Changes for page 1. Socio-Cognitive Support for PwD

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1		-//background//
	1	+== **//Background//** ==
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3	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) .
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14	14	(4) Areum Han, Jeff Radel, Joan M. McDowd, Dory Sabata (2016). Perspectives of People with Dementia
15	15	About Meaningful Activities: A Synthesis
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	17	+== **//Socio-Cognitive Support//** ==
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18		-//task at hand and related values//
	19	+The task of increasing autonomy in a subject 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 in order to realize this task we develop the NAO with the functionality of a personal encyclopedia, containing information on relatives and other loved ones. The subject is then able to consult this encyclopedia verbally.
	20	+This solution requires at least some retention of information, and as the cognition of the subject depends on the progression of the dementia (5), it will be limited to those with early-stage dementia.
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20		-The task of increasing autonomy in a subject can consist of remembering information about relatives without having to prompt the relatives in question.
	22	+(5) (//Week 3.1b -PwDcognitonMusic_Schaefer2023, slide 4//)
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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.
	24	+(6) //Vygotsky’s (1896–1934) theory (“an inherent social nature of learning”)//
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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.
	26	+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 subject might want to experience more (intellectual/emotional) freedom, but also security, as the subject wants to remain in the social order they are used to.
	27	+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) (8), can be extended to provide a guide in establishing this balance.
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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.
	29	+[[image:1709192513768-157.png||data-xwiki-image-style-alignment="end" height="185" width="197"]]
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	31	+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 subject with dementia, we could similarly compare mental state and information completeness. I.e. there is a range of acceptable information to provide to the subject, given their mental state (eg. dementia progression, emotion level).
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	34	+(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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	36	+//(//8) ZPD source
	37	+
30	30	**Questions to answer here: **
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32	32	* " What tasks and/or values is the human trying to accomplish and how can the technology support the human in doing so? "- xwiki
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38	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.
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41	41	**Useful theories/design patterns:**
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43	43	* We have to make sure to define 'early' stage well.
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49	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	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)
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52		-[[image:1709192513768-157.png||height="185" width="197"]]
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55	55	**Other possibly useful resources:**
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57	57	* Areum Han, Jeff Radel, Joan M. McDowd, Dory Sabata (2016). Perspectives of People with Dementia