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Last modified by William OGrady on 2024/04/08 16:30
From version 9.8
edited by Rixt Hellinga
on 2024/02/29 14:56
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edited by Rixt Hellinga
on 2024/02/29 15:13
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23 23  
24 24  (6) //Vygotsky’s (1896–1934) theory (“an inherent social nature of learning”)//
25 25  
26 -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.
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.
27 27  
28 -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"]]
29 29  
30 -**Questions to answer here: **
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).
31 31  
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?
35 35  
36 -**Short Answer:**
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.//
37 37  
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 +//(//8) ZPD source
39 39  
40 -**Useful theories/design patterns:**
41 -
42 -* We have to make sure to define 'early' stage well.
43 -//"//Cognition: highly dependent on stage of dementia!//" -// //Week 3.1b -PwDcognitonMusic_Schaefer2023, slide 4//
44 -* We can use the basic human values from Schwartz.
45 -//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.//
46 -* 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).
47 -//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.//
48 -* 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”)//
49 -* 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)
50 -
51 -[[image:1709192513768-157.png||height="185" width="197"]]
52 -
53 -**Other possibly useful resources:**
54 -
55 -* Areum Han, Jeff Radel, Joan M. McDowd, Dory Sabata (2016). Perspectives of People with Dementia
56 -About Meaningful Activities: A Synthesis
57 -* 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.
58 -* 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).
59 -* 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.
60 -* 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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