Skip to Content
Last modified by William OGrady on 2024/04/08 16:30
From version 16.1
edited by Rixt Hellinga
on 2024/03/19 14:49
Change comment: There is no comment for this version
To version 17.1
edited by Rixt Hellinga
on 2024/03/19 15:15
Change comment: There is no comment for this version

Summary

Details

Page properties
Content
... ... @@ -11,18 +11,13 @@
11 11  This solution requires at least some retention of information, and as the cognition of the PwD depends on the progression of the dementia [5], it will be limited to those with early-stage dementia.
12 12  
13 13  There are some important values to be considered in the development of the above solution. From the basic human values given by Schwartz [7], we can for example take self-direction, as a PwD might want to experience more (intellectual/emotional) freedom, but also security, as the PwD wants to remain in the social order they are used to.
14 -Another principal value is the balance between complete information given by the encyclopedia and the emotional response, both positive and negative, the given information elicits. The Zones of Proximal Development (ZPD) [6], can be extended to provide a guide in establishing this balance.
14 +Another principal value is the balance between complete information given by the encyclopedia and the emotional response, both positive and negative, the given information elicits. Vygotsky’s Zone of Proximal Development (ZPD) [6] and the related Scaffolding Theory [8] may provide a guide in establishing this balance.
15 15  
16 -As shown, the ZPD gives a ratio between skill level and content difficulty in which a child can learn from information. If we extend this to a PwD with dementia, we could similarly compare mental state and information completeness. I.e. there is a range of acceptable information to provide to the PwD, given their mental state (eg. dementia progression, emotion level). If we were to supply the PwD with more information than they could handle in small periods of time (dependent on their dementia progression) it could cause the PwD to become frustrated or distressed.
16 +The Zone of Proximal Development defines a ratio between skill level and content difficulty in which a child can learn from information. The closely related Scaffolding Theory underlines the importance of proper assistance for a novice in the achieving some goal. Although both theories are usually called upon in the context of childrens' development, they certainly have some relevance in the domain of memory regression. From both theories we learn that it is important to not only support the PwD in their goal to maintain memories about loved ones, but to also do it at an appropriate pace in order to avoid confusion and the negative emotions that come with that.
17 17  
18 -[[image:1709192513768-157.png||data-xwiki-image-style-alignment="start" height="253" width="269"]]
19 19  
20 20  
21 -[[image:https://lh7-us.googleusercontent.com/mSV-GGExlxc9h92340wEAeIRaoF6JlJCAMBBCT36QWDV0qKW4iEGzNPTkIkr-k2pdhnCy9xMqxJy1bkwhqj9VsXhmcwvakUPwtrZKipCoEdZbbD65_OkL5_oxnREmHVtUmFSB3ipMsFub3eB6AMsHys14A=s2048||height="221" width="264"]]
22 22  
23 -
24 -
25 -
26 26  = **//References//** =
27 27  
28 28  [1] Eriksen S, Helvik AS, Juvet LK, Skovdahl K, Førsund LH, Grov EK. The Experience of Relations in Persons with Dementia: A Systematic Meta-Synthesis. Dement Geriatr Cogn Disord. 2016;42(5-6):342-368. doi: 10.1159/000452404. Epub 2016 Nov 19. PMID: 27866199.
... ... @@ -39,3 +39,5 @@
39 39  [6] //Vygotsky’s (1896–1934) theory (“an inherent social nature of learning”)//
40 40  
41 41  [7] //Basic Human Values Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online readings in Psychology and Culture, 2(1), 11.//
37 +
38 +//[8] Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child psychology and Psychiatry, 17, 89-100.//