated indicia mounted thereto/at, could be positioned on the palm/back side of the fingers and thumbs. The letter switch keys are mounted on the palm side of the fingers ( FIGs.22b&d), and the number switch keys on the tip phalanges (palm side or back side. FIGS.22a&c) for easy actuation by the thumb. The letter switch keys associated with the forefingers could be mounted on the palm side thereof, as shown in FIGs.22b&d, or on the palm side and outer lateral side.

The switch keys of the keyrings can be conveniently conneαed to the body portion of a fingerless and thumbless glove (left hand glove 2201, and right hand glove 2202) worn on the associated hand of the user, as iUustrated in FIG.22, for further connection into an interfaceable apparatus, either external or internal to the glove structure. For practicality purposes, the (electrical/optical) connections from the switch keys associated with the thumb or a common finger could be mounted in a common wrapping means 2203 linking said keyrings in a nearest neighbor manner, as depicted in FIG.22.

The glove body portion connected to a set of keyrings could either have four individual openings, or a single wide opening for the four fingers of the hand, in addition to a thumb opening. Input ports could be mounted within the edges of the glove body portion openings in order to adaptively connect thereto a set of keyrings, or a set of finger portions having switch keys mounted therein, depending upon the climatic conditions, or the needs/preferences of the user. The functionaUty of the above disclosed keyring embodiments can be enhanced by the additional mounting of medallions, as Ulustrated in FIGs.23- 32. Switch keys with indicia can be mounted on/within a medalhon (preferentially), and/or on/within the associated ring which is need-adaptively closed or open; and connected to an apparatus that is internal or external to the ring medaUion.

At the very early phase of the learning process, such an internal apparatus can be as simple as an audio-visual- motor aid generating Ught. sound, or mechanical deformations that are characteristic of the associated indicia or character. At later stages, the internal apparatus may evolve in a special purpose computer enabling a learner to generate a greater diversity of audio- and/or visual indicia-character associations at the strike of a key. FIG.23 depicts an electronic ring medaUion 2300 that is operated with a battery 2301, and generates a picture, and its name starting with "C", upon striking the key 1104 of the switch 2302 connected to the computer 2303. Switch 2302 may be embodied as a multiposition switch (e.g. dip-switch, bi-directional rotary switch, etc), which output lines are hardwired to computer 2303- In the embodiment of FIG.23c, the switch key 1104 actuates a (possibly momentary - action) switch 2304 connected to an Up-Counter 2305 whose output 2306 is hardwired to computer 2303 which comprises a (special purpose) Digital Signal Processor (DSP 2307 possibly including a clock) interconnected to a memory 2308 (e.g. ROM, EPR0M, etc), and is connected to an output interface 2309 that may be audio [e.g. a D/A converter, or D/A converter with low-pass filter, conneαed to a speaker], or visual (e.g. LED, or preferentiaUy LCD). The memory- content includes digital information (e.g. digitized image or voice/sound samples) needed by DSP 2307 and the interfaces 2309 to generate/output (digitized) image(s) or analog audio signals that are representative of the associated indicia (e.g. LCD image of a "Cat"; LCD image of the letter "C "; the "word Cat" in various languages; the spoken letter "C; the spoken word "CAT" in various languages; or time-sequences of sounds and spoken words). As the learner actuates the key 1104, the computer 2303 generates an audio(analog) /visual representation of another indicium from the digital information stored at the corresponding address of 2308, which representation is subsequently output by the interface 2309. For a more compact embodiment of the electronic medalhon, the DSP 2307 and ROM 2308 may be integrated in an Integrated Digital Signal Processor.

In a most simple embodiment, digital mappings of LED/LCD representations of images may be stored in the memory 2308, which memory inputs/outputs are direαly connected the switch 2302 and the interface 2309 respectively. Actuating the key 1104 changes accordingly the output of switch 2302 (e.g. rotary switch, or as in FIG.23c, etc), thereby changing the current memory address to the next memory address, which enables the memory content at the new current address to be visually output to LED/LCD 2309.

The eleαronic medallion 2400 depicted in FIG.24a enhances the functionaUty of that depicted in FIG.23a by permitting said medaUion to be interfaced/interconnected with an external apparatus through the input/output ports 2410. The counter embodiment of switch 2302 depicted in FIG.23c can also be enhanced with "forward/backward/dear" features provided by the keys 2401/2402/2403 (possibly implemented as push-on, push-off switches) to permit forward/backward memory addressing (as an alternative to bi¬ directional rotary switch, etc), and address counter clearing. FIG.24c shows a block diagram of the resulting embodiment of switch 2404 as an Up-Down counter 2405 connected to the switches 2304 individuaUy aαuatable by the keys-with-indicia 2401. 2402. 2403. As iUustrated in FIG.24b. the internal computer 2408 of the electronic medaUion 2400 can be interfaced with an external computer via a bus 2406 (e.g. controi/address/data bus(es) depicted connected to the DSP 2407) for information exchange.

As iUustrated in FIGs.25-32. input devices including the switch keys 1104 can be mounted a) externaUy to a medaUion. i.e. onto the base 1 108 (e.g. FIGs.25 & 27). or onto the Ud 1106 (e.g. FlG.32b); or b) internally to the Ud and/or base, i.e. 2600 (e.g. FIGs.28 & 32c) in Ueu of, or in conjunction with, output devices such as LCD. or mini-speaker. FIGs.27b-c depict sets of rings worn on the hands, and wire(2701 ^interconnected to a wrist bracelet with connecting ports 204 & 308 for connection with an external data processing unit. In FIGs.32a-b, the charaαers generated by the keyrings are transmitted to the keygiove microprocessors through the wire-connections 2701.

In summary of subsections (A), (B) & (C), the flow of information that may be needed for the internal interfacing, data processing, and/or signal processing, of the keygloves, keymittens, and/or keyrings is enabled through radiowave communication or wire-based communication between the keygloves. keymittens, and/or keyrings. In the first means of communication, a radiowave transmitter may be mounted on/within the keygarment/keyapparel portion associated with each hand for the transmission of data/signals to be received by a radiowave receiver mounted on/within the keygarment/ keyapparel portion associated with the other hand. In the second means of communication, the data/signals are permitted to flow from output port(s) mounted on/within the keygarment portion associated with each hand to input port(s) mounted on/within the keygarment portion associated with the other hand through interconnecting wires, electrical or optical. Adaptively to the user s needs, such interconnections could be a) wrapped-up in a rope-like embodiement independent of the clothing, with I/O ports as endings for interconnecting hand/finger coverings with/without arm portions, or b) mounted to, or embedded within, clothing to be worn by the user, and embodied as a sleeved garment (subsection (D)), or cape (subsection (E)). D) Trunk-(Key-)Garment with/without removable/non-removable

Sleeve/Belt/Hood Extensions. The sleeve portions of a conneαing garment are adaptive to the charaαeristics of the key gloves /key mittens, and/or keyrings to be interconnected. As Ulustrated in the jacket embodiment 3300 of FIG.33. the sleeves can cover the entire arm of the user (possibly with a cover 3303 for a joint portion opening) interconnect keygloves embodied as in FIGs.2- 12, or keyrings embodied as in FIGs.27b- 27d. To interconnect the keyglove/keyring embodiments of FIGs.13 & 22, the sleeves could stop at the level of the elbows. To interconnect keygiove arm extensions covering the forearms and arms of the user, input/output ports would be mounted at the shoulder edges of a sleeveless trunk covering. These features can be adaptively incorporated in a single garment by structuring the sleeve portions into removable/connectable sub portions covering separately the arms and forearms of a user (with the cover 3303 for aesthetic «S comfort purposes).

Such a sleeved garment is iUustrated in the jacket embodiment of FIG.33, showing input/output ports 308 & 204 mounted on/within each edge thereof, at the wrist area, and interconnected by wires 3301 embedded within the jacket sleeves, and trunk portion, for interconnecting a right hand keygiove 3502 and left hand keygiove 3503

In the male outfit embodiment 3600 of FIG.36a, wire-connections 3301 are mounted to/within the sleeves, and trunk portion of a shirt 3601 , to connect the input/output ports mounted at the edge of each sleeve with the matching output/input ports mounted at the edge of the other sleeve. As shown in FIGs.33 & 36a, the wearable computer formed by said interconnected keygloves can be further wire-interconnected 3302 with an external computer 1401, or computer network, for information exchange, data base access, or enhancement of the autonomous data processing capabiUties of the keygarment/keyapparel.

In the female outfit embodiment 3602 of FIG.36b, wire-connections 3301 are mounted to/within the sleeves, and trunk portion of a dress (at the neck area), to connect the matching input/output ports 208 & 304 mounted at the edges of the sleeves thereof.

As previously mentioned, the disclosed garment provides additional space for the housing, and connecting/interfacing of the various components of data processing equipment to be used in conjunction with the keygloves, keymittens, or keyrings. For added flexibility of use, switch keys can also be mounted on/within left/right hand side portions of said garment in association with the right/left hands that are to strike the corresponding keyboard keys. In the jacket embodiment 3401 of FIG.34a, the switch keys to be struck by the right hand are mounted on the forearm portion of the left hand sleeve 3402, while the switch keys to be struck by the left hand are mounted on the forearm portion of the right hand sleeve 3403. Input/output ports 208 & 304 are mounted at the wrist edges of the sleeves for connectabUity of said data processing jacket 3401 with a pair of keygloves, or external data processing equipment. Radiowave transmitters/receivers may also be mounted within said jacket (sleeves) for communication with a remote data processing unit. Additional input/output ports may be mounted at the waist edge of said keyjacket for connectivity with a belt 3404 to be worn around the body of the user for permitting the housing/interfacing of additional data processing equipment components 3405. and/or connectivity with a covering of the lower extremities. In the keyjacket embodiment 3406 of FIG.34b, the switch keys to be struck by the left hand are mounted on/within the arm portion of the right hand sleeve 3407, thereby providing the user with an alternate computer interface, as weU as an autonomous wearable computing device. Audio-visual input and output devices may also be mounted on/within such a keygarment, as iUustrated by the (input or output) screen 3408 mounted on the right hand sleeve of the keyjacket 3409 of FIG.34c. Such a screen can be removably or permanently mounted on/within said sleeve. In the first case, the screen can be detached from the garment, and placed nearby at the user's convenience, with the wires connecting said screen to said garment being housed within an (automatic) rewinder 3410 mounted to said garment. Such a rewinder would be disengaged during the removal of said screen from said socket. In the keyjacket embodiment 3411 of FIG.34d, the switch keys 200 to be struck by the left hand and the right hand are mounted on/within the left front portion and right front portion of said jacket respectively. The data processing equipment 3405 mounted to. and/or embedded within, such a keyjacket may include a music synthesizer with a tone bank generating wind instrument sounds, thereby making the art of actuating keys as entertaining and enjoyable as the art of "playing the accordion".

Adaptively to the needs of the user, the switch keys to be struck by the right hand could also be mounted on the left front portion, vertically shifted from the switch keys mounted on the right front portion to be struck by the left hand, in order to preclude any hampering of the hand movements. Towards further adaptiveness, the switch keys could be mounted on the internal front portions of the keyjacket, a key arrangement that would simply require the jacket to be turned inside-out in order for the keys to be positioned on the external front portions, within a hand-strike of the user. The dual functionality of such a device that could be worn as a regular jacket, and nearly instantaneously transformed into a keyjacket with autonomous data processing capabilities, is likely to be appealing to professionals who are on travel or in need of utilizing effeαively their time whUe commuting between meetings, or appointments.

In the female outfit embodiment 3700 of FIG.37a, the switch keys to be struck by the left hand are mounted on the inside of the left pocket 3701 of a dress, and the switch keys to be struck by the right hand are mounted on the inside of the right pocket 3702 of said dress. The charaαers 107 associated with said switch keys may be formed on the outer side of said corresponding pockets. The embodiment of FIG.37a permits a user to discretely actuate the switch keys while keeping her hands in her pockets. Input/output ports 208 & 304 are mounted at the neck area of said dress for connectivity with audio¬ visual interfaces (e.g. input interfaces connected to analog-to-digital converters, or (digital-to- analog converters possibly conneαing into) output interfaces, including a headphone set 3703)

FIG.37b depicts a two-piece female suit 3704 comprising a jacket 3705. and a skirt 3706, that are interconnectable by means of a belt interface 3707. The switch keys 200 may be mounted on the outer side of the left/right pockets 3708/3709 of the skirt in association with the left/right hands respectively. The suit can be designed so that the jacket be worn in direct contact with the belt, and skirt; or so that the jacket and belt be processing-wise connected with Uttle ribbons housing the interconnections.

E) Cape with/without re ovabie/non-re movable Hood Extension.

Wire -interconnection between a pair of keygloves, keymittens. or sets of keyrings may be achieved through a cape 3500 to be worn by the user, as Ulustrated in FIG.35. Input/output ports 208 & 304 are mounted at the edge of the cape at the level corresponding to the positions of the hands of the person wearing the gloves, mittens, or rings. The wires 3301 connecting matching cape input 304 and output 208 ports can be mounted to, or embedded within, the bottom portion (FIG.35a). top portion (FIG.35b), or waist portion of the cape 3500, or any combination thereof. In order to ehminate the inconvenience of having loose wires hanging around, automatic wire rewinders 3501 (FIG.35b), may be mounted within the input/output ports of the cape, so as to house and 96/08804 PCI7US95/11581

softly rewind the wires connecting the cape input/output ports with the matching output/input ports of the keygloves 3502 & 3503, keymittens, or keyrings. The cape 3500 may comprise a body portion 3504, as illustrated in FIG.35d, and a removable front portion 3505. as Ulustrated in FIG.35e. In FIG.35e. the edges AB" 3506 & 3507 and "CD" 3508 & 3509 of the cape front portion 3505 can be adaptively attached to the corresponding edges of the cape body- portion 3504 by means of VELCRO strips, or zippers. The edges "BC" 3510 & 3511 provide openings for the hands between the cape body portion 3504 and the cape front portion 3505. VELCRO strips or zippers 3512 & 3513 can also be mounted onto the edges "BC" of the cape front portion 3504 to provide the double-layered front portion "BBCC" 3514 with the functionaUty of a pocket when said strips/zippers are closed, or of an arm/hand rest support when said strips/zippers are open. As Ulustrated in FIG.35c, the cape may comprise a hood extension 3515. either permanent or removable. The cape could also have input/output ports 304 & 208 mounted at the neck area for conneαion to an audio-visual interface mounted to the head of the user. The ports mounted to the "neck" of the cape also aUow a hat 3516 to be connected to the cape.

F) ( ey- )Hood /Hat /Helmet.

As indicated in FIG.38. indicia 107. or switch keys 200 with indicia, can be mounted on/within a hat 3800 (or the hood extension of a trunk covering) in association with the left/right hands. The indicia/switch keys associated with each hand have the same relative positions as their corresponding keyboard keys. Mnemonic representations of a left/right hand (e.g. 4600/4601 ) are applied to the inside of the hat in order to enable the learner to unambiguously identify the left/right hand portions of the hat to ensure proper wearing, and learning. The switch keys can be conneαed to ports, either directly, or through a key microcontroUer, for connection with matching ports mounted on a trunk covering (e.g. cape, dress, jacket, shirt, etc, FIG.35c), to interface data processing equipment mounted on/within said trunk covering.

The sport-oriented learner may prefer switch keys mounted on a helmet, and connected to a data processing unit (e.g. computing unit, music synthesizer, etc), and/or visual 1/0 interfaces (e.g. camera components rearranged/ distributed therein without protuberances; mini-screen with frontal/ temporal adjustment), and/or audio I/O interfaces mounted therein/to. A set of voice transmitter/ receiver 3603/3604 (e.g. microphone/speaker) could alternatively be mounted on/within a pair of glasses 3605 (FIG.36a), in conjunction with a telescopic antenna 3606, by means of folding/rotating mechanisms permitting adaptive positioning at the mouth/ear level. The devices 3603/3604/3606 are connected to audio I/O ports 308/204 for conneαion to the components of a telephonic device mounted within a helmet, or jacket, or, to the degree permitted by laser-based circuit integration, to said glasses themselves. As a further reinforcement learning, the number switch keys 200 to be struck by the left/right hands are mounted on the left/right branches (FIG.36a).

G) (Key-)Trousers with/without removable/non-removable

Belt/Shoe Extensions.

To further reinforce the learning of the keys of a keyboard in association with the left/right hands, indicia and/or switch keys with indicia are mounted on/within trousers 3900 to be worn on the left/right legs respectively, as Ulustrated in FIG.39a. The trousers can be short (i.e. thigh portion), or long (i.e. thigh and removable/non-removable leg portions). The switch keys can be mounted on the lateral side, or (preferentiaUy) front side of the thigh portions 3901 & 3902. In the Ulustration of FIG.39, the switch keys associated with each hand are mounted on the keytrousers in a direct representation of the geometric arrangement of the corresponding keyboard keys to be struck by said hand. It is further noted that in aU embodiments of the disclosed keygarment/ keyapparel (including glove body portions), the switch keys can alternatively be mounted in the shape of the hand & fingers which are to strike the corresponding keyboard keys (e.g. as in the key-arrangement in FIG. 3) Switch keys mounted on the front thigh portions of the trousers 3900 provide the user in a sitting or semi-lying position (e.g. orthopedic patient) with a naturally adaptable and fitting interface (i.e. benefiting from the legs as a God given naturally portable support). Switch key can be mounted on the lateral side of a thigh portion at the level of the hands to f acUitate their use by a learner in standing/walking position. Both sets of switch keys mounted on left/right trouser legs can be connected to a common key microcontroller either directly (i.e. by means of interconnections mounted to, or embedded within the waist portion of said trousers), or through a belt 3903. The key microcontroUer mounted within the trousers permits further connection with the components of a data processing unit rearranged, and distributed within the keytrousers (preferentiaUy within the front portions). The key-interfaced apparatus could be further conneαed to a visual output display, comprising one, or two screens (e.g. 3904 & 3905). mounted as foldable Uds on the front portions, as depicted in FIG.39 a with the open screen Uds represented in elevated views. The switch keys could be mounted on/within the base of a medaUion, which medaUion lid hous s, and interfaces said screcn(s). In the embodiment of FIG.39α, the screens can be independent, or complementary parts of the same output display. With the connected apparatus embodied as a music synthesizer, the disclosed keytrousers provide a wearable musical instrument that would be particularly appealing to teenagers, with attractive appUcations in the domain of the arts & entertainments.

An alternative to the mounting of switch keys on the left/right legs of trousers 3900 (as in FIG.39a) is the functional cooperation between a pair of trousers with I/O ports and VELCRO patches mounted on the thigh portions thereof, and a pair of keygloves with complementary VELCRO patches to be removably applied onto the corresponding thigh portions. In the spirit of need- adaptiveness of the invention, the keys mounted on the palm-side of the finger portions would be dupUcated at mirror-image locations on the back side thereof, and a master switch key mounted on the glove would aUow to adaptively select either set of keys. Such a dual embodiment of the keygloves would enable a user to enter data by wearing the keygloves (and actuating the switch keys mounted on the palm-side of the glove fingers with the tip of the associated thumb), or by applying them to, and connecting them with ports of, the associated portions of a garment such as trouser thigh portions, jacket front portions, etc (and actuating the switch keys mounted on the back side of the glove fingers with the tips of the associated fingers).

Further space for conveniently housing and interfacing additional components of, or to be further interfaced with, said wearable apparatus can be provided with connectable shoes 3906 to be worn on the user's feet.

To complete the development of the associations between keyboard keys and fingers, as initiated by the use of keygloves/keyrings and complemented by that of the keytrousers, aU the switch keys are mounted on a single leg portion 3907 of the trousers, in a direct geometric representation of the keyboard keys, as depicted in FIG.39b. Simple fastening means (e.g. VELCRO straps) can be mounted at both ends of the key arrangement in order to immobilize the overaU set of keys with respect to the leg of the user. The embodiment of FIG.39b would provide the user (e.g. crossing his/her left foot over his/her right knee) with a wearable geometric representation of a keyboard weU-adapted to the psycho-motor development of keyboarding skills

H) (Key- )Shoes/( Key- )Boots.

Towards further visual/psycho-motor memorization, indicia and/or switch keys with indicia associated with the left/right hands are mounted within the back portion of left/right shoes 3906, as shown in FIG.39. The 083135U

indicia/switch keys are mounted as column extensions of the fingers of the feet/hands, and the columns of the corresponding keyboard keys. Input/output ports mounted at the shoe edges enable for conneαivity with matching input/output ports mounted at corresponding trouser edges. For the storage/interfacing of additional data processing equipment, leg portions can be (permanently, or removably) mounted to such shoes, thereby giving them the functionaUty of boots. Similar indicia representation of the keys associated with the left/right hands can be mounted on left/right sUppers, or socks 160/161 with representations of the hand-finger /indicia associations (e.g. 4600/4601).

I) (Key-)Belt/(Key-)Suspenders.

To reinforce the learning of the associations between the number keys of a keyboard and the hands, number-indicia, and/or switch keys can be mounted on/within a belt 3903 (FIG.39a), and suspenders, to be worn on the trunk of the learner. The switch keys associated with the left/right hands are mounted on the left/right sides of the belt buckle, or on left/right suspenders. I/O ports mounted on the belt (and/or suspenders) permit adaptive interconnection between the various garments/apparels worn by the user (i.e. belt connecting trousers/jacket, suspenders connecting trousers/headset, etc). The belt 3903 may also provide space for the storing/interfacing of electronic components (i.e. telecommunication components, storage memory, rechargeable power supply battery with transformer, etc.)

A keypad made of soft material is disclosed for the adaptive mounting of switch keys to parts of the body, including the trunk, arms, and legs, as an adaptive alternative to the disclosed keygarment/keyapparel. Switch keys with indicia may be mounted on/within the pad in a patch-like manner (i.e. on smaU insulating patches) for permitting the keypad to adopt the curvature of the body. FIG. 2a depiαs left/right hand soft keypads 5200/5201; and FIG. 2b depicts a fuU soft keypad 5202. The switch keys 200 may be directly conneαed to an output port 208, or to key microcontroUer chip 5203. 5204 & 5205 mounted within said pads. The ports permit the keypad to connect into a keyboard input connection of an interfaceable apparatus. A mouse can be connected into an input port of the keypad for subsequent conneαion into said apparatus. The fastening means 5206 include VELCRO straps for comfort and ease of use by patients in hospitals. In addition to the various sensors mounted to the disclosed keygarment/ keyapparel as building-block components of the various switches/switch-keys, sensors and transducers can further be mounted to the disclosed devices, and connected to a keygarment data processing unit, for clinical setting applications such as the management of stress in the context of maternal-child health.

K) Health Keysupport Tool.

As an example, a maternity kevsupnort tool based on the disclosed devices of keygarment/keyapparel is innovated as an autonomous wearable device that is adaptive to the mother's condition in labor & delivery, and to the nature of her treatment, with the purposes of facilitating, and enhancing the accuracy of : a) the measurements¹ of pulse rate, blood pressure, skin temperature, galvanic skin response (GSR), electromyograph (EMG), and behavioral response; b) and their analysis¹ in relation to the uterine contractions monitored by a tocodynamometer, and the fetal heart rate monitored by phonocardio- graph/fetal-electrocardiograph, for the determination of the stress level of mother/fetus during labor/delivery in diagnosis/treatment.

From that perspective, a wearable blood pressure cuff, its associated air pump, output valve, and pressure measurement apparatus (possibly connected to the central processing unit) could be mounted within the arm portion of a glove surrounding the arm of the mother. The systoUc/diastolic pressures could then be determined with the help of a stethoscope, or an oscUlometer (possibly connected to a keygiove computer).

Galvanic skin response sensors could further be embedded within keyrings to be worn on the fingers of the hands in order to measure the relative conductivity of the skin, and monitor the effects of the parasympathetic nervous system. Likewise, skin temperature and electromyogram transducers could also be mounted to a sock (preferentiaUy stretchable). so as measure the skin temperature, sense the nerve firings during muscular contractions, and convert them to electrical signals.

To f acUitate the assessment of the behavioral response, the mother s vocal and facial expressions could be monitored by audio-visual input devices (e.g. microphone, camera) mounted on/within the keygloves, or the mother's bed, or positioned within the patient room. Such audio-visual interfaces would be wire- /radio-connected to the keygiove computer where a neural network would continuously compare/grade the on-line image/voice samples with a set of stored patterns that is characteristic of the mother's vocal/facial expressions.

¹ "Supportive Care in Labor L Delivery ", Farideh Farahbod-Troudet, Thesis. U. of U.. 1979. For added protection, comfort, and functionaUty, the disclosed keysupport tool could include a covering of the abdomen comprising a belt to be worn around the waist of the mother with input/output ports. The buckle of such a belt could be designed as a socket interface for the application of toco- dynamometer in the context of fetal monitoring. SimUarly, a network of sockets could be formed within the covering (foUowing the pattern of the most commonly seen fetal positions) in order to house/interface a fetal heart rate monitor (e.g. the microphone of a phonocardiograph, etc).

The disclosed keygloves, socks, and abdomen-covering-with-belt could be interconnected with a body-covering, or rope-like connections, so as to achieve the desired on-line integrated processing of aU the measurement data, and thereby maximize the efficiency of the assessment of the mother /fetus stress level, in terms of continuity/accuracy, whether in lying or walking position.

The disclosed wearable devices are to be manufactured with state-of-the -art technologies and procedures in order to satisfy the desired criteria of: 1 ) Health δ Safety, 2) Hygiene. 3) PracticaUty. 4) Comfort. 5) Cost-effectiveness.

III. Key garment/Key apparel-based Method of

Self -Expression towards the Learning of the

Alphabet. Reading/Writing in various Languages.

The core method of "finger-thumb touch" was unveUed by the inventor, while dancing away from the computer-keyboard environment, as a means of turning one s frustrations into self -empowering skUls. In a simUar spirit of channeling one's potential for self-expression/communication into a. drive for learning, a method of self -expression is disclosed as the foundation of a life-long learning framework starting as early as 3-year old. The dual function of this method is to not only assist the child to graduaUy and pleasantly associate pictures with fingers towards keyboarding (as the major goal), but to also allow him/her to express his/her feelings through dancing, singing, poetry, etc, hi order to f acUitate his/her learning of the alphabet, and reading/writing in a variety of languages. In other words, as the child learns the pictures with the "finger-thumb touch" method while dancing and singing his/her own stories of the pictures, he/she simultaneously acquires the skUls needed for typing these stories whether when sitting at a table, or dancing away from the keyboard. At a very early age. this method of learning enables the child to enjoy the play activities that he/she is best at, with the directive support of the care giver. This process of "G-Loving" wUl thereby aUow the chUd's potential to naturaUy unfold as his/her own gateway to the world of "art & science" that is waiting to be "Key-G-Lovingly" captured by his/her own interest to create and be productive. From α brooder perspective, the disclosed method provides α novel approach to the chaUctr-aeof e a i ating illiteracy through self; - empowerment.

A primary function of this method of self-expression is therefore to first free the child's mind from any possible fixation, by initiating a process of self-discovery where the chUd's attention is directed towards his/her own hands/feet. As a feeling of trust is gradually estabUshed through the supportive and nurturing interactions with a family member/professional, the chUd's inner world gradually opens up like a beautiful flower. By better understanding what is happening in the child's heart & mind, the care giver is then more able to provide the child with time-driving opportunities to assist him/her in unveiling his/her natural potential towards gradual self -empowerment. As the chUd enjoys learning, and sees his/her work appreciated (e.g. story-telling/dancing/singing/etc), his/her opinions respected, he/she will feel more self -empowered to do his/her best, and even self -express in previously untaught ways that are so unique, and revealing of the very depth of his/her own soul, whUe growing more responsible for what is under his/her control. By estabUshing such feelings of responsibility, the child becomes naturaUy more receptive to learn about the needs and charaαeristics of other living entities, such as plants/flowers, etc. By gaining more understanding in the growth process of such entities, the chUd graduaUy broadens his/her perspectives of life, and develops a feeling of respect for the "Living" including not only himself/herself but also others, irrespective of differences in age, culture,...

The chUd's -inner strength of self-esteem/self-confidence generated through the power of "G-Loving" wiU further extend the practise of his/her lateral thinking skUls through the development of analogies. In particular, the memorization of the position of the picture-indicia on the fingers would greatly benefit from interactions where the parents, grandparents, or teachers would share insightful life experiences through culture-specific fairy tales ("αrt-ivαre" of the "G-Love" programmed according to the cultural charaαeristics/ preferences of the learner), as gateways to new worlds of creativity¹.

III.A) Self-Expression.

A process-based method of association, and positive reinforcement, based on the duaUty of limitation (of the keyboard environment of piαure -gloves/

¹ Trudy's Short Stories". Vantage Press. Inc.. 1994. keygloves and/or picture-socks/keysocks), and freedom (of telling about one's own experiences to family members/professionals through one's own stories) is disclosed as a means for invigorating the memorization process by decreasing the pain of recalling objectively past unhappy experiences, and helping the young learner to cope with them more easUy through the identification/ detachment process enabled by the analogies that pictures are known to suggest, with the ultimate goal of replacing pictures with letters, and estabhshing gradual feelings of satisf ction/ joy for learning.

First Phase. In this phase of the method, the child is acquainted to the disclosed tools through play activities, in the context of caring massages of the hands/feet and fingers/toes, whUe listening to the soft voice of a story-teUer narrating stories related to hands/fingers (and/or feet/toes), or to a soft low music, towards estabhshing feelings of comfort, and togetherness (before putting on the gloves for night sleep). In other words, the chUd's attention is directed to his/her hands/feet and the culture-specific/culture-universal tools including picture-glove/piαure-sock moldings (e.g. FIGs.l . 40. 41. 47a. etc), glove/sock cards (e.g. FIGs.42 & 45). and picture-glove/picture-sock card representations (FIGs.la. 42. 45. 46a.49-51. etc), with/without electronic sensory stimuU producing means mounted therein.

Such cards to be used during play activities include representations depicting pairs of hands/feet with one pair of mirror-image fingers/toes, as Ulustrated in FIG.49 on the example of the hands. Both fingers/toes have the same color as the corresponding color-coded keys of the keyboard. The purpose of these cards is to initiate a bonding between the chUd's "mind" and "hands'V'feet", through the discovery process of: a) recognizing the symmetry/asymmetry of the hands/feet, and the fingers/toes; b) identifying and differentiating the fingers/toes in terms of simUarities and differences to unveU their individual and collective potential; c) freely activating each individual finger of both hands; d) associating the fingers/toes with given colors, Ughts, and sounds (chosen to match those of the key-finger assignment), and e) becoming aware of the interrelationship of aU the fingers/toes.

The set of cards of FIG.49 wUl therefore also help to diagnose any color vision impairment, hearing impairment, sensory-motor impairment, and lack of motion coordination. When aU the cards are superimposed over one another, they give rise to representations of f uUy fingered/toed left and right hands/feet, enabling the chUd to coordinate his fingers to strike the corresponding finger representations, and organize the Ughts and sounds associated to each finger into a little "melody" of sounds, with lights and colors. Through this simple process, the child is made aware that his fingers are independent physical entities, and at the same time are f unctionaUy dependent upon one another to provide the hands with their marvellous gripping capabilities.

The introduction of colors, Ughts, and sounds, among fingers not only prepares the child towards keyboarding, but, may be more importantly, sets the foundations for establishing a framework in his/her learning environment. These tools will inspire and direct the chUd to accommodate the constraints of life without suppressing his/her own potential, and thereby help him/her to grow creative through the simultaneous practise of vertical/lateral thinking¹.

Second Phase. Once the chUd has become acquainted with the above set of tools, he/she can be evaluated by being given the cards that have images on the thumb portions, and asked to talk about, and explain, what he/she sees, and tape it towards later recoUection for post-test comparison. (There wiU be no input at this stage, neither from the parents, nor from any care giver.) The cards wUl play the role of motivator factors for the chUd to talk freely about his/her own world, with no direction, and no incut. This phase would be useful to set the culture-specific/ culture-universal components of the care.

Third Phase. To generate feelings of comfort and togetherness for self- expression, the chUd is provided with oiαure gloves/kevgloves (FIG.46a) and their finger puppets (FIG. 48) to be used in conjunction with the disclosed card representations (FIG. 50) and game representations (FIGs.42, 43 & 45) in the context of play activities, towards

1 ) estabhshing a feeling of trust,

2) initiating the dialogue, and

3) unveiling the chUd's self-expression abilities.

The dialogue is estabUshed at home by the parents (e.g. during group play activities with cards (FIGs.42. 50). and games (FIGs.43. 45); and/or after the night care, before sleeping), or directed by therapists towards no-Mtjv? thinkiflR in using colors, lights, sounds, and images in the picture-glove environment. Some cards are also left blank (i.e. without pictures) for allowing the chUd to do his own drawing(s). or use stickers, if preferred.

The second set of picture-finger cards (FIG. 0) is an extension of the first set of finger cards described in the first stage of the method (FIG.49), wherein each finger is replaced by a color/sound-matching illustration representing a person, animal, or objeα, or the photo of a f a Uy member or family friend chosen by the child, and whose name begins with a letter corresponding to the

¹ "Can Creativity Be Taught". Farideh Trσudet. Cleveland State University. 1988. key-finger assignment of the keyboard. For example, the picture of a Shale could be shown in place of the ring finger of the left hand (FIG.50), while the child would be encouraged to make and tell his story of the whale. The third set of picture-thumb cards (e.g. FIG.51 ) is an extension of the second set (FIG.50), wherein the pictures are no longer constrained to be on a pre- assigned finger (e.g. as in the key-finger assignment), but are placed onto the thumbs previously left blank. For example, a queen could be shown in place of the left thumb, and a king in place of the right thumb. Since the purpose of such cards is to encourage the child to tap his own potential and imagination towards problem-solving, there are cards with either one or two thumbs left in blank for the child to draw upon or write his own idea(s) and hope(s) for the future.

The second set of cards are designed to further serve as an inspiration for the child to recognize beauty in life as a means of coping with the Umitations of reality, rather than seek refuge in unproductive dreams, lies, or denials. In the third set of cards, the thumb -extension reminds the chUd that it is equally important to use constructively one's own imagination as a way of creating dreams for the future. Experiencing the duality of the second and third card sets wUl help the chUd to reach his own balance between his own aspirations and the Umitations of life. In essence, the thumb -extension is a physical support for positive thought projection into the future, towards making new goals.

It is noted that the aforementioned representations of people, animals, or objects used to facilitate the chUd's self -expression are not limited to the embodiment of a card set, and gloves. Such representations could be implemented in any other type of medium, from soft material to computer software where the chUd could choose among computer generated pictures (at the click of a mouse button, or else), or even draw his own on the computer.

This process-based method of self -expression will be of high value also for therapists, doctors, nurses, in clinics and hospitals, to deal with children in the most pleasant and nurturing dialogue towards a more healths communication and h£alin£. The fourth set of finger-puppets (FIG.48) is an extension of the picture finger cards. The care giver accesses a pool of small (preferentially electronic) puppets depicting the same illustrations as the subset of picture -finger cards. These puppets can either be mounted on the sockets of a keygiove, or on a finger portion to be worn over, and connected to, a finger portion of a keygiove. The care giver subsequently identifies the puppets corresponding to the picture-finger cards chosen by the learner, and mount them onto a pair of keygloves in accordance with the key-finger assignment of the keyboard. The care giver then gives to the child his personalized pair of keygloves showing the uniquely chosen puppets. Next, he suggests the child to choose one, or several, puppet(s) with which the child identifies himself, and one, or more, puppet(s) with which he identifies someone or something playing an important role in his life. These puppets are subsequently mounted, conneαed to the thumb ^portions of the picture-gloves/keygloves for the resolution of the chUd's feelings for the next dialogue.

The ritual of taking off the old puppets and putting on the new ones, or taking off the old gloves, and putting on the new ones through dialogue, would facUitate the psychological detachment needed by the child to Uberate himself from any unhappy, unpleasant memory, or thoughts/feelings that can be disruptive/destruαive to his Ufe, or the Uves of others, in order to reach a more objective appreciation of reaUty. The keygiove tapes would also aUow to detect reveaUng changes in the child's voice and feelings as expressed through the stories. By witnessing the evolution of his voice and feelings, the child wiU be encouraged to gain a more global perspective, rather than overfocusing only on his frustrations, and shortcomings. The child could also hard-stuff the picture gloves while talking about his own frustrations, and subsequently seal the gloves with name, date, and place written thereon, to keep them away for ever, as a sign of victory over his own frustrations.

Fourth Phase. The fourth phase of the method is to learn and understand from the growth of plants¹ in order to better understand one's own growth process, from the time they are seeds and become sprouts, to the time they have become fuU grown plants, and bear flowers. To facUitate this learning process, a set of color-coded see-through casings containing seeds are mounted to the sockets of the glove fingers. Information about the plants (i.e. how they look, and how to take care of them) is also mounted onto the gloves (i.e. text/ pictures attached to the casings, or recordings on the glove tapes). In other words, in this stage, the chUd's attention is being focused on life and growth.

The purpose of this phase is to develop a step-by-step bonding of the chUd with the living entities represented by plant/flower seeds protected by closed casings mounted on the gloves, and later by the plant/flower sprouts growing in open containers mounted on portable glove representations. Such a bonding will be estabUshed through the joint development of patience and knowledge (gained from the Uterature attached to the gloves, or the information recorded on the glove tapes). Through this discovery process, the chUdren wUl learn to: a) recognize the charaαeristics of each individual plant, just as they have learned to recognize the characteristics of each individual finger, with the ultimate goal of objectively appreciating the individual charaαeristics of every

¹ "Trudy's Short Stories". Farideh Troudet, Vantage Press, Inc. other child; b) identify the differences and simUarities among plants, just as they have learned to identify the differences and simUarities among the fingers, with the ultimate goal of doing the same with every other chUd; d) free the maturing plants/flowers from their containers mounted on the glove representations, and plant them into the ground, at a weU chosen spot, with care and love, just as their parents have done when placing them with love and care in weU chosen schools; e) appreciate the coUective look/fragrance of the growing plants/flowers, just as they have learned to appreciate the coUective capability/potential of all the fingers of the hands, with the ultimate goal of learning to appreciate what children can do together; e) become aware of the Responsibility & Respect one should have not only for oneself, and others, but also for the environment as a whole; f ) associate the plants/flowers with the initial letters of their names in relation with the fingers that are to strike the corresponding keyboard keys. AU this, to help the children harmonize their Head, Heart, and Hands wearing the G-Loves/key-G-Loves, to become more compassionate individuals in solving problems, and resolving conflicts, from early on in life.

Fifth Phase. In order to evaluate the improvement in the child's self-expression in comparison with the pre-test in the second phase, he/she is provided with the third set of picture-thumb cards (FIG.51). and asked to create his/her own story as he/she has been doing all along in the various phases of the method.

11 B Learning of the Alphabet. Reading/ Writing.

The feehngs of support, comfort and well-being that result from the core method of self -expression will facUitate the process of learning the alphabet in associating the pictures with the corresponding letters positioned on the corresponding fingers. The impact of such feelings of achievement wiU last long after the pictures have been replaced by letters. As a representation of the associations between fingers and keyboard keys, the "G-Loves" also facUitate the development of the chUd's vertical thinking skUls. by providing him/her with a life-long conceptual framework for knowledge/thought organization. Such a culture- universal framework enables the child, who learns one skill at a time, to be simultaneously exposed and motivated towards a new upcoming learning experience through the repetition, and induced linkages of a great diversity of associations reinforced with multifarious sensory/sensory- motor stimuli. For example when a child learns the alphabet by touching the letters of 804 PCI7US95/11581

his/her "G-Love" with the tip of his/her thumb, he/she is also developing psycho-motor sk ls towards keyboarding.

The disclosed learning framework therefore enables the chUd to graduaUy learn the alphabet, writing/reading, spelling/typing in a process extending the associations between pictures and fingers to associations between pictures, letters, and fingers. For example, the child can be taught to first associate a letter on a finger of his/her picture-gloves with its corresponding piαure (e.g. mirror-image); then identify /find two letters on the gloves, and combine them in words such as "be", "on", "to", etc, that he/she wiU practice to pronounce; and do the same with three, four letters that he/she wUl combine/pronounce in words such as "CAT", "DOG", and subsequently identify the pictures represented by these words. To maximize learning, the information-content of the glove images can therefore be chosen adaptive to age, and culture-specific charaαeristics. The child will also be taught to recognize the pictures on his/her gloves/socks, and speU their names while pointing to the letters with the lingers of the other hand. As the child becomes more proficient, he/she can be taught to point to the letters on the phalanges of the fingers of the hands with the thumbs of the some hand. As the chUd becomes more familiar with the organizational structure of the keygloves, he/she can develop a "spatial" perspective of a language (as a means of reinforcement learning) by rearranging accordingly the pictures on the gloves. In German for example, the dog ("Hund") would be placed in Ueu of the Heart) in English, and in French the dog ("Chien") would be placed in Ueu of the "Cat" in English. The learning of such associations is enhanced with little diαionaries mounted on the picture-gloves, and/or the mnemonic means of the sensory/sensory-motor aids mounted on the keygloves.

The learning environment of the "G-Loves" can be reinforced, and furthered, by the use of "Key-G-Loves" with sensory stimuU producing means mounted thereon to facUitate the development of sensory, and sensory-motor associations. For example, prior to learning the alphabet, the chUd's visual-tactile memorization of the pictures/objects mounted on the fingers of the picture-gloves can be reinforced with audio-visual aids mounted on battery-operated keygloves as sound/light generating devices. Likewise, the development of mental associations between pictures/ objects (e.g. mounted on the same finger of a picture-glove) in the context of story¬ telling can be adapted to the chUd's learning drive with the help of mini audio-cassette player/recorders mounted on the keygloves. In the learning of the alphabet, the child can visualize first hand, on a keygiove screen, the letters that he/she types with the jinger-thutnb touch." learning method. Audio aids mounted on the gloves will reinforce the proper pronunciation of letters/words. In the learning of writing & reading in different languages, the child can visualize a collection of indicia, read the names of the corresponding pictures/objects, and hear their pronunciation in a certain language. The memories of the keygiove data processing units are adaptively programmed to the skill to be learned. The memory content may comprise digitally coded information on the indicia, and/or sets of instructions needed to generate/retrieve and output audio-visual representations of such indicia. For the reinforcement learning of arithmetic, a keygiove CPU enables the user to perform any operation on the numbers entered through the glove switch keys.

To enable a personalized use of the keygloves as an electronic story/ message holder, diary, calendar, etc, a password only known by the young user, and a trusted famUy member/professional, may have to be entered to access the keygiove computer. As a security measure, an alarm system may also be mounted within the glove to go off in the event of unwilling removal of the gloves.

A major asset of this learning environment is that it acts itself as a motivator faαor since new learning buUds upon prior learning. For example, in the learning of vocabulary with "Key-G-Loves" having audio-visual aids, a student is given the opportunity to associate a picture not only with its written name, but also with the corresponding finger/switch-key/signai etc, which f aciUtates learning owing to the associative nature of the memorization process. As an other example, the glove sockets provide a young chUd with a handy environment for mounting, and experimenting with, LEGO blocks on his/her own hands. The same glove sockets provide the same learner to later develop an interest for disciplines such as architecture, chemistry, etc, by enabling him/her to represent 3-D models of molecules/architectural structures on his/her own hands. In chemistry for example, the "building blocks" would comprise baUs of different sizes/colors representing various atoms, and with fleiible sticks representing chemical bonds. Such baUs would have sockets carved therein to permit their conneαion to the sticks, which sticks can also be mounted within the keygiove sockets. Molecular models could thus be construαed, and mounted on keygloves/keyrings, as a visual/manual reinforcement. Chemical reactions could be represented by mounting molecular models of the reactants on one keygiove, and molecular models of the reaction produαs on the mirror-image keygiove. Likewise, architecture " uilding blocks" would comprise flexible sticks, and sets of 2-D surfaces and 3-D forms of various sizes/shapes/colors having sockets carved therein, to construct and mount his/her own architectural models on his/her own keygloves/keyrings.

The picture-gloves/keygloves environment therefore enables the student to gradually develop the skills needed for more advanced curricular-based activities, in the arts and/or sciences. As a result, he/she gradually gets to know what he/she likes, and what he/she is good at, and what he/she wants to do. or where he/she wants to go from there. With such a cohesion and flexibility of the learning environment, the students are more Ukely to succeed in innovating new technologies/applications that can not only answer the needs of this complex brave new world, but also open new avenues for the further expression of human creativity.

The dynamics of this learning framework is further reflected in its adaptiveness to cultural characteristics, or αrt-ivαre which can be programmed to meet the needs of a specific society /group, i.e. on the inspiration of cultural assets as time-driving factors to maximize the intended learning in synergy with the culture-universal multidiscipUnary scientific information-content of the "Key-G-Loves".

Through such a simple-to-complex and multidirectional associative process, the picture-gloves which emerge as a picture/letter organizer, subsequently evolve into a conceptual framework for the organization of one's thoughts. The variety of linkages of the learning experiences not only furthers the learner's understanding of the device and the method, but also enables him/her to experience the benefits of their interdependency. In particular, the learner is enabled to witness how the device evolves to account for the demands of the method, and at the same time how the method is tailored to account for the inherent Umitations of the device. The benefits of such a symbiosis between device and method are suggestively reflected by the concepts of "&-Lovlng" and '"JCey-β-Loving", to symbolize a culture-universal framework where art and science can be adaptively blended in a manner that is adaptive to cultural and developmental characteristics (Piaget) so as to research, test, and educate, in order to meet the specific needs of each individual towards self- empowerment, not only for one's own benefit, but also for the benefit of the society (self -empowerment being defined as the process of discovering and expressing one's own potential within the constraints and Umitations of a specific society /culture).

The student having acquired basic knowledge/skUls through the use of the "G-Loves 7"Key-G-Loves" wUl be weU prepared to f uUy benefit from the "Key-G-Loves-with-arm-eitension". or keygarment. at coUege level, in the context of individual learning, as well as group learning (e.g. "Learning Chat-Core-See "). Therefore, all this learning takes place within two environments of 1 ) Living (home/family) 2) (Formal) Learning/Working (school/curriculum) within the furniture equipments of "Living/Learning Chat-Core-See "s placed within an architectonic structure with the synergy of bringing the old & young together for a meaningful exchange of Living k Learning to a new beginning for making a better tomorrow (within an environment integrating birthing rooms, pre-school age centers, and senior citizen residents). All this, with the learned feelings of appreciation generated by the core method of self-expression disclosed hereafter, and rooted on love & affection, and feelings of respect β responsibility towards the society at large¹.

IV. (Key-)Garment/(Key-) Apparel Representations as Games.

To reinforce the core program of learning the keyboard, the functionality of the above garments/apparels with indicia/switch-keys is extended to their portable representations as games that are fun to play, and are adaptive to the learner's age/condition. For clarity, the disclosed games are organized hereafter in either one of the categories of Individual Learning or Group Learning based upon their abUity to benefit the most the child in the context of individual or group learning. Such a classification is yet not exclusive in that a game may benefit a child in both individual and group learning.

I V .a individual Learnin .

The chUd's orientation to the environment of the keyboard may be initiated long before he/she gets to know his/her alphabet, and as early as the sensory- motor stage. At that stage, the child has not yet learned to use symbols

¹ As demonstrated by the inventor's continuous, consistent, and persistent efforts for completion of a goal she had set for herself as a faculty at Cleveland State University (Ohio), and Mountainside School of Nursing (New Jersey), and reflected by: a) her beUef in making learning/working interesting and attractive through creativity ("Can creativity be taught?", CSU, 1988); b) her pioneering glove invention as the answer to her research work on an autonomous interaction tool for use in her need-adapϋve model of nursing practice (CPU, Ph.D. Thesis. 1987), and its extension to curriculum: c) her continuous awareness of the need for non-intimidating tools in health care & educational settings, without loosing their practicality, but actually enhancing their safety 4 accuracy (extension of her research work of Master Thesis, U. of U., 1979); d) her insightful appUcation of the glove invention as a basic tool (i.e. based on famiUarity/ simplicity) to link school environments and work environments, as a benefit from her experience as a sales person in a department store. and language to label objeαs and events in his/her environment. He/she is dependent on the raw evidence of his/her senses and bodUy actions. The chUd graduaUy gets to know his/her environment h terms of sensory impressions and motor activities. For that age group, the educational value of a "toy" depends not only on its ability to interest the chUd (by giving him/her the opportunity to develop his/her sensory-motor skills), but also on its ability to contribute to the overaU learning process (by giving the chUd the opportunity to be "exposed" to symbolic representations or patterns that will play an important role later in his life). From that perspective, the chUd's growth and development can benefit from the playful use of Uttle molded gloves (or 3-D representations of picture- gloves, or hands wearing picture-rings) such as the left/right hand glove representations 4000/4001 of FIG.40, where the molded fingers are colored following a pattern that matches the color-coding of the associated keyboard keys. By pressing/puUing on the Uttle molded fingers, the chUd wUl strengthen his/her motor skills. The diversified colors of the molded fingers will stimulate the development of the chUd's visual information processing. As the child grows, his/her perception of differences and simUarities of his/her fingers wUl be enhanced. At the same time, the chUd wUl also be exposed to the global color pattern of the key-finger assignment of the keyboard. In the Ulustration of FIG.40, sound/light-generating devices 207 are mounted on/within the molded fingers, and conneαed to switch keys 200 mounted thereon for the generation of sounds/Ughts 502/501. The representations 4000 & 4001 are preferentiaUy closed structures made of deformable, rubber-like material. Playing with this educational toy would not only stimulate the child's audio¬ visual perception and motor aαivity, but would also provide him/her with a very early exposure to the associative pattern of the key-finger assignment of the keyboard. For example, squeezing the left major finger that is associated with the letter "D" would emulate the sound of a barking dog, and illuminate its eyes in green (i.e. the color -code of the corresponding keyboard key). At the early stage of the learning phase, a single indicium and audio-visual aid may be associated with each finger, as in FIG.40.

To reinforce the chUd's preparation of the learning of the alphabet, the functionaUty of the glove moldings can be enhanced to provide a complete representation of the key-finger associations, as exemplified by 4100 8c 4101 in FIG.41. A complete set of switch keys 200 is mounted on the molded fingers in correspondence with the keyboard keys, and connected to sensory stimuU producing means such as distributed Ught generating devices 207, and a central audio interface (e.g. audio-cassette player /recorder 1002 and associated microcontroller 1003 connected to switch key microcontroller 1001 ). The indicia, and the associated cassette, can be removably mounted to 4100 & 4101 to accommodate for the age/culture-specific needs of the learner. Such piαure/character indicia may include stickers 137 (or 3-D objects) that can easily be removed (or detached) from 2-D representations (e.g. 4600 & 4601 ) or 3-D representations (e.g. 4700 & 4701 ) of picture/alphanumeric gloves, and subsequently appUed to struαures, such as 4003 & 4004 in FIG.41.

FIG.47J Ulustrates a box representation 4717 of alphanumeric/picture- gloves, comprising eight tertiary boxes 4718 as representations of alphanumeric glove fingers, two secondary boxes 4719 & 4720 as representations of a pair of picture-gloves, and a primary boi 4721 associated with the keyboard keys to be struck by the fingers of the hands. Removable picture-indicia 1 15, or indicia-stickers 137, can be conveniently "stored" in the box 4717 at the corresponding "addresses" 4718. A mini-radio and mini- camera may be housed within the secondary boxes 4719 & 4720 in order to motivate learning through the creation of indicia-related stories to be plaid/recorded by the learner on a mini audio-cassette player-recorder located in the primary box 4721. For the visuaUy-impaired learner, the tertiary boxes 4718 may be embodied as the phalange-compartments of a hand-shaped box. The tertiary boxes could also be associated with the days of the week, and fUled with smaU amounts of nutrients to reward the learner on the corresponding days. In the same spirit, the learner could place a photo, or write the name (in 4717), of the person who influenced learning on that week of the month.

FIG.47c depicts a puzzle 4701 having sockets 4702 mounted thereon, and a set of socket- matching puzzle pieces 4703 represented in side view by 4704. A puzzle piece 4703 is shown in the side-view 4704.

FIG.47d Ulustrates a set of contour- matching puzzle pieces 4705 to be assembled in the left/right hand glove representations 4706 & 4707.

FIG.47 e depicts a set of individual dots 4708 formed as the contour of a hand/glove 4709 with indicia 115, in a background of multifarious geometrical patterns 4710.

FIGs.47k-l depict loosing/winning lotteries 4720/4721 to assist the development of associations between fingers and indicia through the process of a) scraping the thin opaque layer 4722; and b) detecting simUarities/ differences between the scraped/reference glove representations 4723/4724.

More generaUy. within the inherent need-adaptive scope and spirit of the invention. aU the disclosed keygarments/keyapparrels can be represented by games having mnemonic shapes associated with said keygarment/keyapparel, and bearing indicia, and/or switch keys with indicia mounted thereon/therein. For example, these games would depict, or be manufactured in the shape of a glove, a jacket, a dress, a pair of trousers, etc, or in the shape of a doll wearing some, or all of the disclosed keygarments/ keyapparels mounted thereon, and referred to as "keydolls ", as illustrated in FIG.59 by the embodiments 5900- 5904. Also depicted hi FIG.59 are various (key-)apparels, and their representations, (electronic or non-electronic) including (key- accessories, (key-)jewelry, etc, such as the broach/ear-ring 5905/5906, the ear-πng/cape- button 5907, the ear-ring/button 5908, and the button 5909, (with aids such as 145/4600-4601/4900 possibly mounted in the back side thereof) for reinforcement learning and/or test purposes through audio/visual/tactile associations. In functional analogy with the keygarment/ keyapparel, the switch keys of such games are connected to an apparatus, or a network of connected/interfaced apparata, mounted within said game, and interfaceable with the corresponding keyboard. For example, a keydoU could be manufaαured with a computer mounted therein, an audio output mounted in lieu of the mouth, audio inputs mounted in lieu of the ears, and input/output screens mounted in lieu of the eyes. The young learner could interface a keydoU by means of the switch keys mounted thereon (e.g. on the trunk portion of said keydoU), or by means of the switch keys of his/her keygloves plugged into the keydoU.

Further non-wearable representations of the disclosed keygarment/ keyapparel are depicted in FIGs.53 & 54 as computer interfaces having the functionaUty of the corresponding keyboard, and having a structure /shape that is representative of said keygarment/keyapparel. In FIG.53. the separate left hand glove and right hand keygiove representations 5300 & 5301 comprise microprocessors 5302 & 5303 connected to switch keys 200 mounted thereon, and connect into the computer 1401 via the multiplexer 1402. Alternatively, 5300 could connect into a first dedicated input port of 1401, and 5301 into a second dedicated input port of 1401. In FIG.54, the keygiove representations are embedded in a single structure 5400 comprising a microprocessor 5401 providing with the functionaUty of a conventional keyboard. The computer interfaces "5300-5301" & 5400 are referred to as "G-Love-Boards" in analogy with the etymology of "keyboard". The master switch 5402 enables a learner to choose a certain key-configuration of the "G-Love-Board" 5400.

The disclosed keygarments, keyapparels, keydoUs, their 2-D/ 3-D representations (whether electronic or non-electronic), or the 2-D/3-D representations of the corresponding part(s) of the body having interfacing means (including switch keys) and information processing means mounted therein, provide the young learner with a variety of tools/ methods to choose among according to his own needs and preferences. As importantly, they provide the child with opportunities to coordinate such tools/ methods into higher level systems of growing complexity and capabiUty. In other words, reinforcement learning does not take place through alternate schemes of memorization, but through the establishment of a conceptual framework to assist the chUd in self -organizing his thoughts through the development of both lateral and vertical associations.

Such games, or toys, would be particularly useful for a young learner who is intimidated, or uninspired by the corresponding keygarment/keyapparel. In analogy with the dual process of "detachment/reconcUiation" that led to the first named inventor s innovation of the picture-gloves and the keygloves by breaking away from the functional fixation of the keyboard, the disclosed games provide an attractive learning alternative, while the youngster graduaUy reconciles himself /herself with the idea of wearing a keygarment to enhance his learning and produαivity. Vice-versa, a keygarment may be an exciting alternative for a young learner who would be inhibited by the stUl somewhat discouraging box-Uke appearance of such games. The youngster would thus be given the opportunity to enjoy learning by wearing a keygarment, or keyapparel, while being detached from the negative feelings associated with the box-Uke appearance of contemporary computers. Such a duaUty between keygarments and their corresponding representations wiU not only motivate the youngster to learn through the diversification of learning experiences, but will also instill creative thinking towards problem-solving or conflict-resolution through impUcit exposure to the concept of "breaking-away-from-functional- fixation".

I V.b droup Learning.

The learning of the associations between fingers, indicia, and characters of keyboard keys is further reinforced in the conteit of group play activities by game representations of the disclosed garment/keygarment (in particular gloves/keygloves).

IV.b.l Hardware representations.

I V.b.1 a Non-electronic eames.

FIG.47f Ulustrates a pair of bingo cards 471 1 & 4712 representing the back side of a pair of gloves with indicia 115. together with the associated bingo tokens 471 .

FIG.47g depicts a deck of 26 cards 4714 with picture indicia 1 15. and their associated alphanumeric characters 107, together with the two "Little Challengers" 4715 as jokers. In the find & Strike'' game, the cards are placed in a pile face down: the first learner of a group to strike a card face up with the associated finger keeps the card, and scores the associated number. The "Find & Strike" game may benefit from light/ sound generating devices mounted within the cards. In the "Jlαtrix" game, the cards are randomly spread out face up: the learner organizes the cards in a matrix representation of the keyboard. In the '"Λe-Tlem&er/finger" game, the cards are spread out in columns face down: a learner is instructed to turn three cards face up; if the turned cards form a finger-series, the learner keeps the cards, and scores the number associated to the fingers; if not the learner places the cards back, face down. In the 'Hummu-Jicαtύm'' game, a group of learners plays "rummy" by forming finger- series of cards, and scoring the numbers associated with the said fingers.

FIG.47h Ulustrates a set of 9 dices 4716, each one having sii faces showing a picture-indicium 115, and its associated letter 107. For simplicity, no dice carries two letters associated with the same finger. Playing the dices 4716 consists in identifying fuU series of indicia associated with a common finger.

FIG.47i depicts a set of 66 dominoes 4716. Domino halves showing picture-indicia 1 15 associated with the same finger are considered as "matching".

Picture-indicia 1 15. together with the initial characters of their names, and/or the corresponding fingers, and/or representations of the associated fingers (e.g. 145). may be formed on all the disclosed mnemonic aids for the reinforcement learning of the alphabet, and the numbers.

FIG.47 Ulustrates a glove representation 4725 with indicia 1 15 indexed on a track 4400 to be plaid in conjunction with a set of dices, various tokens, and an instruαion-set chart such as that of the Appendix.

FIG.47n depicts a card 4726 representing a fingerless thumbed right hand glove having a piαure/object indicium 4727 in Ueu of the associated finger for use during play activities to facUitate the chUd's self -expression.

IV.b.l.b Electronic eames.

To further the sensory- motor development of a pre-school age chUd, the puzzle 4701 (FIG.47) is evolved into the electronic puzzle 4200 depicted in FIG.42 as a portable representation of a pair of keygloves having the same funαionaUty as the keymittens 1800 (FIG.18). In FIG.42. the switches 4201 mounted within the sockets 4202 of the puzzle are actuated when the matching puzzle pieces 4203 are inserted in their sockets 4202, which results in the generation of charaαeristic Ughts/sounds 501/502 by the associated devices 207 mounted within the puzzle 4200. A puzzle piece 4203 is shown in side- view 4204.

In order to adaptively satisfy the learning needs of the growing chUd, the distributed structure of the reinforcement learning game of FIG.42 is evolved into the centralized implementation 4300 shown in FIG.43. The switch keys 200 are connected to a CPU 4301 connected to a (possibly removable) memory 4302, and interfacing an audio-visual output device 4303-4304. The connected microprocessor, memory, and audio-visual interfaces are preferentially mounted within the game 4300, which can be manufactured with removable keys for use as an electronic puzzle (individual learning}, or with non-removable keys for use as a "magic track" (group learning Jl In the group learning appUcation. software can be adaptively downloaded into the memory in the form of instructions to be foUowed by one, or several players, upon actuation of the switch keys. For example, a pool of user would be provided with a set of dices, a set of distinguishable tokens, and an indexing of the various switch keys 200 with indicia 115. as exemplified by the oriented track 4400 of FIG.44. Each player moves his/her own token from a current indicium position to another indicium position separated from each other by a number of indicia equal to that drawn on the dices. When the player actuates the switch key at the new indicium position, the microprocessor 4301 retrieves the memory content at the corresponding address(es), which memory content is subsequently processed/converted into visual and audible information to be output on the screen 4304, and/or audio-player 4303, as shown in FIG.43. The player would subsequently execute the read/heard instructions, before passing his/her turn to the next player. An example of instruction set to be downloaded in the game memory is given in the Appendix.

Such a game would not only reinforce the learning of the alphabet, writing/reading in various languages, arithmetic, etc, but it would also introduce the chUdren, at early age, to the fundaments of computer programming by exposing them to the formal steps of addressing a memory (e.g. indicia-based address), retrieving its content (e.g. output of the contained instruction), and executing the coded instructions (e.g. playing the game). To reinforce the child's reading skUls, the audio output could be disconnected by actuation of a master switch key (e.g. alike that of the key mitten, in FIG.18). To enable learning in the absence of power supply (e.g. dead battery), the set of instructions could be written on an auxUiary chart conveniently accessible by the players.

To further assist the development of associations between indicia, letters, numbers, and fingers, in the context of group learning, a pool of one, or more, players could be provided with cards showing attractive picture indicia, in conjunction with the associated letters, and/or numbers of the keyboard keys associated with the corresponding fingers. As seen from FIG.45. such cards 4500 could be embodied as thin struαures (preferentially made of plastic) with switch keys 200 mounted in the indicia thereof, and conneαed to tiny Ught/ sound generating devices 207. ChUdren could play with these cards using the previously disclosed methods, and while wearing the previously disclosed piαure gloves. (Finger-)Pressing on the card switch keys would generate a characteristic Ught flash and/or sound burst. For example, a pool of players could be provided with such a deck of cards placed face down, and instructed to pick up the card at the pUe top, and turn it face up. The first player to hit the card with the proper finger wins the card. Depending upon the player's level, or stage of the learning, a player may wear one of the keygarments of his choice. For ease of maintenance, these cards could be conveniently solar-powered.

Towards maximizing the future benefits of the finger-puppet keygiove of 1100 shown in FIG.48 in the context of self-expression, whUe permitting to detect possible sensory- motor impairments, a young chUd could be provided with the finger cards shown in FIGs.49-51. FIG.48 depiαs a finger-puppet 4800 comprising an object-puppet indicium 4801 with a finger portion 4802 to be inserted on a keygiove finger portion, and socket-connected through the connector 4803 to the associated key 200. Fun audio-visual- motor stimuU can be generated by a light(501 )/deformation(4804) generating device 207 mounted within said puppet, and a sound generating device 207 mounted within the puppet and/or the keygiove. The single fingered representations of the hands/gloves of FIG.49 are eleαronic cards 4900 having switch keys 200 mounted in the finger thereof, and connected to a sensory stimuli producing means 207 comprising a Ught/sound generating device 4901/4902 for the generation of a charaαeristic colorful light 501. and a characteristic sound, tune, or voice message 502. To facUitate the chUd's self-expression, in the context of group learning or therapy, the finger of a finger card 4900 (FIG.49) is replaced by a piαure indicium 5000 (e.g. FIG.50) to be freely chosen by the child, yet within the Umitation of the associations between fingers and keyboard indicia. To encourage dialogue, the mono-finger cards 4900 & 5001 (FIGs.49 & 50) are extended to the dual thumb cards 5100 (as iUustrated in FIG.51 ) where the two thumb puppets 5101 & 5102 can engage in a dialogue through the mini audio-players/recorders 5103 & 104 mounted therein.

IV.b.2 Video-software Representations. The functionaUty of the aforedisclosed adaptive system of game-devices, and game-software downloaded therein, is readUy extendable to that of a computer software wherein the keygarments/keyapparels are represented by a computer-generated image output to a screen. In particular, the switch keys with indicia would be embodied as the conjunction of (color-coded) computer- generated icons, and a mouse. The functional equivalent of striking a switch key on a keygarment, or keyapparel, would be to position the mouse cursor on said icon, and cUck said mouse. Qicking on an icon would provide icon-related information through ASCII fUe, and/or electronic voice, and/or any other eleαronicaUy generated stimulations of the senses. The disclosed hardware representations of the keygarment/keyapparel are then straightforwardly implemented in video representations by downloading the information-content associated with each key into the corresponding icon (e.g. HYPERCARD), and by providing each player with a personalized computer-generated token that can be dragged throughout the screen to the desired icons by using the mouse. The dices could either be conventional dices, or computer-generated icons of the top faces of dices showing a random number between one and six.

Keygarment-Based Environmental Concepts.

The great variety of disclosed keygarment/keyapparel embodiments is more than just a collection of individual devices for learning a keyboard, achieving f uUy autonomous data processing, playing music or video-games, or learning chemistry, and architecture. It is an architeαonic system that is safe, attractive, praαical, and reasonably comfortable, with the purpose of f acUitating learning and working through the self-organization of one's thoughts, while encouraging physical activities, and social interactions. The disclosed keygarments/keyapparels provide a learning framework, where the youngster is being given the opportunity to self -harmonize his needs for freedom and individuaUty with the necessity of growing within the Umitations of Ufe. towards learning creatively.

This learning framework emerged from the persistence of the first named inventor in addressing her own needs for a more enjoyable and dynamic interface between man and machine. As a natural evolution, it is further proposed to enlarge the dimension of these keygarments/keyapparels to that of a conceptual thinking framework to address the broader chaUenge of devising more dynamic man- machine interfaces.

In further analogy with the evolutionary process that led to the innovation of the picture-gloves, keygloves, keyrings, and their game representations, it is suggested to simUarly break away from the functional fixation of the keygarments, while retaining their architectonic essence to benefit the society not only at individual level, but also at group level (need- adaptive furniture), and community level (need-adaptive architecture), at the image of the need-adaptive management model of 1987¹.

V. Need-Adaptive Keygiove-Based Furniture System.

As the interface between man and his environment is increasingly becoming intricate and limitative, various challenges are being raised at collective, as weU as at individual level. Such an issue is the ever growing demand of energy as a commodity, which calls upon new perspectives, be it at production level, or at consumption level. An important chaUenge in shaping tomorrow's interface between man and environment is therefore man s ability to cope with such Umitations without Umiting his own potential towards making a better tomorrow². In that spirit, a keyglove-based furniture concept is disclosed as a thermo-regulating system depicted that is energy-efficient, and adaptive, in helping to cope with temperature variations of the environment, while further expanding the concept of keygloves to that of an even broader framework of group learning.

V.a. Ther mo-Regulating Furniture Set.

The thermo-regulating set disclosed as "Living Chat-Core-See" comprises a plurality of (possibly reclining/sliding) chairs 5500 (FIG.55a), a low table 5501 (FIG.55b), and a sun-shade 5502 (FIG.55c) based on the concepts of gloves-with-indicia and keygloves. As shown in FIG.55g. the sun-shade 5502 and the chairs 5500 can all be connected to the table 5501, and removable upon need/demand.

V.a.1) Table.

The table components iUustrated h FIG.55b can be permanently mounted to each other, or removably mounted for table portabiUty. In the latter case, the table may comprise linear /curved components that can be easily assembled in table feet 5503. table-top infrastructure 5504, and possibly table-bottom infrastructure 5505- The table-top infrastructure 5504 may be formed as a socket (e.g. with flat protuberances mounted along the bars of the said infrastructure), or as a set of transverse bars 5506, wherein/whereon the table-top can be securely inserted, or laid upon. The table-top can be embodied as one. or several, components preferentiaUy made of see-through material. A

* "A Need- Adaptive Model of Nursing Practise", by Farideh Troudet-Farahbod, Ph.D., Columbia

Pacific University. 1987. ² "Let s Make a Better Tomorrow" (1990), F.T. «cF.T., lnc., Logo. table covering (e.g. quUt such as 5507 or 5508 depicted in FIGs.55d-g) can be laid upon a one-piece table top, or inserted between the see-through components of a two-piece table-top. The size of the table-covering may be as short as that of the table top 5504 as Ulustrated by the summer-arrangement 5509 of FIG.55f. or as large as to entirely cover the lap of every individual sitting at the table 5501, so as to isolate the lower body from the external environment, as Ulustrated by the winter-arrangement 5 10 of FIG.55I.

The table infrastructure is made of hoUow pipes with holes 551 1 driUed therein radiaUy to connect the inside of the pipes to the outside world. For example, holes can be distributed in the table feet 5503. and the infrastructures of the table-top 5504 and/or table-bottom 5505. The table can be interfaced to (1) a mini heating unit with pump (to be used in winter time), e.g. through valve 5512, or (2) a mini air-conditioning unit with pump (to be used in summer time), e.g. through valve 5513. The air could be heated by the heat dissipation of a resistance conneαed to an electrical power supply, and cooled by a small conventional air conditioning unit. As soon as the air is heated/cooled by the corresponding units, it is injected by the air pump into the hollow structure of the table, from where it then comes out through the exit holes mounted thereon, and finally heats/cools the air contained under the table, and isolated by the table covering. A thermostat can be mounted on the table or the heating/air-conditioning units to maintain the air enclosed under the table covering to the desired temperature.

In the spirit of need-adaptiveness of the invention, an alternate table embodiment is shown in FIG.55f through the side-view 5535 and the elevated view 5536 of a table with pedestal 5538. As seen from FIG.55f , the table top 5539 is conneαed to four feet 5540 themselves connected to the pedestal 5538 where a mini-heater/air -conditioning unit can be housed. The hoUow infrastructure of the table also encompasses a round hoUow pipe 5541 connected to the table feet 5540 in order to adaptively provide heat and support to the feet of a person sitting at the table. Four additional supports

5542 are mounted to the table feet 5540 for added stability. An interface

5543 is mounted at the center of the table to connect the sun-shade 5502 with the pedestal 5538 which houses an energy conversion device for autonomous operation, and/or can be removably connected to the indoor /outdoor infrastructure of a house heating/ cooling system.

The most need-adaptive embodiment of the disclosed thermo-regulating system has therefore the dual function of not only being portable, and/or easUy mountable for indoor /outdoor use, but also connectable to fixed outdoor /indoor struαures. V.a.2) Sun-shade.

Like the table infrastructure, the hub 5514 and ribs 5515 of the sun¬ shade 5502 are made of hoUow pipes with holes 5511 drUled therein radiaUy to connect the inside of the pipes to the outside world (FIG.55c). The hoUow structure of the hub connects into the hoUow structure of each rib. For outdoor use, the sun-shade can be (permanently or removably) mounted to the thermo- regulating table so as to provide shade, and in a manner such that the hoUow inner-structure of the sun-shade interfaces that of the thermo-regulating table. The sun-shade 5502 could be mounted, and conneαed, to the table by inserting its hub into a center hole 5516 of the table-top 5504, and possibly table- bottom 5505. infrastructures. As a result of this interfacing, the air cooled by a mini air-conditioning unit would be subsequently injected into the network of pipes, and would finally flow out through the holes 5511 driUed in the feet of the table, table-top, table-bottom, hub and the multiple ribs of the sun-shade. The sun-shade electrical equipment (e.g. removable lights 5 17, removable fan 5 18, etc) and the mini air-conditioning unit could be powered by a conventional AC outlet, and/or a portable battery (e.g. electrical), and/or solar cells (possibly mounted on the thermo-regulating sun-shade). A possible embodiment for a solar sun-shade would be that of individual panels having solar cells applied to the panels thereof, and mounted along ribs that would be attached to the hub of the sun-shade foUowing a regular pattern. Mechanisms with locks or latches would be mounted at each hub-rib junction, whereby the sun-shade would be open when aU the ribs are locked up onto the hub, and closed when aU the ribs are hanging loose from the hub.

In summer time, people can sit outdoors in the chairs 5500 around a thermo-regulating table 5501 under a sun-shade 5502, as Ulustrated in FIG.55g. To maximize the cooling efficiency of this set when used as a thermo- regulating system, a canvass-type or plastic-like see-through material 5542 can be mounted between the ground and the edges of the ribs of the sun-shade, so as to confine the cooling effect of the descending flows of air around the table. Such features also make this thermo-regulating system adaptive to group needs in times of disasters (e.g. post-earthquake, hurricane, etc).

Alternatively, the same set of table and sun-shade could be hooked onto a pressure outlet of cool water to "shower" the body of a person sitting at the table, or standing under the sun-shade, by the pool, or at the sea-side.

The adaptiveness of this system is further reflected in the possible indoor use of the sun-shade as an additional cost-effective heat dispenser (i.e. flow of pressured hot air from the ribs, in winter), or as a convenient light- mounting structure to adaptively complement (i.e. group needs) the Ughts mounted on the keyglove-chairs (i.e. versus individual needs), or even as a sun-tan Ught mounting struαure (for winter use).

V.a.3) Keyglove-based Chair.

In the same spirit of autonomy and ease of portability, each accompanying chair 5500 is struαured with the dual funαionaUty of permitting sitting/lying as depicted in FIG.55a & FIG.55h. In the sitting mode, the chair 5500 may have the shape of a pair of keygloves, hence the denomination of keyglove-chair. As seen from FIG. 5a, the seat 5519 of the chair corresponds to the palm portion of a left hand and right hand glove body-portions fused together on their lateral side, and the back 5520 of the chair corresponds to the palm portions of the fingers of the left hand glove and right hand glove attached /fused in a nearest neighbor manner. The right and left arms 5521 & 5522 of the chair correspond to the right and left thumb portions of the keygloves. Picture-indicia 115 are mounted on the front side of the finger portions of the back 5520. As seen from FIG. 5a, the alphanumeric characters 107 are appUed to pockets 5523 mounted on the back side of the associated finger portions of the back 5520, thereby giving to the keygiove chair the added funαionaUty of organizer, or classifier, towards reinforcement learning of the finger-indicia associations. Fastening mechanisms 5524 such as VELCRO patches, or zippers, etc, could be mounted on the chair to open or close the corresponding pockets. Towards further reinforcement learning of a keyboard, the fingers of the keygiove chair could be colored in a pattern matching that of the corresponding keyboard keys. In analogy with the keygiove finger extensions, an extendable head support 5525 is mounted at the center of the back 5520 for adaptive positioning by the user, and support sockets 5526 are mounted to the arms of the chair for the vertical mounting of a bar attached to a table/tray, which bare can be rotated within said sockets for adaptive positioning of said table/tray by the user.

Pairs of input/output ports 304 & 208 are mounted on the arms 5521 & 5522 of the chair, and interconnected by wires 5527 embedded within the chair arms and back, thereby providing said chair with the functionaUty of a jacket interface 5528. The chair I/O ports therefore provide a sitting user with a keygarment alternative for interconnecting a hand-worn left keygiove with a right keygiove.

The seat 5519 consists of a cushion applied to a frame housing the fixed portion 5529. and the foldable portions 5530 & 5531 depicted folded out in the lying mode. FIG.55h. In the lying mode, the adaptive keygiove chair provide the user with a mattress bearing structural analogy with the arm portion of the corresponding keygiove. The individual components of the foldable chair frame 5532 could be embodied as hoUow pipes with radial holes 551 1 drilled therein, and be interf aceable through 5533 & 5534 with the hollow structure of the thermo-regulating table 5501. The thermo-regulating chair 5500 would add a little heat in winter time, and a Uttle coolness in summer time. For additional comfort, a massaging device could also be mounted within the back and seat of the chair, with possible conneαion to the hoUow infrastructure of the chair.

To adaptively accommodate a user's need for resting in sitting, lying, and intermediary positions, reclining/sliding/lifting mechanisms can further be mounted to the chair 5500 for permitting a reclining of the back 5520 and sliding/lifting of the seat 5519 into a set of discrete positions. It is further noted that the invention is not Umited to the embodiments of FIG.55. that are preferred for their practicaUty and ease-of-use, but extends to any other furniture designs preserving the functionaUty of the disclosed keygiove chair, e.g. foldable arms, foldable feet possibly having hoUow infrastruαure, etc.

Y.b) Data Processing Furniture Set.

The funαionaUty of the disclosed "Living Chat-Core-See" can either incorporate, or extended to, that of a computer/telecommunication data processing furniture set (referred to as "Learning Chat-Core-See") wherein the network of hoUow pipes of the interconnected chairs, table, and sun-shade of FIG.55 is either used, or extended, to house wire-based interconnections (electrical/optical) for connecting into and from the various processing units mounted on the data processing chairs 5600, and/or table 5601, and/or sun¬ shade 5602, that can be interconnected as in FIG.56.a

To adaptively connect the various components of the set depicted in FIG.56.a, input/output can be mounted at convenient locations thereof. Such information pathways would conveniently aUow to organize individual computing keyglove-chairs into a round-table computer network, aUowing for further interconnection with other round-table computer networks. The disclosed furniture components could indeed be conneαed so as to 1 ) adaptively enhance the potential of an individual 5603 (in the context of individual learning); 2) enhance group interactions (in the context of group learning)-, 3) coordinate the group activity in a manner such that the work of each individual be registered (with the eiact time/date), the work of each group be similarly registered (with the exact time/date), for competition/co-operation with other individuals/ groups according to the principles of free enterprise. Such a learning framework based on the duality of group learning and individual learning could be implemented in an arena-type of structure wherein a master computer/telecommunication 5604 unit could be mounted to the interconnecting table, and connected to monitors 5605 and cameras 5606 circularly mounted around a table center hub, or to the sun-shade panels 5607, in order to: (a) enhance the autonomous data processing capabUities of a computer keyglove-chair (augmented with some of the computational power of the master computer, and possibly other computer keyglove-chairs); (b) coordinate group learning activities among individual learners using their own password-secured computer keyglove-chairs); (c) serve as a password-secured gateway to other computer networks. Solar ceUs 5608 may be mounted to the panels 5607. An alternate embodiment to 5602 would be that of a classroom roof in the architecture of a dome f unctionaUy divided in sectors, each sector having a monitor /camera mounted thereto, or even therein (e.g. electronic dome) to be easUy visualized by a learner sitting at a diametrically opposed location. Such a dome could be built in the shape of the tip of a finger, at the top of a tower buUt in the shape of a finger, and interconnected to other finger-like towers in the context of an architecture buUt in the shape of a glove, as depicted in FIGs.58 & 60.

A chair 5600 can be directly connected to the table through matching I/O ports (e.g. first circular row), or to/through another chair (e.g. front-to-back or back-to-front interconnection from a second circular row, and thereon, in a multi-level arena type of implementation). Adjustable vertical positioning mechanism can therefore be mounted on each chair in order to be able to adaptively raise the height of the seat, the further away the chair is from the table. To enhance the interfacing capabUities of each keygiove chair in analogy, switch keys associated with keyboard keys to be struck by the fingers of the left hand and right hand can be mounted on the left arm and right arm of the chair 5600 respectively. The switch keys could be conneαed to a switch key microcontroUer embedded within the chair, and connected to output ports mounted to the chair. Such a chair would thus be interfaceable with any apparatus that can be interfaced with the corresponding keyboard. For more autonomy, such an interfaced data processing equipment could be mounted to the keygiove chair 5600, e.g. apparatus components distributed within the seat and back of the chair. in f unαional analogy with the keyglove-with-arm-extension, a visual interface (e.g. 5609) can be mounted to/within the arms of the chair (e.g. comprising a) a visual output screen, such as LCD, mounted in one arm of the chair in a manner simUar to the mounting of school chair table; b) a visual input screen, such as electronic writing pad, mounted in the other arm of the chair. Adaptively to the arena-type mode of interconnection, I/O (5610/5611) audio¬ visual interfaces could also be mounted on the back-side of the back of a keyglove-chair for use by a learner/user sitting behind in another keyglove- chair. In analogy with the keygloves/keyrings, such interfaces could be implemented as medaUions (e.g. output screens/cameras mounted in the medaUion base, and external side of the medalhon Ud; and an input screen within the medaUion Ud).

More generaUy, any of the above disclosed information processing devices (i.e. data/signal processing), and telecommunication devices that can be mounted within a keygarment, and interfaced with the set of keys mounted on said keygarment, could also be mounted to the seat, and/or back of the chair (corresponding to the back side of the fingers and body-portion of the keygloves), and further interfaced with the keygloves (or keygarment) worn by the person sitting on the keygiove chair.

In further analogy with the telephone keygiove, an audio-headset 5611 with adaptively positionable microphone and earphones can be mounted at the top of the back of the chair (i.e. corresponding to the keygiove finger tips). In stiU further analogy with the keyglove-with-tip-extensions, extensions can be mounted at the tips of the finger representations constituting the back of the chair. Such extensions could be used for the mounting/connecting of Ughts 5 12 of characteristic color, and/or variable adjustable intensity for adaptive use in rest/play /work periods. Adaptively positionable support extensions could also be mounted to the front infrastructure of the chair for the resting of the feet.

The size and shape of the disclosed tables, chairs, and sun-shades can be adapted to the specific needs and tastes of a specific age group, from childhood to adulthood, and the setting in which they wiU be used. For the pre-schcol age group in particular, the small size and modular structure of the disclosed set wiU grant it the practicaUty and portabUity needed for efficient utilization of resources, and coordination of manpower.

The adaptiveness of the disclosed furniture set Ues in its diversity of use to benefit interactions among famUy members (e.g. "Living Chat-Core-See"), or among peers/coUeagues (e.g. "Learning Chat-Core-See"), in diverse environ¬ mental conditions, whether indoors at home or in educational/professional settings, or outdoors in camping. In winter time for example, the "Living Chat- Core-See" provides a praαical and comfortable environment for home interactions between famUy members/friends who enjoy chatting, or playing games with their keygloves "plugged" into the arms of a keyglove-chair, whUe benefiting from the warmth of the "Chat-Core-Sβe" on their legs/feet, and from the freshness of the ambient environment to stay alert, and enjoy the games. In summer time for example, the "Learning Chat-Core-See" provides a practical and effective environment for school interactions where the students can enjoy working individually, or in team, while benefiting from the coolness of the "Chat-Core-See", and from the efficiency of well-operated data processing equipment.

In essence, the disclosed thermo-regulating furniture set processes the dichotomy of heat and cold into a weU-balanced duaUty of comfort and alertness, thereby transforming unfriendly environmental conditions into a time-driving environment for learning, and interacting towards a joyful life of production. The cost-effectiveness of this thermo-regulating system Ues thereby in its abUity to save energy, whUe providing new opportunities for learning, interacting, and producing. Likewise, the disclosed data-processing furniture processes the dichotomy of individual and group learning into a weU- balanced duaUty of learning and communicating, as Ulustrated in FIG.57 by the arrangement 5700 of the "Learning Chat-Core-See", and h FIG.55 by the summer /whiter arrangements 5509/5510 of the "Living Chat-Core-See".

By benefiting from the diversified dualities of this architectonic system throughout the various stages of growth & development, the young learners will be motivated to simUarly find a balance between their natural thirst for freedom and the inherent Umitations of reaUty, to enjoy a more balanced and dynamic Ufe.

VI. teyglove-based Architectural System.

The architectonic essence of the disclosed system Ues in its abilities to:

1) generate dynamic interactions among parents, grand-parents, teenagers, and chUdren, through a set of inclusive devices (ranging from wearable, through sitable, to Uvable);

2) permit the acquired knowledge to be organized within a conceptual framework that is adaptive to the process of growth & development through the rituals of attachment/ detachment towards mental growth;

3) provide support struαures which empower the learner to responsibly choose the specific keygarment/keyapparel that best benefits his/her needs/condition;

4) use the learning of the keyboard as a core motivator to many life-long learning activities, at individual/group level; 5) generate at a very early age an interest for keyboarding through the novel method of finger-thumb dance which is at the heart of "G-Lovine" and "Kev-G-Loving". the seed of this evolutionary approach to human care based on FamiUarity, Analogy. Symbols. Associations, Coordination.

From its embodiment as a keygiove to that of a keyglove-armchair, the invention empowers aU individuals, whether chUdren/parents/G-parents, to interaα with one another, f uUy and responsibly. The recording keygloves would indeed enable parents, and G-parents, to convey their life experience/insight through story-telling/ making about the characters represented by the glove indicia. whUe aUowing the chUdren to keep their individuaUty towards self- discovery, and the discovery of the environment. The benefits of such interactions, together with the feelings of comfort and togetherness provided by the keygloves, keygarments, or keyglove-armchairs, would in return promote the learner's self-esteem through the good feelings of "being part of the whole". The feelings of a chUd wearing the keygloves, or keygarments, bear analogy with the feelings of support, and empowerment, experienced by a child being embraced by his/her parents/G-parents. By providing the learner with feelings of control, the keygloves/keygarments would contribute to prevent hopelessness/helplessness, and enable the development of a sense of responsibility, not only for oneself, but also for the society at large. Such interactions are not Umited to chUdren, parent, and G-parents, but can be fruitfully extended to interactions between chUdren and teenagers h the context of curricular activities, where supervised teenagers would teach their younger peers how to learn with their keygloves, keygarments, and keyglove- armchairs. Besides being cost-effective, such a natural utilization of manpower would further benefit the society by encouraging a renewal of activities among previously non-interacting age groups.

In order to maximize the learning benefits, and the cost advantage of such interactions, an architecture is disclosed to enable the "Young" and the "Old" to interact in a time-continuum, and hi a variety of settings. As seen from FIG. 8, the architecture is designed in the form of a glove with fingers symbolizing the benefit of the many working interdependently with one another in harmony "to make a better tomorrow" for Learning and Living with more joy than hate, towards a higher productivity. WhUe the keygloves are best fitted to the individual learning needs, and the interconnected keyglove-armchairs are best fitted to group learning needs, the disclosed key glove-building 5800 provides a living and learning environment where the learner can strive to balance individual learning and group learning towards an objective learning and living.

The various sizes (in height, length, and width) of the components of the keyglove-buUding are preferentially in the same relative proportions as the corresponding glove components. The various shapes of the building components wiU also be preferentially identical to those of their glove counterparts. For example, the roofs of the building are designed as domes

5801 having the characteristic shape of finger tips, and the fingers are lowers

5802 having the characteristic shape of fingers. In further analogy with the keygloves, the finger-towers are organized in three floors. The third floor 5803, corresponding to the tip phalange, houses pre-schools, and elementary schools where the children could benefit from an arena-type of classrooms as mentioned above. The second floor 5804, corresponding to the middle phalange, houses the business/management offices of nurses, midwives, doctors, educators, and aUied professionals sharing their experiences in the context of an on-going dialogue. The building- aintenance services, and the security services (monitoring the access to all floors) would also be located on the second floor. WhUe the first floor 5805 of a finger-tower, corresponding to the first phalange, houses birthing rooms, the thumb quarters 5806 of the keyglove-buUding are preferentiaUy structured as a place of residency 5807 for senior citizens, adaptive to their needs and habits, while benefiting children and mothers from their insight and Ufe experience.

The buUding would be structured (e.g. see-through facades) so as not only to aUow easy access, but also to do an efficient monitoring from one component of the buUding to another. The accurate monitoring, the early detection, and the fast reporting of any unusual, or potentiaUy hazardous circumstances, would be facUitated through adaptive training and preparation of the senior citizens, and the youngsters, based on the easy-to-wear and easy-to-use telecommunication keygloves under the auspices and supervision of the security system center.

For additional safety purposes, several sUding tubes (e.g. of the type of those found in playgrounds) can be mounted to the finger-towers with safety mechanisms simUar to those already existin in airplanes. The length of these sliding tubes would be adaptive to the height of the buUding, and to the characteristics of the landing grounds. Each evacuation tube would be routinely inspected for possible malfunction by the maintenance services, and used at least once a week by the children who would become familiar with this system, whUe having fun.

The roundedness and the see-through characteristics of the finger-towers, and thumb quarters, would not only grant an aesthetic and visionary look to the disclosed architectural concept, but would also provide the children with a global, unobstructed view of their environment. In particular, the children will be given the opportunity to gradually develop a valuable perspective of the Ufe continuum by being exposed to its beginning through the birthing rooms, and to its completion by interacting with the senior citizens, who would thus have the chance to enjoy the exchange of giving wisdom, and receiving love, as a common legacy in bringing about a better tomorrow. In each floor, the windows 5808 are preferentially made of glass, and shaped and colored Uke the indicia 1 15 that are mounted on the associated phalange portion of the corresponding picture-glove, or keygiove.

By construαion, the "keygiove building" 5800 encourages exchanges not only between "voung" and "old", but also between "voung" "old", and the personnel/staff of diverse function, knowledge, and culture. Such architecture- induced interactions would enhance the safety of the children/senior citizens, and the cost-effeαiveness of the concerned service or institution, whUe aUowing the chUdren and the senior residents to care for one another towards Learning /Living with the "G-Loves" (art of G-Loving), and to be empowered to help the staff coordinate the activities of the community with the "Key-G-Loves" (art of Key-G-Loving).

The base of the building which is structuraUy equivalent to the "body/ arm-portion" of the corresponding glove would be resistant to natural disasters (e.g. earth-quake, fire, flood, etc.), and man-made disasters (e.g. bomb attack), in order to serve as a shelter (e.g. underground extension 5809) for the neighboring community, in particular, the mothers in labor, the children, and the senior residents. The inner-structure of the building base can be designed towards school activities with see-through partitions having colorful attractive curtains adaptive to age, and learning activities (e.g. indoor group activities involving the chUdren. the senior residents, and the adults of the community). Such keygiove buUdings could either be vertical, oblique, or horizontal, representing a glove in a vertical, obUque, or horizontal position. The finger- towers of these buUdings can be positioned in a single plane (as in FIG. 8b), or shifted from each other to simulate a dynamic motion of the hand. Individual buUdings could be interconnected by the thumbs, and surrounded with groves, fountains, or ponds serving as a wUd-life habitat for added serenity, thereby facilitating interactions between the senior citizens of neighboring residences (e.g. outdoor group festivity involving the chUdren and the senior residents).

The keygiove buildings can be organized in harmonious patterns, such as the petals of the architectural flower depicted hi FIG.58b. In the elevated views of FIG.58b, the keygiove buUdings associated with the eight fingers of a piαure-glove/keyglove are shown in their original vertical position, and in a horizontal position after being fUpped onto their palm side. Such non-living architectural flowers would harbor various gardens of Uving plants, flowers, and fountains 5810 to be enjoyed by young and old. FIG.58.C depicts keygarment- wearing female and male residents communicating with each other, whUe consulting data bases located in the "left finger-ring" tower and the "right middle-finger" tower. The plants and flowers themselves could be arranged as the colorful indicia of gardens organized in the form of gloves, and distributed around fountains in arena-like patterns. WhUe the mysterious statues of Easter Island seem to point to an invisible past, the disclosed keyglove-buUdings are an invitation to a visionary future, a gateway to a new world of creativity, with art and science empowering voung and old to shape the future of the newcomers (welcoming them to synergy, wholeness and balance, towards benefiting from the interdependency of freedom and Umitation in Ufe).

In summary, the invention discloses a need-adaptive architectonic¹ system for assisting in the learning of characters, and their association with the keys of a keyboard of arbitrary form and content, by means of educational devices and methods to be used in synergy for a step-by-step development of:

1 ) familiarity,

2) analogies,

3) symbols,

4) associations,

5) coordination/cooperation, based on information-time, time-graining, and time-driving². Mnemonic aids, ranging from game representations of the disclosed keygarment/keyapparel, to furniture, and architectural concepts, are disclosed for the reinforcement learning of said associations based on feelings of feedback/reward, and the diversity of the learning experiences, with respect for the human dignity, and potential of every individual.

The invention has been described in detaU with particular emphasis on the preferred embodiments thereof, but it should be understood that variations and modifications within the spirit and scope of the invention may occur to those skilled in the art to which the invention pertains.

with its phUosophical definition pertaining to "the scientific systematizaUon of knowledge" Brodey, Warren M.: "Information Exchange In The Time Domain", 122nd Annual Meeting of the American Psychiatric Association, Atlantic City, NJ, May 1966. EPILOGUE.

This whole invention process originated from a hand that could not link itself to the mind. As self-healing is one of the most beautiful God Given Gift to nature, it is therefore not surprising that the answer to this problem was provided by the hand itself through the making of a glove, and its transcendence into a tool for human expression. WhUe the disclosed picture-gloves, and keygloves. are a separate entity from our hands, they are linked to our own feelings, and emotions through our hands that are in them. simUarly to a mother -fetus relationship.

The dynamic learning generated with these gloves bears indeed striking simUarities with the growth and development of an unfolding fetus. It is through the growth and development process of the infant within the womb that the bond between mother and child is established, a bond that wiU last after the baby's birth, and wUl remain in essence throughout aU Ufe stages. Likewise, the picture- gloves, and keygloves. are adaptive to the stages of learning to create a joy of learning that wUl last long after these gloves have been used. These gloves, and their functional extension to garments and apparels, wiU remain long after we are gone, conveying our past feelings and experiences to our descendants, and helping the future generations to better understand their roots. By better understanding their roots, and by being inspired to bravely face the chaUenges of their times, the future generations wUl be encouraged to become more self-aαualized members of their society, aU heartedly committed to make a better tomorrow.

SimUarly to an Escher lithography, the concept of gloves disclosed in this work integrates free artistic expression within the Umitation of the scientific approach as a need-adaptive architectonic system for learning and communicating. It reflects how the first named inventor has cost-effectively organized her knowledge and experiences within her own Ufe Umitations. in order to transform a concept into a product that is safe, functional, beautiful, and to be used for a life¬ long learning f uU of activity and UveUness, wether at professional or personal levels.

The five-finger-glove concept has been implemented in a need-adaptive system (method/device) for learning and communicating to provide parents, chUdren, grandparents, teachers, and medical professionals with a framework of continuous and dynamic learning. It has therefore the potential to facUitate the interactions among people in the five entities unveUed in the need-adaptive management model of health care disclosed by the first named inventor in 1987. The evolution of this invention process is refleαive of the freshness and efficiency of her approach in problem-solving, in view of the least resources that were available to her. It demonstrates

- her will and courage to detach herself from the problem;

- her innate professional research abUities to dust off the trivial, and focus on the essence;

- and her determination to reach for clarity in all its dimension through her keen use of analogies which reduces the problem to a core that even the child can see and understand.

Trying to fit aU the perspectives that were found, and understood in logical terms, into a single frame, at the image of a multi-facetted diamond, is precisely what evened out the problem, and led to the emergence of this need-adaptive architectonic system, the core of it aUI Such a systematic way of looking at a problem, and fitting one s perspectives, is at the image of the first inventor's personahty who has been consistently striving to positively face the chaUenges that the world evolution sometimes blindly place on the path of one's Ufe progress.

Life is a Uttle bit like a gold ring: it takes patience to fit it on one s finger; it takes effort to poUsh it to the desired shining; and it takes many trials to find the right combination of gold and impurities that gives it the best value in beauty and functionality.

The more gold, the more beautiful, but the less robust.

The more impurities, the more robust, but the less beautiful.

The chaUenge is to find that right balance I

-Fcwldefv-Trudy fαrα- bod-Trσudet

In summary, this architectonic system emerged from the hope 8? betiej of seeing, one day, humanity reach some level of resolve, whereby we can aU start sharing our Uves together through self-expression, facing one another, while learning from one another, and communicating in comfort & warmth, under the Ughts of the two sun-shades of the "Chαt-Core-Sees", Looking up, Living & Learning 'β-Lotήng-Uj" & 'TCey-fi-UnntujUj".

APPENDIX.

Q The Queen gets to play once more.

A The Apple is cursed. You eat it, and faU asleep: You loose one turn.

Z The temperature has dropped to Zero. Go to the Sun. X If you can sing your "QAZ", you get to move to the Violin.

S You need more shade. Go to the Tree.

W Enjoy the Waves.

E You move slowly, but surely.

D Every dog likes hunting. Go to the Rabbit.

C A good Cat deserves a Fish. Go to the Fish.

V If you can sing your "QAZ", you have become a Butterfly, and you can move ahead by 5. If not, go and practise with the Xylophone.

F Do you know how to swim?

R Do you Uke running?

T If you cUmb in a tree, you wiU need more time to get down safely.

You loose one turn. G You should not jump over the gate. Go back to the Elephant. B You Uke dancing, and you forgot to play. You loose one turn, unless you know your "QAZ". N She cares for you. Go to the Heart. H If you are winning, all the other players move ahead by 1.

Y The cat should have it, not you. Go to the Cat.

U It just started to rain. Go and protect the two children located on the thumbs.

You can only go back to the Umbrella, by drawing a 2, a 4, or a 6. J Ah, what a sweet move! M Beware of the Owl. Go to the Lemon. < Move backward by 1. ϊ. The King should meet the Queen half-way. Go to the Rabbit. I You are Skating towards victory (if you do not slip!). 0 Fly right over to the Uttle finger, and land on the semi-column. L Lemon starts with an "L". Can you transform, or twist the "L" into a ">", or ".", or a "/", or a "?", or a ";", or a ":"? If yes, you are granted to move to the ">", ".", "/", "?", ";". or ":". > Move forward by 1. ? Ask a question about the "QAZ" to one of the players. If he/she answers correctly, he/she moves ahead by 1. If he/she answers wrong, you move ahead by 1. ; The best viαory always comes with patience and perseverance.

P Congratulations! You are the winner. If you know perfeαly your "QAZ", aU the other players must give you a gift for your Piggy-box. If not, weU, here is an exceUent occasion to play this game one more time.

86

SUBSTITUTE SHEET (RULE 26;

Claims

What is claimed is*.

DEVICE

Claim 1: A need-adaptive architectonic device for assisting in the learning of characters, and their association with the keys of a keyboard of arbitrary form and content, said device comprising: a) support means for mounting to parts of the body of a learner and including portions associated with the hands of said learner, said support means providing identification means to enable said learner to associate said portions with said specific hands; b) mounting means for the mounting of indicia to said support means; c) indicia formed on said support means, each indicium on said portions corresponding to an indicium on a keyboard key to be struck by a finger of the associated hands; d) mnemonic aids for the reinforcement learning of said associations based on feelings of reward in the context of individual and group learning, said mnemonic aids including representations of said support means with indicia mounted thereon in association with the hands of said learner.

Claim 2: A device in accordance with claim 1 wherein said support means comprises garments, apparels, accessories to be adaptively worn on the body of said learner; said garments including a glove, a mitten, a finger portion, an arm portion, sleeved covering, trousers, a sock, a shoe, a belt, suspenders, a hat. glasses, a soft pad, a body covering including a dress, a shirt, a jacket, a cape, a coat; said apparels, accessories including a ring, a broach, an ear-ring, a button; said identification means including taαUe-visual representations of said hand, finger; and wherein: said mounting means include stickers; hooks and loops; sockets; sticks for the mounting of connectable structures to said sockets: socket adaptors, pockets for the mounting of indicia applied to thin labels; magnets for the mounting of indicia appUed to magnets of opposite polarity; finger puppets; hand puppets; transparent casings; medaUions.

Claim 3: A device in accordance with claim 1 wherein said mnemonic aids further include: a) a representation of said parts of the body, said representation including portions associated with the hands of said learner; b) indicia mounted on said representation, each indicium on a portion of said representation corresponding to an indicium on a keyboard key which is to be struck by a finger of the associated hand.

Claim 4: A device in accordance with claim 3 wherein indicia are mounted on said support means in association with the fingers of the associated hands which are to strike the keyboard keys associated with the corresponding indicia.

Claim 5: A device in accordance with claim 4 wherein the indicia are removably mounted thereon.

Claim 6: A device in accordance with claim 4 wherein said parts of the body are the hands, and said representations of the hands include:

1 ) first hand representations comprising: representations of thumbed left and right hands showing a single left finger and a single right finger, said left and right fingers being f unαionaUy identical, with colors matching those of the corresponding keyboard keys;

2) second hand representations comprising:

2.a) representations of a hand having an indicium in Ueu of the associated finger;

2.b) representations of a hand having an indicium in lieu of the thumb; said first and second hand representations adaptively comprising switch keys mounted in association with said indicia, and connected to light and sound generating devices mounted therein;

3) third hand representations comprising: 3.a) a primary representation of a hand with indicia formed on the fingers thereof in association with the corresponding keyboard keys, said first representation including a soUd line representation of the contour of said hand;

3 b) a secondary representation of said hand, wherein the contour of said primary representation is replaced by a series of first patterns of identical size and shape, said first patterns being uniformly spread along said contour, said first patterns being formed on a background of second patterns of different sizes and shapes;

4) fourth hand representations comprising: 4.a) a primary representation of a hand with primary indicia formed on the fingers thereof in association with the corresponding keyboard keys;

4.b) a secondary representation of said hand with secondary indicia formed on the fingers thereof, said secondary indicia being covered by a thin layer of erasable opaque material.

Claim 7: A device in accordance with claim 1 wherein said mnemonic aids further include non-wearable portable support means with indicia mounted thereon, said mnemonic aids indicating the associations between alphanumeric characters and the fingers which are to strike the corresponding keyboard keys, said indicia including objects, and the initial alphanumeric characters of said object names.

Claim 8: A device in accordance with claim 7 wherein said portable support means include sets of cards, dices, dominoes, boxes.

Claim 9: A device in accordance with claim 1 wherein said representations of said support means include:

1 ) a first said representation comprising a plurality of two-dimensional and three-dimensional individual buitding-fafoc&s;

2) a second said representation comprising bingo cards and bingo tokens;

3) a third said representation, comprising:

3.a) an oriente track connecting nearest neighbor indicia formed on said representation, said track thereby indexing said indicia on said representation, said representation further including:

3.b) a chart comprising instructions in association with said indicia;

3 c) a set of distinguishable tokens;

3 d) a set of dices for the generation of random numbers;

4) a fourth said representation wherein said mounting means include support sockets mounted on said support means for the removable mounting of said indicia, the sockets of said representation having the same shape as the associated indicia.

Claim 10: A device in accordance with claim 1 wherein said representations include non-wearable movable entities.

Claim 1 1: A device in accordance with claim 10 wherein said support means includes a left hand glove with finger and arm portions, and a right hand glove with finger and arm portions, and said representations 08804 PCI7US95/11581

include an extendable chair, the back of said chair being associated with the fingers of said gloves, the seat of said chair being associated with the body portions of said gloves, the extension of said chair being associated with the arm portion of said gloves; said mnemonic aids further including a table, and a sun-shade for connection with said chair; said connectable chair, table, and sun-shade comprising hollow pipes with holes drUled therein, the infrastructure of said set of connected chair, table, and sun-shade providing a network of pathways for the circulation of air. water; said table having a quilt extension, and said sun-shade having a tent extension; said quilt extension permitting hot air confinement under said table; said tent extension permitting cool air confinement under said sun¬ shade; a thermostat being mounted to said table for ther mo-regulation of heat; a thermostat being mounted to said sun-shade for ther mo-regulation of coolness. said set comprising input valves for connection to a mini heater, mini air -conditioner.

Claim 12: A device in accordance with claim 1 wherein said representations include non-wearable Uvable entities.

Claim 13: A device in accordance with claim 12 wherein said support means includes a glove having finger portions, thumb portion, and arm portion, and said representations include an architectonic representation of said glove; said architectonic representation comprising towers in association with said finger portions, said towers having domes in association with the tips of said finger portions, said towers having floors in association with the phalanges of said finger portions, said towers further having windows in association with the indicia mounted on said phalange portions of said glove fingers; said architectonic representation further comprising a horizontal struαure in association with said thumb portion; said architectonic representation further comprising an underground extension in association with said arm portion; the third floor of a tower being associated with a tip phalange portion, and permitting the housing of a classroom; the second floor of a tower being associated with a middle phalange portion, and permitting the housing of business, and building management offices; the first floor of a tower being associated with a third phalange, and permitting the housing of a birthing room; said horizontal structure permitting the housing of senior residents.

Claim 14: A device in accordance with claim 1 further said mnemonic aids further comprise: interfacing means mounted on said support means for the generation and communication of information; said interfacing means including switches mounted on the support means for permitting manual switching with a finger, thumb of said learner, a switch being associated with and mounted at each indicium for connection to and aαuation of an apparatus connected to the switches; said interfacing means further including primary master switches mounted on said support means, and connected to said switches, said primary master switches permitting manual switching of the functionaUty of said switches to that of a keyboard of a certain form and content; said mnemonic aids including representations of said support means having indicia, and interfacing means comprising switches, mounted thereon in association with the hands of said learner, for connection to and actuation of an apparatus connected to the switches.

Claim 15: A device in accordance with claim 14 wherein said interfacing means further include switch keys, a switch key being mounted at each switch.

Claim 16: A device in accordance with claim 14 wherein said support means comprises garments, apparels, accessories to be adaptively worn on the body of said learner; said garments including a glove, a mitten, a finger portion, an arm portion, sleeved covering, trousers, a sock, a shoe, a belt, suspenders, a hat, glasses, a soft pad, a body covering including a dress, a shirt, a jacket, a cape, a coat; said apparels, accessories including a ring, a broach, an ear-ring, a button; the components of said interfacing means further including: ports; radiowave transmitters and receivers; audio input-output devices including a microphone and a speaker; visual input devices including a touch sensitive screen, and a mini-camera; visual output devices including an output screen and a mini-printer; tactile input interfaces including a mouse, and an electronic pen mounted as a foldable finger tip extension; a computer data input-output interface including a microdisk interface; sensory stimuli producing means; sockets for the mounting of said sensory stimuU producing means, and for their connection with said switches and apparatus; adaptors for the mounting and connecting of said sensory stimuli producing means to said sockets; said components being adaptively mounted on, within said support means, and adaptively interconneαed; secondary master switches being further mounted on said support means for connection to said interfacing means, and for permitting an adaptive selection of said interfacing means.

Claim 17: A device in accordance with claim 16 wherein said interfacing means further comprise storage devices comprising a mini audio- cassette to be plaid on a mini audio-cassette player-recorder mounted within said support means, a mini video-cassette to be plaid on a mini video-cassette player-recorder mounted within said support means, a microdisk, a memory.

Claim 18: A device in accordance with claim 14 wherein said representations include a portable representation of a glove for connection to a keyboard input port of a computer, switch keys being mounted on said glove representation for aαuation by said learner, the switch keys mounted on the fingers thereof corresponding to the keyboard keys to be struck by the corresponding fingers of said learner.

Claim 19: A device in accordance with claim 14 wherein said mnemonic aids further include non-wearable portable support means, switches with indicia mounted thereon, and sensory stimuU producing means mounted thereon and conneαed to said switches, said mnemonic aids indicating the associations between alphanumeric characters and the fingers which are to strike the corresponding keyboard keys, said indicia including objects, and the initial alphanumeric characters of said object names, said sensory stimuli producing means actuated by said switches producing sensory stimuU that are characteristic of said indicia, and the corresponding hands, fingers.

Claim 20: A device in accordance wi'n claim 3 wherein said mnemonic aids further include: switch keys mounted on said representation of said parts of the body, and associated with said indicia, sensory stimuli producing means mounted within said representation of said parts of the body, for connection to, and actuation by, said switch keys; and for the generation of sensory stimuli associated with the switch keys and indicia; said sensory stimuli producing means comprising sound-, Ught-, steam, deformation-generating devices.

Claim 21: A device in accordance with claim 14 further comprising: information processing means mounted on, within said support means, for connection with, actuation by, and actuation of said interfacing means to provide said user with autonomous information processing capabilities. said information processing means including a microprocessor embedded within said support means; a power supply unit mounted on said support means for connection to electronic components of said interfacing means and information processing means; said mnemonic aids include representations of said support means with interfacing means mounted thereon, and further including information processing means connected therewith, and mounted on said support means.

Claim 22: A device in accordance with claim 21 wherein the components of said information processing means are distributed throughout, embedded within said support means in a manner such as to maximize practicaUty, and minimize weight imbalance of the body of said user; said components being thereby adaptively distributed on connectable elements of said support means including a left hand glove, a right hand glove, a left hand mitten, a right hand mitten, a plurality of rings, a plurality of finger portions, an arm portion, a sleeved body covering, a hat, glasses, a soft pad, a trunk covering, trousers with belt, shoes, and a body covering including a dress, a shirt, a jacket, a cape, a coat; said components of said information processing means being adaptively connectable; said information processing means including microcomputers, and tele¬ communication devices, to be adaptively mounted to said support means, and adaptively selected by actuation of master switches mounted on said support means;

Claim 23: A device in accordance with claim 22 wherein said connected interfacing means and information processing means comprise an audio-cassette player-recorder connected to said switches via a player /recorder microcontroUer mounted on said support means, said microcontroUer permitting to play and record information related to specific indicia upon actuation of the associated switches.

Claim 24: A device in accordance with claim 21 wherein said interfacing means include sensors and transducers mounted on, within said support means, and connected to said information processing means for the monitoring of patients condition in clinical settings; said clinical settings including maternity settings; said interfacing means for the monitoring of stress including: a) a blood pressure cuff, an associated pump, and an associated pressure measurement apparatus connected to said blood pressure cuff; b) galvanic skin response sensors; c) skin temperature and electromyogram transducers; said interfacing means for fetal monitoring including: d) first socket interfaces for the housing, interfacing of a toco- dynamometer; e) second socket interfaces for the housing, interfacing of a phonocardiograph microphone; said information processing means comprising a computer for the analysis of the data measured by said interfacing means; said computer including: f ) a neural network for the recognition of vocal, facial expressions.

Claim 25- A device in accordance with claim 21 wherein said support means includes a glove with finger portions and finger tip extensions, and said representations include:

D a chair comprising a back, a seat, left and right arms, the back of said chair being associated with the fingers of said glove, the seat of said chair being associated with the body portion of said glove;

2) switches mounted on said left and right arms in association with the left and right hands of said user; 3) wire -connections embedded within said chair for the connection of ports mounted on said arms of said chair; said mnemonic aids further including a table, and a sun-shade for conneαion with said chair; said interfacing means further including an audio input-output interface mounted as an extension of the back of said chair in association with finger tip extensions of said glove; visual input-output interfaces mounted on the external side of the back of said chair, a center hub of said table, and the internal side of the panels of said sun-shade; said information processing means being distributed throughout, and mounted within, said chair, table, panels of said sun-shade.

Claim 26. A device in accordance with claim 21 wherein said mnemonic aids further comprises a computer program generating an image representing said support means, said computer generated image comprising icons, said computer program permitting said icon to be opened by positioning the cursor of a mouse thereon, and by clicking said mouse, said actuated icon generating sensory information related to said indicia.

Claim 27: A device in accordance with claim 3 wherein said mnemonic aids further include: interfacing means and information processing means connected and mounted within said representation of said parts of the body; said interfacing means including switch keys mounted at, and associated with, said indicia; said information processing means including sensory stimuU producing means mounted within said representation of said parts of the body, for connection to, and actuation by, said switch keys.

Claim 28: An autonomous wearable device comprising: a) support means for mounting to parts of the body of a user; b) interfacing means mounted on, within said support means, said interfacing means including switches for permitting manual switching; c) information processing means mounted on, within said support means for conneαion with said interfacing means, said information means including a microprocessor; d) a power supply unit mounted on, within said support means for connection with said interfacing means, and said information processing means. METHOD.

Claim 29. A need-adaptive architectonic method for assisting in the learning of characters, and their association with the keys of a keyboard of arbitrary form and content, said method including: providing a learner with mnemonic means to assist in the learning of associations between indicia and fingers, wherein each indicium is associated with a single character associated with a single keyboard key to be struck by the associated f ineer: said method thereby also assisting to setf-express through associative analogies with object-indicium; said method thereby also assisting in the learning of an alphabet through associations between object-indicium and character-indicium; said method thereby also assisting in the learning of the numbers through associations between number-indicium and finger. said method thereby also assisting in the learning of reading, writing in a variety of languages through associations between object-indicium and word-indicium; said method thereby also assisting in the learning of psycho-motor skUls through sensory /psycho- motor associations between indicia and fingers. said method thereby also assisting in the learning of organization skUls through associations between word -indicium, character-indicium, and finger. said method thereby also assisting in the learning of curricular αctivities through associations between information-content-indicium, character-indicium, and finger; said method thereby reinforcing learning through a simple-to- complex approach including the development of familiarity, analogies, symbols, associations, coordination, on the basis of information-time, time- graining, and time-driving, in the context of human growth and development.

Claim 30: A method as claimed in claim 29 wherein said mnemonic means includes a primary wearable device comprising: a) primary support means for mounting to the fingers of the hands of a human learner and including a finger portion associated with each finger, said primary support means including first sides and second sides;

96

SUBSTITUTE SHEET (RULE 26; b) mounting means for the mounting of indicia to said primary support means; c) indicia mounted on said primary support means, an indicium on a finger portion being associated with a character associated with a keyboard key to be struck by the associated finger, said indicia mounted on said primary support means providing said learner with a matrix representation of the characters formed on said keyboard keys; said method including: instructing said learner to wear said primary support means on the associated fingers; said mnemonic means providing said learner with JαmUiαr objects, and feelings of comfort associated with the use of the hands, to facilitate [earning.

Claim 31: A method as claimed in claim 30 wherein said primary support means includes a left hand glove, and a right hand glove, indicia being mounted on phalange portions of said finger portions, said first sides of said gloves being associated with the back sides of the hands, said second sides of said gloves being associated with the palm sides of the hands.

Claim 32: A method as claimed in claim 30 wherein said primary support means includes a plurality of rings having medalhons mounted thereon, said first sides of said device being associated with the external sides of said medaUions, said second sides of said device being associated with the internal sides of said medaUions.

Claim 33: A method as claimed in claim 30 wherein indicia include first indicia, said first indicia comprising objects having names beginning with charaαers associated with keyboard keys to be struck by the associated fingers, said objects providing said learner with audio-visual- tactUe means for learning the associations between indicia and fingers, and the locations of the indicia on the finger portions; a) said method including: instructing said learner to seCJ-express by creating and narrating stories about the objects mounted on each finger portion; said method assisting the development of mental associations between said indicia and fingers, and facilitating auditory-visual-tactile memorization of said indicia, and their positions on said fingers; said indicia further including second indicia, said first indicia being removably mounted on said first sides in association with the characters of the keyboard keys to be struck by the corresponding fingers, said second indicia being mounted on said second sides in association with said first indicia, said second indicia comprising characters including the initial letters of the names of the objects defined by the associated first indicia; b) said method including: instructing said learner to associate each first indicium with the corresponding second indicium; said method thereby further assisting the learning of an alphabet;

said characters further including symbols of a manual alphabet, c) said method including: instructing said learner to mimic the hand positions depicted by said charaαers; said method thereby further assisting the learning of a manual alphabet;

said objects formed on said first sides including three-dimensional structures, and said characters including symbols of a BraiUe alphabet, said finger portions having openings therein, d) said method including: instructing said learner to further associate said structures, characters, and fingers through tactiiity; said method thereby further assisting the learning of a BraiUe alphabet.

Claim 34: A method as claimed in claim 30 wherein indicia include first and second indicia, said first indicia being mounted on said first sides, and comprising the numbers associated with keyboard keys to be struck by the associated fingers, said second indicia being mounted on said second sides in association with said first indicia, and comprising symbolic representations of the associated numbers; a) said method including: instructing said learner to associate said numbers with their symbolic representations, and the corresponding fingers; said method further assisting in the learning of the numbers; said mnemonic means including an arithmetic operator mounted at each primary number defined by said first indicia in conjunction with a certain secondary number, and a tertiary number, said tertiary number being the result of the operation between said primary number and said secondary number through said operator; b) said method including: instructing said learner to associate each tertiary number with the associated pair of primary number and secondary number operated upon by said operator; said method further assisting in the learning of arithmetic,

c) said method including: instructing a learner to write a word, and associate each letter of said word with the number associated with the same finger; instructing said learner to add, multiply the numbers associated with the letters of said word, and identUy the totals as the "worths" of said word; said method thereby reinforcing the (earning of math, reading, writing, and typing.

Claim 35: A method as claimed in claim 30 wherein said indicia include first and second indicia, said first indicia being removably mounted on said first sides, and including objects having names beginning with characters associated with keyboard keys to be struck by the associated fingers, said second indicia being removably mounted on said second sides in association with said first indicia, and including the written names of the objects defined by the associated first indicia; a) said method including: instructing said learner to associate each first indicium with the corresponding second indicium by reading, writing, typing the associated written names; said method further assisting the learning of reading, writing, typing;

b) said method including: instructing a learner to write the name of each indicium, and associate each letter of said name with the number associated with the same finger; instructing said learner to add, multiply the numbers associated with the letters of said name, and identify the totals as the "worths" of said name; said method thereby reinforcing the learning of arithmetic.

Claim 36: A method as claimed in claim 30 wherein said indicia include first and second indicia, said first indicia being removably mounted on said first sides in association with the characters of the keyboard keys to be struck by the corresponding fingers, said second indicia being removably mounted on said second sides in association with said first indicia; a) said method including: instructing said learner to mount first indicia including objects having names in a first -native language beginning with characters associated with keyboard keys to be struck by the associated fingers, and to mount second indicia including the names written in a second language of the objects defined by the associated first indicia; instructing said learner to associate each first indicium with the corresponding second indicium by pointing on said indicia with a finger, thumb, and by reading, writing, typing the associated written name;

b) said method including: instruαing said learner to replace said objects by their names written in said first language; instructing said learner to associate each first indicium with the corresponding second indicium by pointing onto said indicia with a finger, thumb, and by reading, writing, typing the associated names written in said first language and second language;

c) said method including: instructing said learner to mount said names written in said second language on said first sides of the finger portions corresponding to the fingers that are to strike keyboard keys associated with the initial characters of said names; said names written in said first language being thereby mounted on the second sides of said finger portions in association with said names written in said second language; instruαing said learner to associate said names written hi said second language with said names written in said first language , and the corresponding fingers; 08804 PCI7US95/11581

d) said method including: instructing said learner to mount first indicia including objects having names written in said second language beginning with characters associated with keyboard keys to be struck by the associated fingers, and to mount second indicia including the names written in said second language of the objects defined by said first indicia;

said mnemonic means comprising an audio-cassette including pre¬ recorded stories narrated in said second language, said stories providing associations between objects mounted on same finger portions: e) said method including: instruαing said learner to play said cassette on an audio-cassette player-recorder mounted on said primary support means, and to Usten to said pre-recorded stories; instructing said learner to create his/her own stories about said objects mounted on said finger portions, and narrate, and record said stories in said second language on said audio-cassette; said method further assisting the learning of a second language through the development of mental associations between indicia and fingers.

Claim 37: A method as claimed in claim 30 to facUitate self- expression wherein said mnemonic means include representations of the

a) said method including: instructing said learner to associate the fingers, thumbs of the hands with the fingers, thumbs of said hand representations by pointing on them with the corresponding fingers, thumbs; instructing said learner to move said identified fingers, thumbs; instructing said learner to identify the sounds and colors associated with the fingers of said hand representations, said colors matching those of the keyboard keys to be struck by said fingers; instruαing said learner to identify the indicia shown on the fingers of said hand representations; instruαing said learner to recognize said indicia formed on said hand representations in terms of columns, and rows; instructing said learner to associate each indicium with a column, and a row, and thereby develop a step-by-step matrix representation of the keyboard; instructing said learner to choose certain finger -indicia among the indicia shown on the fingers of said representations, said chosen finger- indicia representing the best and worst preferences of said learner; instruαing said learner to number said chosen indicia in their order of preference; instruαing said learner to write his/her name, and the date, on said chosen indicia; instructing said learner to talk about said chosen indicia in the context of a dialogue reinforcing the learner's positive thinking; instructing said learner to choose certain thumb-indicia among the indicia shown on the thumbs of said hand representations, said chosen thumb-indicia representing a person, objeα playing an important role in the life of said learner; said method reinforcing 1) the bonding between the learner's head and hands; 2) the development of psycho-motor skills towards keyboarding; and 3) the development of musical skUls. said method further assisting the development of a more objective appreciation of reality, in estabhshing feelings of trust, and reinforcing the importance of honesty, accountability, and toyαlty.;

b) said method including: providing said learner with caring massages of the hands and feet after the learner's night care; instructing said learner to wear said primary support means and socks, and activate musical devices mounted therein in order to facilitate the creation of pleasant thoughts through musical stories about the objects mounted on said primary support means prior to falling asleep; said method strengthening the bonding between said learner's head hands, and feet, through feelings of comfort, as a means of reinforcing learning with caring.

Claim 38: A method as claimed in claim 37 wherein said representations of the hands include:

1 ) first hand representations comprising: representations of thumbed left and right hands showing a single left finger and a single right finger, said left and right fingers being functionally identical, with colors matching those of the corresponding keyboard keys, said fingers having switch keys conneαed to Ught and sound generating devices mounted therein for the generation of characteristic lights and sounds; said representations reinforcing the learning of the differences among fingers, and the interrelationship of the fingers, and the hands;

2) second hand representations comprising: 2.a) representations of a hand having an indicium in lieu of the associated finger;

2.b) representations of a hand having an indicium in lieu of the thumb; said indicia adaptively comprising switch keys connected to light and sound generating devices mounted therein; said representations reinforcing the learning of the unique characteristics of a thumb, and its interrelationship with the unique functionality of each inger of the hand;

3) third hand representations comprising

3.a) a primary representation of a hand with indicia formed on the fingers thereof in association with the corresponding keyboard keys, said first representation including a solid Une representation of the contour of said hand;

3-b) a secondary representation of said hand, wherein the contour of said primary representation is replaced by a series of first patterns of identical size and shape, said first patterns being uniformly spread along said contour, said first patterns being formed on a background of second patterns of different sizes and shapes; said method including: instructing said learner to connect aU neighboring first patterns with a solid Une in order to reconstruct the contour of said hand; said method reinforcing the learner's perception of similarities and differences among geometrical patterns, in the context of a discovery process resulting from interconneαing individual pieces of information;

4) fourth hand representations comprising:

4 a) a primary representation of a hand with primary indicia formed on the fingers thereof in association with the corresponding keyboard keys; 4.b) a secondary representation of said hand with secondary indicia formed on the fingers thereof, said secondary indicia being covered by a thin layer of erasable opaque material; said method including: instructing said learner to uncover said secondary indicia by erasing said opaque layer, and compare each primary indicium and secondary indicium located at the same positions on said primary and secondary representations; said method reinforcing the strengthening of the finger muscles, and the development of observation skUls, leading to an objective appreciation of right versus wrong; all said representations including hardware implementations, and software-based video-images that can be generated on a computer screen at the cUck of a mouse.

Claim 39: A method as claimed in claim 37 to facUitate setf- expression, a) said method including: instruαing said learner to choose a mounting means according to familiarity preferences of said learner; instructing said learner to mount the chosen finger-indicia on the fingers that are to strike the keyboard keys corresponding to the initial characters of the names of said indicia; instructing said learner to mount the chosen thumb -indicia, on the thumbs; instruαing said learner to self -express his/her feelings about the objects represented by said indicia through the self-creation of stories, said stories being recorded on an audio-cassette player-recorder; instructing said learner to finger-play said stories; said method assisting said learner in increasing self-esteem, sdf- conf idence;

b) said method including: instructing said learner to repeat the process disclosed in claim 37 in the context of said on-going dialogue, wherein new finger-indicia and thumb -indicia replace the old ones, adaptive to the growth evolution of said learner; said method facilitating self-expression by assisting said learner in achieving the psychological detachment from- unhappy memories towards self -liberation.

Claim 40: A method as claimed in claim 39 to facUitate self- expression including: instructing said learner to play with representations of said primary support means, and related mnemonic aids, as a reinforcement of the detachment phase enabled by the analogies that indicia are known to suggest, and furthered by the rituals of putting-on and taking -off said support means; said method providing said learner with adaptive opportunities for individual [earning and group [earning experiences towards problem- solving, and conflict resolution in the life of said learner.

Claim 41: A method as claimed in claim 40 wherein said representations of said primary support means include:

1 ) a first said representation comprising a pluraUty of two-dimensional and three-dimensional individual building-blocks; said method including: instructing said learner to shuffle said building blocks; instructing said learner to shape-associate, color -associate, content- associate said buUding blocks, and reconstruct said representation; said method reinforcing the development of observation skUls, search skUls, discernment skUls. and connectivity skUls; said method providing said learner with opportunities to exercise patience, tolerance, and f[exibility, as needed in coordinating pieces of information to be fitted into a structure; said method reinforcing learning through the eeling of accomplishment that results from solving α problem;

2) a second said representation comprising bingo cards and bingo tokens; said method including: instructing a group of learner to play bingo with said bingo cards and tokens; said method providing said learner with opportunities of exercising group skUls versus individual skUls; 3) a third said representation, wherein: 3.a) nearest neighbor indicia are connected by an oriented track. formed on said representation, said track thereby indexing said indicia on said representation, said representation further including:

3 b) a chart comprising a set of instructions in association with said indicia;

3.c) a set of distinguishable tokens: 3-d) a set of dices for the generation of random numbers; said method including: providing said tokens to each learner of a group of learners; instruαing a learner to throw the dices, and move the corresponding token from a current indicium position to another one by a number equal to that drawn with said dices; instruαing said learner to read and execute the associated instruction on said chart; instructing said learner to pass the dices to the next learner; said method reinforcing the learning of the numbers; said method further reinforcing the learning of reading in various languages, and the learning of various curricular disciplines; said method exposing said learner to basic concepts of computer data processing; said method providing said learner with adaptive opportunities for individual versus group [earning;

4) a fourth said representation wherein said mounting means include support sockets mounted on said primary support means for the removable mountmg of said indicia, the sockets of said representation having the same shape as the associated indicia; said method including: instructing said learner to remove aU indicia from said sockets, and subsequently shuffle said indicia; instructing said learner to match each indicium with its associated socket, and fit said indicium into said socket; said method softly strengthening the muscles ami joints of the fingers of said learner.

Claim 42: A method as claimed in claim 40 wherein said mnemonic aids include: 1 ) a first mnemonic aid comprising a set of dices, indicia and the associated characters and numbers being formed on said dice sides; said method including: instructing a learner of a group to throw the dices, and identify among the indicia drawn those constituting full series of indicia associated with the same fingers; instruαing said learner to associate a score with each drawn series, said score being the number associated with the corresponding finger; instructing said learner to add said score to the current score, and subsequently pass the dices to the next player; said method reinforcing the learning of the alphabet, and arithmetic, in the context of group activity;

2) a second mnemonic aid comprising a set of dominoes having indicia, and the associated characters and numbers formed on the halves thereof, said method including: instructing a group of learner to match domino halves having indicia associated with a common finger; instruαing each learner to associate a score with each domino half, said score being the number associated with the corresponding finger; said method reinforcing the learning of the alphabet, and arithmetic, in the context of group activity;

3) a third mnemonic aid including a primary boy., secondary boxes and tertiary boxes, said primary box being associated with the keyboard keys to be struck by the fingers of the hands, and having a representation of said left and right hand gloves with indicia formed thereon: each secondary box being associated with the keyboard keys to be struck by the fingers of a certain hand, and having a representation of the associated glove with indicia formed thereon; each tertiary box being associated with a column of keyboard keys to be struck by a certain finger, and having the associated indicia formed thereon. said primary box containing a mini αudio-cαssette player-recorder; a secondary box containing a mini-radio, and another secondary box containing a mini-cαmerα; said tertiary boxes containing few nutrients; said method including: instructing said learner to enjoy the nutrients of the day contained in the associated tertiary box, as a reward for the learning on that day of the week; instruαing said learner to place the photo, or write the name, of his/her person of the week, i.e. who influenced learning on that week of the month; instruαing said learner to Usten to the radio to create his/her own story, and record his/her story of the month on said player-recorder as an achievement that would influence his/her life; said method providing reinforcement learning through the learning of nutrients as valuable sources of energy for the mind and body, and the learning of the organisation of time in terms of day. week, month, and year, based on feelings of rewards and satisfaction in sharing with famUy members and friends; said method thereby making learning more of a pleasant and memorable experience;

4) a fourth mnemonic aid comprising a set of cards, said cards depicting objects, the initial letters of their names, and the associated numbers,

4.a) said method including: instructing a learner to shuffle said cards face up, and organize them in a matrix representation of the keyboard. said method further reinforcing the development of organization skills;

4.b) said method including: instruαing said learner to spread the cards face down, and turn three cards face up; and 1 ) remove the turned cards, if the indicia of said cards are associated with a column of keyboard keys to be struck by the same finger; or 2) turn back the cards face down, if not; said learner being instructed to do so untU aU cards are removed. said method further reinforcing the development of spatial recall;

4 c) said method including: instructing a group of learners to play a game of rummy, wherem series are formed by cards having indicia associated with a column of keyboard keys that are to be struck by a common finger; said series being assigned a score equal to the number of the associated finger; said method reinforcing the learning of the alphabet., and arithmetic, said cards having light and sound generating devices mounted therein;

4.d) said method including: instructing a group of learners to shuffle said cards face down, and strike said cards face up with the associated fingers of the hands; the first learner to strike a card with the associated finger keeps the card, and scores the number associated with said card; said method further reinforcing the learning of the αlphobet and arithmetic, and the development of psycho-motor skills.

Claim 43: A method as claimed in claim 39 to facilitate self- expression wherein said primary wearable device comprises:

1) colorful see-through casings mounted on said primary support means, said indicia including plant seeds enclosed therein; said method further including: instructing said learner to learn the characteristics of each plant; instructing said learner to identify the similarities and differences among said plants enclosed in said casings; instructing said learner to free each maturing plant from its casing, and plant it into the ground; instructing said learner to appreciate the coUective look and fragrance of said plants; instructing said learner to associate said plants with the initial letters of their names in association with the fingers that are to strike the corresponding keyboard keys; said method reinforcing the bonding of said learner with living entities;

2) sockets mounted on said primary support means; said method including: providing said learner with a set of sticks, and colorful balls having sockets carved therein for connection with said sticks; instructing said learner to mount representations of atoms, molecules, on said primary wearable device; said method further including: providing said learner with a set of sticks, and two-dimensional and three-dimensional structures of arbitrary size, shape, and color, said structures having sockets carved therein for conneαion with said sticks; instructing said learner to construct, and mount an architectural model with said sticks, and structures on said primary wearable device; said method reinforcing the learning of chemistry, and architecture.

Claim 44. A claim in accordance with claim 39 to facilitate self- expression including providing said learner with:

1) said primary wearable device further comprising: . l.a) switch keys mounted at. and associated with, said indicia; l.b) sensory stimuli producing means mounted on said primary support means, and connected to said switch keys; said method further including: instructing said learner to strike a switch key mounted on the palm side of a finger portion with the thumb of the same hand; instructing said learner to strike a switch key mounted on the palm side of a thumb portion with a finger of the same hand; instructing said learner to strike a switch key mounted on the palm side of a hand portion with a finger, thumb of the same hand; instructing said learner to actuate a switch key mounted on the back side of hand portion, finger portion with a finger, thumb of the mirror-image hand; instruαing said learner to associate the sensory stimuli produced with the charaαers associated with said switch keys being struck; said method reinforcing the learning of the alphabet, numbers, reading and writing in a variety of languages, curricular activities, and psycho-motor skills.

2) representations of said primary wearable device having switch keys and connected sensory stimuU producing means mounted thereon; said method further including: instructing said learner to strike the switch keys with the associated fingers depicted on said representations; said method reinforcing the development of keyboarding skills;

3) a secondary wearable device comprising:

3 a) secondary support means for mounting to parts of the body of said learner, said ports being complementary to the hands, said secondary support means including portions associated with the hands of said learner;

3.b) indicia formed on said secondary support means, each indicium on said portions corresponding to an indicium on a keyboard key to be struck by a finger of the associated hands;

3.c) switch keys mounted at, and associated with, said indicia; 3.d) sensory stimuli producing means mounted on said secondary support means, for connection to, and actuation by, said switch keys; said method further including: instructing said learner to wear said secondary wearable device in conjunction with said primary wearable device; and associate the indicia of said second wearable device with the corresponding fingers, and indicia of said primary wearable device; said method reinforcing the learning of the alphabet, numbers, reading and writing in a variety of [αnguαges, curricular activities, psycho-motor skiUs, physical activity, and the coordination of said learning activities.

4) representations of said secondary wearable device: said method further including: instructing said learner to strike the switch keys of said secondary wearable device with the associated fingers; said method reinforcing the development of keyboarding skills.

AMENDED CLAIMS

^[received by the International Bureau on 20 February 1996 (20.02.96) ; original claims 1-44 replaced by amended claims 1-20 ( 13 pages)]

Claim 1: A need-adaptive architeαonic device for assisting in the learning of characters, and their association with the keys of a keyboard of arbitrary form and content, said device comprising: a) support means for mounting to parts of the body of a learner and including portions associated with the hands of said learner, said support means including identification means to enable said learner to associate said portions with said specific hands; b) mounting means for the mounting of indicia to said support means; c) indicia formed on said support means, each indicium on a portion representing a keyboard key to be struck by a digit of the associated hand; d) mnemonic aids for the reinforcement learning of said associations based on feelings of reward in the context of individual and group learning, said mnemonic aids including: d.l) representations of said support means with -indicia mounted thereon in association with the hands of said learner; 4.2) representations of said parts of the body with indicia mounted thereon in association with the hands, digits of said learner.

Claim 2: A device in accordance with claim 1 wherein said support means comprises garments, apparels, accessories to be adaptively worn on the body of said learner; said garments including a glove, a mitten, a digit portion, a hand body portion-, an arm portion, sleeved covering, trousers, a sock, a shoe, a boot, a belt, suspenders, a hat, glasses, a soft pad, a body covering including a dress, a shirt, a jacket, a cape, a coat; said apparels, accessories including a ring, a bracelet, a broach, an ear-ring, a button; said identification means including tactile-visual representations of said hands, digits; and wherein: said mounting means include stickers; hooks and loops, reieasable fasteners; sockets; sticks for the mounting of conneαable struαures to said sockets; socket adaptors, pockets for the mounting of indicia, audio-viβual- tactile aids; magnets for the mounting of indicia appUed to magnets of opposite polarity; finger puppets; hand puppets; transparent casings: medalhons.

Claim 3: A device in accordance with claim 1 wherein indicia are mounted on said support means, representations of said support means, representations of said parts of the body, in association with the fingers of the associated hands which are to strike the keyboard keys associated with the corresponding indicia; said indicia being removably mounted thereon.

Claim 4: A device in accordance with claim 1 wherein said mnemonic aids further include non-wearable portable support means with indicia mounted thereon, said mnemonic aids indicating the associations between alphanumeric characters and the digits which are to strike the corresponding keyboard keys, said indicia including adaptive combinations of objects, the initial letters of said object names, the numbers corresponding to the digits associated with said objects.

Claim 5: A device in accordance with claim 1 wherein said representations include non-wearable movable entities.

Claim 6: A device in accordance with claim 5 wherein said support means includes a left hand glove with digit and arm portions, and a right hand glove with digit and arm portions, and said representations include an extendable chair, the back of said chair being associated with the digits of said gloves, the seat of said chair being associated with the body portions of said gloves, the extension of said chair being associated with the arm portion of said gloves; said mnemonic aids further including a table, and a sun-shade for connection with said chair; said conneαabie chair, table, and sun-shade comprising hoUow pipes with holes driUed therein, the infrastructure of said set of conneαed chair, table, and sun-shade providing a network of pathways for the circulation of air, water; said table having a quUt extension, and said sun-shade having a tent extension; said quUt extension permitting hot air confinement under said table; said tent extension permitting cool air confinement under said sun¬ shade; a thermostat being mounted to said table for ther mo-regulation of heat; a thermostat being mounted to said sun-shade for ther mo-regulation of coolness. _ _Λ said set comprising input valves for connection to a mini heater, mini air-conditioner.

Claim 7: A device in accordance with claim 1 wherein said representations include non-wearable Uvable entities.

Claim 8: A device in accordance with claims 5 & 7 wherein said support means includes a glove having finger portions, thumb portion, and arm portion, and said representations include an architectonic representation of said glove; said architectonic representation comprising towers in association with said finger portions, said towers having domes in association with the tips of said finger portions, said towers having floors in association with the phalanges of said finger portions, said towers further having colorful windows in association with the indicia mounted on said phalange portions of said glove fingers; said architectonic representation further comprising a horizontal structure in association with said thumb portion; said architeαonic representation further comprising an underground extension in association with said arm portion; the third floor of a tower being associated with a tip phalange portion, and permitting the housing of a classroom; the second floor of a tower being associated with a middle phalange portion, and permitting the housing of business, and buUding management offices; the first floor of a tower being associated with a third phalange, and permitting the housing of a birthing room; said horizontal structure permitting the housing of senior residents.

Claim 9: A device in accordance with claim 1 wherein said mnemonic aids further comprise: interfacing means including data input means, data output means, mounted on said support means for the generation and communication of information; said data input means including switches mounted on the support means for permitting manual switching with a finger, thumb of said learner, a switch being associated with and mounted at each indicium for conneαion to and aαuation of an apparatus conneαed to the switches;

1 H said -interfacing means further including primary master switches mounted on said support means, and connected to said switches, said primary master switches permitting manual switching of the functionaUty of said switches to that of a keyboard of a certain form and content; said mnemonic aids including representations of said support means, said parts of the body; said representations having indicia, and interfacing means comprising switches, mounted thereon in association with the hands, digits of said learner, for connection to and actuation of an apparatus conneαed to the switches.

Claim 10: A device in accordance with claim 9 wherein said support means comprises garments, apparels, accessories to be adaptively worn on the body of said learner; said garments including a glove, a mitten, a digit portion, a hand body portion, an arm portion, sleeved covering, trousers, a sock, a shoe, a boot, a belt, suspenders, a hat, glasses, a soft pad, a body covering including a dress, a shirt, a jacket, a cape, a coat; said apparels, accessories including a ring, a bracelet, a broach, an ear-ring, a button; the components of said interfacing means further including: communication ports; eieαro magnetic wave transmitters and receivers; audio input-output devices including a microphone and a speaker; visual input devices including a mini-camera; visual output devices including an output screen and a mini-printer; tactile input interfaces including a mouse, and an electronic pen mounted as a foldable finger tip extension; a computer data input-output interface including a microdisk interface; sensory stimuU producing means; sockets for the mounting of said sensory stimuU producing means, and for their connection with said switches and apparatus; adaptors for the mounting and connecting of said sensory stimuU producing means to said sockets; said components being adaptively mounted on. within said support means, and adaptively interconneαed; secondary master switches being further mounted on said support means for connection to said interfacing means, and for permitting an adaptive selection of said interfacing means.

Claim 11: A device in accordance with claim 9 further comprising: information processing means mounted on, within said support means, for conneαion with, aαuation by and of said interfacing means to provide said user with information processing, communication capabilities; said information processing means including at least one electronic processor mounted to, within said support means; a power supply unit mounted on said support means, and connected to said interfacing means and information processing means, for permitting autonomous operation; said mnemonic aids include representations of said support means, said parts of the body, having said information processing means mounted thereon, and conneαed to said interfacing means.

Claim 12: A device in accordance with claim 11 wherein the components of said information processing means are distributed throughout, mounted on , embedded within said support means in a manner such as to maximize practicality, and minimize weight imbalance of the body of said user, said components being thereby adaptively distributed on conneαable elements of said support means including a left hand glove, a right hand glove, a left hand mitten, a right hand mitten, a pluraUty of rings, a pluraUty of digit portions, a hand body portion, an arm portion, a bracelet, a sleeved body covering, a hat, glasses, a soft pad, a trunk covering, trousers with belt, shoes, boots, and a body covering including a dress, a shirt, a jacket, a cape, a coat; said components of said information processing means being adaptively connectable; said information processing means including microcomputers, and telecommunication devices, to be adaptively mounted to said support means, and adaptively selected by aαuation of master switches mounted on said support means.

Gaim 13: A device in accordance with claim 11 wherein said interfacing means include sensors and transducers mounted on, within said support means, and conneαed to said information processing means for the monitoring of patients condition in clinical settings; said clinical settings including maternity settings; said interfacing means for the monitoring of stress including: a) a blood pressure cuff, an associated pump, and an associated pressure measurement apparatus conneαed to said blood pressure cuff; b) galvanic skin response sensors; c) skin temperature and eleαromyogram transducers; said interf cing means for fetal monitoring including: d) first socket interfaces for the housing, interfacing of a toco- dynamometer; „ „ e) second socket interfaces for the housing, interfacing of a phonocardiograph microphone; said information processing means comprising a computer for the analysis of the data measured by said interfacing means; said computer including: f ) a neural network for the recognition of vocal, facial expressions.

Claim 14. A device in accordance with claim 1 1 wherein said support means includes a glove with digit portions and digit tip extensions, and said representations include: a) a chair comprising a back, a seat, left and right arms, the back of said chair being associated with the digits of said glove, the seat of said chair being associated with the body portion of said glove; b) switches mounted on said left and right arms in association with the left and right hands of said user; c) wire-connections embedded within said chair for the connection of communication ports mounted on said arms of said chair; said mnemonic aids further including a table, and a sun-shade for connection with said chair; said interfacing means further including an audio input-output interface mounted as an extension of the back of said chair in association with finger tip extensions of said glove; visual input, output interfaces mounted to the external side of the back of said chair, the arms of said chair, a center hub of said table, and the internal side of the panels of said sun-shade; said information processing means being distributed throughout, and mounted within, said chair, table, panels of said sun-shade.

Claim 15: A wearable data input, data output and data processing apparatus, comprising: a) a clothing garment for mounting to the body of a living being; b) data input means mounted to the garment; c) data output means mounted to the garment; and d) at least one electronic processor mounted to the garment and connected to the data input means and the data output means. e) a battery mounted to the garment and connected to the data input means, data output means, and eleαronic processor, for permitting autonomous operation.

Claim 16: An autonomous wearable device in accordance with claim 15 wherein the data input means comprises at least one manuaUy aαuatable switch connected to at least one processor, and mounted to the garment.

Claim 17: An autonomous wearable device in accordance with claim 15 wherein the processor includes a central processing unit conneαed to at least one data storage device, said data input means, data output means and processor comprising a computer mounted to the garment.

Claim 18: An autonomous wearable device in accordance with claim 15 wherein the data input means comprises a microphone and an electromagnetic wave receiver, and the data output means comprises a speaker and an electromagnetic wave transmitter, said data input means, data output means and processor comprising a ceUular telephone mounted to said garment.

METHOD CLAIMS.

Claim 19. A need-adaptive architeαonic method for assisting in the learning of characters, and their association with the keys of a keyboard of arbitrary form and content, said method including:

1) providing a learner with mnemonic means to assist in the learning of associations between indicia and digits through repetition and reinforcement, wherein each indicium is associated with a character associated with a keyboard kev to be struck by the associated digit:

2) instructing the learner to point to, contact at least two of said associated indicia, characters, keys, digits; said method thereby also assisting to seCf-express through the development of associative analogies with, between objeα-indicia; said method thereby urther assisting in the learning of an alphabet through the development of associations between objeα-indicia and characters: said method thereby further assisting in the learning of the numbers through the development of associations between numerical indicia and digits; said method thereby further assisting in the learning of reading, writing in a variety of languages through the development of associations between objeα-indicia and words; said method thereby further assisting in the learning of psycho- motor skUls through the development of sensory/psycho- otor associations between indicia, charaαers, digits; said method thereby further assisting in the learning of organisation skiUs through the development of associations between charaαers, words, and digits; said method thereby further assisting in the learning of curricular activities through the development of associations between information- content-indicia, charaαers. and digits; said method thereby reinforcing learning through a simple-to- complex approach including the development of famiUarity, analogies, symbols, associations, coordination, on the basis of information-time, time- graining, and time-driving, in the context of human growth and development.

Claim 20: A method as claimed in claim 19 including: D a first stage of providing a device, said device comprising:

1.1) a support for mounting to parts of the body of a learner, and including portions associated with the hands of said learner, said support including identification means to enable said learner to associate said portions with said specific hands;

1.2) mounting means for the mounting of indicia to said support;

1.3) indicia formed on said support, each indicium on a portion representing a keyboard key which is to be struck by a digit of the associated hand; said indicia thereby providing said learner with a matrix representations of the characters formed on the keyboard keys to be struck by the associated hands;

1.4) mnemonic aids for the reinforcement learning of said associations based on feelings of reward in the context of individual and group learning; said mnemonic means including:

1.4.*) a graphical representation of said parts of the body having indicia mounted thereon in association with the hands; 1.4.b) a non-wearable portable representation of said support with indicia mounted thereon in association with the hands; and

2) a second stage including:

2.1) instructing said learner to wear said portions on the corresponding parts of the body, and to identify each portion's associated hand through the use of the sense of sight, sense of touch, sense of hearing; 22) instructing said learner to point to, contact each indicium, and the indicium's associated hand; said mnemonic means providing said learner with |αmillαr objects, and feelings of comfort associated with the use of the hands, to facilitate learning.

3) a third Stagg including:

3.1) telling stories relating to the indicia mounted on said portions by reading, singing, or through audio-visual-taαUe means mounted to said support;

3.2) instruαing said learner to repeat said stories; and

3.3) instructing said learner to narrate stories relating to said indicia; said third stage thereby also assisting said learner to self-eipress through the development of analogies with, between said indicia; and faciUtating auditory-visual-tactile memorization of said indicia, and their positions on said support;

4) a fourth stage wherein said indicia comprise first indicia including objeαs, and second indicia including the initial charaαers of said object names; said fourth stage including:

4.1) telling the names of said objeαs, and their associated initial letters, to said learner;

4.2) instructing said learner to repeat said object names, and associated letters; and

4.3) instructing said learner to imitate in writing said letters; said stage thereby further assisting the learning of an alphabet;

5) a fifth stage wherein said charaαers formed by said second indicia further include symbols of a manual alphabet; said fifth stage including: 5.1) instruαing said learner to mimic the hand positions depicted by said charaαers; said stage thereby further assisting the learning of a manual a-tfl i-nfaet*

6) a sixth sta^ge wherein said objeαs formed by said first mdicia include three-dimensional struαures, and said associated charaαers formed by said second indicia include symbols of a Brai e alphabet, said sixth stage including:

6.1) instructing said learner to touch, feel said structures, and associated charaαers, and fingers; said method thereby further assisting the learning of a BraiUe

7) a seventh stage wherein said second indicia further include the written names of said objects in an arbitrary language; said seventh stage including:

7.1) telling the names of said objects in said language;

7.2) instruαing said learner to verbaUy repeat, and imitate in writing said names; and

7.3) assisting said learner in the reading of said objeα names h said language; said mnemonic means further comprising an audio-player/recorder mounted to said support, and a storage device comprising stories relating to said indicia; said method further including:

7.4) instructing said learner to play said audio- player/recorder, and to Usten to said stories;

7.3) -instruαing said learner to repeat, and record, said stories on said audio-player /recorder; said seventh stage thereby further assisting said learner to spcαfl, write, read in various languages;

8) an eighth staye wherein said first indicia include numbers, and said second indicia include symboUc representations of said numbers; said eighth stage including:

8.1) telling the number formed on each finger portion, and pointing to its symboUc representation; 8.2) instruαing said learner to repeat said number, and point to its symbolic representation;

8.3) instruαing said learner to imitate in writing said numbers, and symboUc representations. said method further assisting in the learning of the numbers;

9) a ninth sta^ge wherein said mnemonic means includes an arithmetic operator mounted at each first indicium in conjunction with a given number, the result of said operation between said said first indicium and said given number being formed thereon; said ninth stage including:

9.1) instructing the learner to contact, and teU the name of, each said first indicium, said operator, said given number, and said result of said operation; said method further assisting in the learning of the addition, multiplication tables;

10) a tenth stage including:

10.1) instructing the learner to write a word, and. for each letter of said word, write the number of the letter's associated finger;

10.2) instructing said learner to add, multiply the numbers associated with the letters of said word, and to write the result as a "worth" of said word; said tenth stage thereby rein orcing the learning of arithmetic, rcadi-no. wrl-tituc

11 ) an eleventh stage wherein said indicia are mounted on said support, and said representations, in association with the fingers of the associated hands which are to strike the keyboard keys represented by the associated charaαers; said eleventh stage including:

11.1) perform stages 2-10; said stage thereby reinforcing the development of psucfio-motor skiUs for typing;

12) a twelfth stage wherein said support includes a left hand glove having finger portions, and a right hand glove having finger portions; said twelfth stage including:

12.1) mounting to said gloves:

12.1.a) switch keys at, and in association with, said indicia; 12.1. ) at least one processor connected to the switch keys, and to at least one data storage unit; 12.1. c) data output means connected to said processor, and including a visual output display, speaker; 122) instruαing said learner to actuate the switch keys mounted on the palm side of a finger portion with the thumb of the same hand;

12.3) instruαing said learner to actuate the other switch keys with a finger of the mirror-image hand;

12.4) storing audio-visual representations of object-indicia, and associated letters in said storage unit; and instructing said learner to look at the images, and letters generated on the visual output display, and Usten to the sounds generated by said speaker: said step further assisting in the learning of an alphabet;

12.5) storing audio-visual representations of object-indicia, and associated names in an arbitrary language; and instruαing said learner to look at the images, and names generated on the visual output display, and Usten to the sounds generated by said speaker; said step further assisting said learner to speak, type, and read in various languages;

13) a thirteenth stage wherein said device further includes a non- wearable portable representation of said support; said thirteenth stage including:

13.1) mounting to said representation:

13.1.*) switch keys at, and in association with, said indicia; 13.1.b) at least one processor connected to the switch keys, and to at least one data storage unit; l3.1.c) data output means connected to said processor, and including a visual output display, speaker; 132) performing step 12.4 as a reinforcement learning of said αCfl-hαfaet'

13.3) performing step 12.4 as a reinforcement learning of said Cαn-Dtiααe: 14) a fourteenth stage wherein said support further includes a garment to be worn on parts of the body, said parts being complementary to the hands; said garment comprising a first portion associated with the left hand, and a second portion associated with the right hand; said fourteenth stage including:

14.1) mounting to said garment, and said garment representation, switch keys at, and in association with, said indicia; said switch keys being conneαed to sensory stimuU generating means mounted thereon;

14.2) instruαing the learner to position said garment representation in front of said learner;

14.3) instructing the learner to aαuate the switch keys mounted on the first portion of said garment, and garment representation, with the associated fingers of the left hand; and the switch keys mounted on the second portion of said garment, and garment representation, with the associated fingers of the right hand; said stage thereby reinforcing the learning of the alphabet, numbers, reading, and typing in a variety of languages, with physical activities, and coordination of said learning framework/curricular activities:

15 ) a fifteenth Stage including:

13.1) instruαing said learner to mount said indicia to said support, representation of said support, and representation of said parts of the body; said step thereby assisting the development of organizational and sensory/motor skiUs;

152) providing a group of learners with mnemonic games comprising objeαs, the initial letters of said objeα names, and the numbers of the associated digits; 15.3) instruαing a learner to point to. contaα said objeαs. letters, and numbers of said games with the associated digits; said step providing said learners with adaptive opportunities for individual versus group learning; said method thereby further assisting in the development of "FUiαer- Th-umb focused Touch", "Indicia Oriented Sfeil V "Product Service Oriented SfUtts" in the context of a Dual Learning Framework, and "Indicia Oriented ΛctivitiesV Product-Service Oriented SfciflV in the context of Dual QuaUty

Management. STATEMENT UNDER ARTICLE 19

The foregoing amendments to the claims were made for the purpose of more clearly defining the invention over the art of record.

New claims 1, 2. 6. 10. 12, are amendments of original claims 1. 2, 1 1, 16. 22. specifying that each indicium on a portion corresponds to a keyboard key which is to be struck by a digit (i.e. finger, thumb) of the portion's associated hand, as the device functionality is not limited to the learning of a computer keyboard, but encompasses that of a musical keyboard, or any other finger- based man-machine interface. Additional embodiments of the support, and mounting- means, are claimed as disclosed in the specifications.

New claim 3 is a synthesis of original claims 4 & 5.

New claim 4 is an amendment of original claim 7 indicating that the indicia of the mnemonic aids include adaptive combinations of objects, and associated alphanumeric characters, digits.

New claim 5 is the original claim 10.

New claim 7 is the original claim 12.

New claim 8 is an amendment of original claim 13 specifying colorful windows in association with indicia, and claiming multiple dependency on new claims 5 & 7 to specify that the claimed architecture can be fixed or mobile.

New claim 9 is an amendment of original claim 1 specifying that the interfacing means comprise data input/output means mounted to the support, and that mnemonic aids further include representations of said parts of the body with said interfacing means mounted thereon.

New claim 11 is an amendment of claim 21 requiring that the information processing means comprises at least one electronic processor.

New claim 13 is the original claim 24.

New claim 14 is an amendment of claim 25 indicating the possibility of removably mounting visual interfaces within the arms of the disclosed chair.

New claim 15 is an amendment of original claim 28 specifying the support as a clothing garment to be worn on the body of a living being (Le. humans, pets, etc), wherein the data input means are not restricted to switch keys.

New claim 16 is an amendment of claim 28 specifying the support means as a clothing garment

New claims 17 & 18 are new dependent claims on new claim 1 . and claim a wearable computer system and cellular telephone respectively, wherein data can be input through tactile actuation (e.g. keys), and/or vocal aαuation (e.g. Al voice recognition).

New claim 19 is an amendment of original claim 29 extending the aw i^fl«'***p between indicium and finger to that between indicium and digit: and defining the learning procedure as the pointing to, contacting of at least two of the associated indicia, characters, keys, digits.

New claim 20 is a synthesis of original claims 30. 31. 33-36. 39. 41 -42 & 44.