Skip to Content
Last modified by Demi Breen on 2023/04/09 14:57
From version 16.1
edited by Demi Breen
on 2023/04/09 14:57
Change comment: There is no comment for this version
To version 4.3
edited by Hugo van Dijk
on 2023/03/01 16:15
Change comment: (Autosaved)

Summary

Details

Page properties
Title
... ... @@ -1,1 +1,1 @@
1 -5. Motivation and Dementia
1 +Motivation and Dementia
Author
... ... @@ -1,1 +1,1 @@
1 -XWiki.Demibreen1000
1 +XWiki.hjpvandijk
Content
... ... @@ -1,27 +1,27 @@
1 -"Lack of motivation, or apathy, and lack of interest in activities affect over 70% of persons with dementia." [1]  So we need to find ways to motivate PwD for physical activity. According to K. Götestam and L. Melin [2], training activities increase when PwD are actively asked to participate, while reinforcement has no significant effect. Several studies exist on improving motivation in PwD. K.S. LeBar et al. [3] showed that emotion-based images might boost attention and activity in persons with early-stage Alzheimer’s. They concluded that extracting the emotional content of a scene is more important than details. They also noted that at least in early Alzheimer’s patients can sustain attention and orient themselves visually to emotion-based information. K. Mayers and M. Griffin [4] employed mechanical toys to promote movement. Using personally relevant activities and intimate photos [5], improved the motivation and attitude of Alzheimer’s patients. They showed the enhanced orientation in those with intermediate dementia and increased social competency in people with early dementia while stressing the importance of the relevance of the used mediums to the PwD.
1 +Potential research question:
2 2  
3 -R.S. Peters [6] describes that in order to motivate an organism, said organism needs some sort of drive and a goal that is preferable over other options. A drive is related to emotion, whereas a goal is an objective concept. Combining drive and goal results in a motive. A motive is needed when an action differs from routine behaviour. It describes a desired end situation, either subjective or objective. "The boy wants to do a good job" is an example of a valid motive. R.S. Peters [6] explains four different types of explanations. 'His reason' explanations are explanations based on the subjective reasons given by the individual who is engaging in the behaviour. For example, if someone says they are motivated to study because they want to understand a particular subject better, this is a 'his reason' explanation. 'The reason' explanations are based on objective reasons or causes that are clear to outsiders as well. For example, if someone is motivated to study because they want to get a good grade, this is a 'the reason' explanation. Causal explanations refer to explanations that focus on identifying the causes that bring about the behaviour or motivation. For example, if someone is motivated to study because they are afraid of failing a test, this is a causal explanation. Finally, end-state explanations state the ultimate goal or end-state that the individual is trying to achieve. For example, if someone is motivated to study because they want to become a doctor, this is an end-state explanation.
4 4  
4 +\\[[https:~~/~~/journals.lww.com/topicsingeriatricrehabilitation/_layouts/15/oaks.journals/downloadpdf.aspx?an=00013614-200504000-00006>>https://journals.lww.com/topicsingeriatricrehabilitation/_layouts/15/oaks.journals/downloadpdf.aspx?an=00013614-200504000-00006]]
5 5  
6 -**References**
7 7  
8 -[1] Ann K. Williams. “Motivation and dementia”. In: Topics in Geriatric Rehabilitation 21.2
9 -(2005), pp. 123–126. doi: 10.1097/00013614-200504000-00006.
7 +"Lack of motivation, or apathy, and lack of interest in activities affect over 70% of persons with dementia."
8 +\\For example, Mayers and Griffin24 utilized mechanical toys to stimulate activity in patients with dementia. Le Bar et al25 demonstrated that emotion-based pictures increased interest and activity in persons with earlystage Alzheimer’s disease. Hoffmann et al26 used computer programs with personally relevant activities and personal photographs to improve motivation and positive attitude in persons with Alzheimer’s disease. They demonstrated improved social competence in persons with early dementia and improved orientation in persons with moderate dementia.
10 10  
11 -[2] K. GUNNAR GÖTESTAM and LENNART MELIN. “The effect of prompting and reinforce-
12 -ment of activity in elderly demented inpatients”. In: Scandinavian Journal of Psychology 31.1
13 -(1990), pp. 2–8. doi: 10.1111/j.1467-9450.1990.tb00796.x.
14 14  
15 -[3] Kevin S LaBar et al. “Emotional curiosity: Modulation of visuospatial attention by arousal
16 -is preserved in aging and early-stage alzheimer’s disease”. In: Neuropsychologia 38.13 (2000),
17 -pp. 1734–1740. doi: 10.1016/s0028-3932(00)00077-4.
11 +[[Emotional curiosity: modulation of visuospatial attention by arousal is preserved in aging and early-stage Alzheimer’s disease>>https://pdf.sciencedirectassets.com/271070/1-s2.0-S0028393200X00735/1-s2.0-S0028393200000774/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEOX%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIGrc1l5Lkh6HuLl0nquwKTyR%2F7iCvpc%2Fx8LyMG0GgxulAiEAiBewfDF73CVUzuSWo8BMOFm6YjGCWVyyCFALFdFiSkYqugUIjv%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FARAFGgwwNTkwMDM1NDY4NjUiDBVrXVi73u0ifQUHXiqOBbhJ9isG7GxC6CVZp8rwd%2BBf1FVC8jU5B%2BSWUTIu%2FwXma15mCaVSH45loPATtkJ8A1xJLuBtF9ki%2B61BKrNI5n9laHP%2Bbztm8W4TpHxiL4Wrgf6GJv5l5QI5zaOK4KBNp2mYN%2BSjVVxsodFhaYiLYnREy04I%2FmGh%2FA%2BlkvNHHgQaWuU18F46Nz5RWjf9ZaM%2B2j4QjmzMT0YKF%2Bhmt0cWO5I8GWEAwQ7vMaZGYEK5lw%2BfX79F%2Bj2th4C%2FgczckKPXI5NlLyAt7C7J4bKp29tr91NrS81ELifbxEgrUP6N%2BcwRiYP1RV0pW6MXbYHhRyq3AsEzurABajvOvjNlQcCR7lt5d%2B6C4h%2BQ75VDB1CQJPHoUu5w5sSNOXj%2FK6wL74qLmnb2MKy1Cm2pFA2o9ltlFWLBEVPEk7VKbHE40SsdW7s1opTKfXsxYdpEh6rF9JR0zl3%2FRl2vJpHZMRU0IFXK1fTD54WwlKmg34%2F9VqeVrep66Pc20qpbL5v7bzZyRaZJZhHgcYkM3dTFLFKEuNrAhNJDXTpiA4b0tm5zbxUVz0mpfRR9qmvHSZTY0%2BP6nKCWamyepVh%2B7G3tRRCjmkIWMnA6uPfiEyNrf%2BXqn2TWkDqq0XToMH%2Fa412gkY1Mje2%2F39a%2FyMJ7fgMGaqnOTl%2FMIGfv3emR6Mqpv6jbvlYfmIlTXL5%2FUz0WGBlBOe3JNnmBf8Tm8zK7XXUukkVhsHcpkctLp3llywKny31LT%2F9weaesEiJOvNFP4TUEW%2BQXeFEY%2BIg3dlNsQYSUuVLYhGFNFUckouSrOp7tkBk95uRxItLXQvKSgZ87kkZtIZMZty6I2c0T7oqpL2%2BoxBxQx8rSvRHfBxohQKArT%2B0%2F1MtcQTCAkP2fBjqxAVMK6NpVeZs7%2Fxy6xv%2Br9JB5P6WoC3B2VS%2FlcXS30V0GgswOenf6%2B8rkc1Hp58CYYkKn6jXCazDVCteaGGaPcrVtExNpNW11EAnnOvr8aRrf%2BBGIDeTtaOq0%2FhessKdAp93mj%2FD4p95i4EwLEswX%2B14nD8%2F4ysuwT4kCaOWJZflyfjNvSxRGah8oN7Ejyt7CJRtEdPmy0TzW80TdMjoS0xOS%2FCy%2F9hApLaYiQByaLdsqrQ%3D%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20230301T134852Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY24KK35BR%2F20230301%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=8981824129458c51468763a5373d2c5989f70dcbfcf509207dc68981bc8974ea&hash=65f9667a534f01d1f67df669375d84e24a18744f87104ab7cc92a4d1cafa3f09&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0028393200000774&tid=spdf-5daff2a9-6239-4056-a548-33092443c525&sid=ed5fe6e48d789049192a9d8-5c65bab7a5c0gxrqb&type=client&tsoh=d3d3LXNjaWVuY2VkaXJlY3QtY29tLnR1ZGVsZnQuaWRtLm9jbGMub3Jn&ua=080958045f5301025406&rr=7a11dc2bfd0f1eca&cc=nl]]
12 +Although attention to color may play a role in conveying the emotional impact of a scene (e.g. images containing blood), color information alone was insufficient to drive and sustain visual scanning patterns on the task when the stimuli were blurred. These findings support the idea that extraction of the emotional content of the scene, rather than mere attention to lower-level visual features, is of primary relevance to task performance. 
13 +\\Showing a visual emotional stimulus results in the subject performing some pre-conscious and non-visible mental actions and results in them moving their eyes to the stimulus.
14 +\\In contrast to these deficits, the present study suggests that visual orientation and sustained attention to emotionally-salient information may remain intact, at least in the early stages of the disease.
18 18  
19 -[4] Kathleen Mayers and Myra Griffin. “The play project use of stimulus objects with demented
20 -patients”. In: Journal of Gerontological Nursing 16.1 (1990), pp. 32–37. doi: 10.3928/0098-
21 -9134-19900101-08.
22 22  
23 -[5] M. HOFMANN, C. HOCK, and F. MÜLLER-SPAHN. “Computer-based cognitive training
24 -in alzheimer’s disease patients”. In: Annals of the New York Academy of Sciences 777.1
25 -(1996), pp. 249–254. doi: 10.1111/j.1749-6632.1996.tb34427.x.
17 +[[https:~~/~~/nyaspubs.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1749-6632.1996.tb34427.x>>https://nyaspubs.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1749-6632.1996.tb34427.x]]
26 26  
27 -[6] R. S. Peters. The concept of motivation. Routledge amp; K. Paul, Humanities P., 1969.
19 +the patients experienced the occupation with familiar issues as motivating and emotionally rewarding.
20 +
21 +
22 +Thus we hope to have emphasized the issue of this training approach, which is to train tasks that are of relevance to the patient's personality and self-esteem and relate to everyday activities and quality of living. The aim is to stimulate the patient mentally, to improve self-conception and selfconfidence via feelings of success, in order to help to preserve personal autonomy and a feeling of personal identity as long as possible.
23 +
24 +
25 +[[https:~~/~~/onlinelibrary.wiley.com/doi/pdf/10.1111/j.1467-9450.1990.tb00796.x>>https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1467-9450.1990.tb00796.x]]
26 +
27 +Prompting PwD for activities increases their trained activities. Reinforcement doesn't have significant effect.
XWiki.XWikiComments[0]
Date
... ... @@ -1,1 +1,0 @@
1 -2023-03-23 10:17:32.99
Author
... ... @@ -1,1 +1,0 @@
1 -xwiki:XWiki.MarkNeerincx
Comment
... ... @@ -1,1 +1,0 @@
1 -Very good that you found this literature for your research and development. Now, you have to make it a readable text, and provide the references in standard literature reference format (like a scientific paper), with the literature list at the end of the page.