Changes for page 1. Socio-Cognitive Support for PwD

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	1	+xwiki:XWiki.jeanpaulsmit

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1		-//background//
	1	+== **//Background//** ==
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3		-A person with dementia, further called the subject in accordance with our ontology, generally forgets information about their relatives and other close persons in their environment. It has been reported that a subject can feel anxious when querying their relatives for information and have a sense of overreliance on those around them (1)(2) .
	3	+A person with dementia, further called the PwD in our ontology, generally forgets information about their relatives and other close persons in their environment. It has been reported that a PwD can feel anxious when querying their relatives for information and have a sense of overreliance on those around them [1][2].
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5		-(1) [[https:~~/~~/karger.com/dem/article/42/5-6/342/98881/The-Experience-of-Relations-in-Persons-with>>https://karger.com/dem/article/42/5-6/342/98881/The-Experience-of-Relations-in-Persons-with]]
	5	+The PwD expresses this reliance through the repetitive need to ask for information about others in their environment. This burden, as perceived by the PwD themselves, can lead to feelings of disconnectedness, separation, and loneliness.
	6	+According to the self-determination theory, a PwD benefits from autonomy, connectedness, and competence to improve their motivation for engagement with activities [3]. Han et al. [4] expanded on connectedness and determined that connectedness is to self, to others, and the environment is important for participating in activities. For the PwD to actively maintain relationships and engage with their relatives through social contact, the three named factors must be stimulated.
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7		-(2) "Some people with dementia desired to maintain positive meaningful relationships by receiving support and love from their family, and by being respected for their remaining abilities, their autonomy, and their continued usefulness" Perspectives of People with Dementia About Meaningful Activities: A Synthesis
	8	+== **//Socio-Cognitive Support//** ==
8	8
9		-The subject expresses this reliance through the repetitive need need to ask for information about others in their environment. This burden, as perceived by the subject themselves, can lead to feelings of disconnectedness, separation, and loneliness.
10		-According to the self-determination theory a subject benefits from autonomy, connectedness, and competence in order to improve their motivation for engagement with activities (3). (4) expanded on the connectedness and determined that connectedness is to self, to others, and the environment is important for participating in activities. In others words, in order for the subject to actively maintain relationships and engage with their relatives through social contact, the three named factors must be stimulated.
	10	+The task of increasing autonomy in a PwD can consist of remembering information about relatives without having to prompt the relatives in question. According to Vygotsky [6] interacting with another entity through knowledge exchange contributes to knowledge creation. So to realize this task we develop the NAO with the functionality of a personal encyclopedia, containing information on relatives and other loved ones. The PwD is then able to consult this encyclopedia verbally.
	11	+This solution requires at least some retention of information. As the cognition of the PwD depends on the progression of the dementia [5], it will be limited to those with early-stage dementia.
11	11
12		-(3) //Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.//
	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. Vygotsky’s Zone of Proximal Development (ZPD) [6] and the related Scaffolding Theory [8] may provide a guide in establishing this balance.
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14		-(4) Areum Han, Jeff Radel, Joan M. McDowd, Dory Sabata (2016). Perspectives of People with Dementia
15		-About Meaningful Activities: A Synthesis
	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 achieving some goal. Although both theories are usually called upon in the context of children's development, they certainly have some relevance in 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 to avoid confusion and the negative emotions that come with that.
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17	17
18		-//task at hand and related values//
19	19
20		-The task
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22		-The task that a human is trying to accomplish is the task of remembering their relatives well enough to decrease the dependence on those relatives. The values related to this can be found in Schwartz. These values include Self-direction, in the sense that it gives them more freedom, but also security, in the sense that they still recognize and belong to the social order they are used to.
23		-We can support this task by creating a personal encyclopedia in which all the information of family members. The person can then consult this encyclopedia verbally. Because the cognition of a pwd depends highly on the stage of the dementia (//Week 3.1b -PwDcognitonMusic_Schaefer2023, slide 4//), a solution like this might only be useful in early stage dementia.
	21	+= **//References//** =
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25		-This can help because "Knowledge can be created when persons actively interact by knowledge exchange, sharing experiences, and taking asymmetric" (Vygotsky). So when reminded by the robot of the relative's information, the pwd will remember it better and be less reliant on their relatives.
	23	+[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.
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27		-It is important to consider the balance between important truthful information and upsetting information; Too much (irrelevant) information might upset the pwd. Supported by the Zones of Proximal Development (source?), a person has a range in which content difficulty and skill level have the right proportions to learn. Extending this to dementia patients: The information difficulty and the dementia progression are symmetrically (negatively) correlated.
	25	+[2] Han A, Radel J, McDowd JM, Sabata D. Perspectives of People with Dementia About Meaningful Activities: A Synthesis. Am J Alzheimers Dis Other Demen. 2016 Mar;31(2):115-23. doi: 10.1177/1533317515598857. PMID: 26340962.
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	27	+[3] //Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.//
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30		-**Questions to answer here: **
	29	+[4] Areum Han, Jeff Radel, Joan M. McDowd, Dory Sabata (2016). Perspectives of People with Dementia
	30	+About Meaningful Activities: A Synthesis
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32		-* " What tasks and/or values is the human trying to accomplish and how can the technology support the human in doing so? "- xwiki
33		-* How is the subject supported by the robot?
34		-* Which design patterns and theories support this idea?
	32	+[5] (//Week 3.1b -PwDcognitonMusic_Schaefer2023, slide 4//)
35	35
36		-**Short Answer:**
	34	+[6] //Vygotsky’s (1896–1934) theory (“an inherent social nature of learning”)//
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38		-With dementia is has been reported that the subject feels like they're a burden on their loved ones. When they constantly have to ask for information they feel dependent. This isolates them and makes them feel lonely. We can help this in the early stages of dementia by providing a personal encyclopedia.
	36	+[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.//
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40		-
41		-**Useful theories/design patterns:**
42		-
43		-* We have to make sure to define 'early' stage well.
44		-//"//Cognition: highly dependent on stage of dementia!//" -// //Week 3.1b -PwDcognitonMusic_Schaefer2023, slide 4//
45		-* We can use the basic human values from Schwartz.
46		-//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.//
47		-* Autonomy is part of the self-determination theory. And also connectedness (and part of connectedness is to not feel alone, which is also relevant for us).
48		-//Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.//
49		-* Knowledge can be created when persons actively interact by knowledge exchange, sharing experiences, and taking asymmetric (e.g., teaching / learning) roles Rooted in// Vygotsky’s (1896–1934) theory (“an inherent social nature of learning”)//
50		-* Educator's role is to give children experiences that are within their //Zones of Proximal Development ZPD//, thereby advancing their individual learning (this relates to our issue of truth vs upsetting the patient)
51		-
52		-[[image:1709192513768-157.png||height="185" width="197"]]
53		-
54		-
55		-**Other possibly useful resources:**
56		-
57		-* Areum Han, Jeff Radel, Joan M. McDowd, Dory Sabata (2016). Perspectives of People with Dementia
58		-About Meaningful Activities: A Synthesis
59		-* Lazar, A., Thompson, H., & Demiris, G. (2014). A systematic review of the use of technology for reminiscence therapy. //Health education & behavior//, //41//(1_suppl), 51S-61S.
60		-* Wilson, R. S., Wang, T., Yu, L., Grodstein, F., Bennett, D. A., & Boyle, P. A. (2021). Cognitive activity and onset age of incident alzheimer disease dementia. Neurology, 97(9).
61		-* Chaturvedi, R., Verma, S., Das, R., & Dwivedi, Y. K. (2023). Social companionship with artificial intelligence: recent trends and future avenues. Technological Forecasting and Social Change, 193, 122634.
62		-* E. Grandmaison and M. Simard, “A Critical Review of Memory Stimulation Programs in Alzheimer’s Disease,” //The Journal of Neuropsychiatry and Clinical Neurosciences//, vol. 15, no. 2, pp. 130–144, May 2003
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64		-
	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.//

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Author

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	1	+xwiki:XWiki.MarkNeerincx

Comment

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	1	+Given the target group, learning theory (Vygotski) and Zone of Proximal Development may seem somewhat inappropriate. The principle of scaffolding may apply well, however; which also relates to the figures shown.

Date

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	1	+2024-03-18 15:48:53.351