1. Socio-Cognitive Support for PwD

First sketch

People with dementia have reported to feel dependent on the people in their surroundings. This is expressed through the repetitive need to ask for information about relatives after memories have faded. Overreliance on relatives can lead to the person with dementia feeling like a burden. This can in turn lead to separation from relatives and loneliness.
According to the self-determination theory a person needs autonomy and connectedness (and competence) in order to "foster the most volitional and high quality forms of motivation and engagement for activities, including enhanced performance, persistence, and creativity." (https://selfdeterminationtheory.org/theory/). This means, in order to motivate the pwd to participate in the usual activities of their 'pre-dementia' lives, and to engage with their relatives, we must promote these three factors.
 

Questions to answer here: 

• " What tasks and/or values is the human trying to accomplish and how can the technology support the human in doing so? "- xwiki
• How is the subject supported by the robot?
• Which design patterns and theories support this idea?

Short Answer:

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.

Useful theories/design patterns:

• We have to make sure to define 'early' stage well.
  "Cognition: highly dependent on stage of dementia!" - Week 3.1b -PwDcognitonMusic_Schaefer2023, slide 4
• We can use the basic human values from Schwartz.
  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.
• 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).
  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.
• 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”)
• 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)

Other possibly useful resources:

• Areum Han, Jeff Radel, Joan M. McDowd, Dory Sabata (2016). Perspectives of People with Dementia
  About Meaningful Activities: A Synthesis
• 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.
• 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).
• 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.
• 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