Individuals often get lost behind the diagnosis of Alzheimer’s disease (AD) while widespread differences between these patients are morecommon than similarities. Socioemotional Selectivity Theory (SST) suggests that ...Individuals often get lost behind the diagnosis of Alzheimer’s disease (AD) while widespread differences between these patients are morecommon than similarities. Socioemotional Selectivity Theory (SST) suggests that as we age our goals change from future-oriented (acquiringnew information) to present-oriented (enhancing the emotional, especially positive, meaning of encounters). The goal of the current article is to examine whether the principles of SST might also apply for people with AD. Some aspects of SST are found especially in the early stages of AD when awareness is often intact and cognitive impairment is relatively limited. This review has clinical significance for the treatment of AD because it focuses on what is important to the individual rather than treating patients as a homogenous group. It also highlights the importance of social networks and emphasizes the role of the proxy in AD care. Lastly, it suggests that if those with AD (like the healthy elderly) have a positivity bias then positive emotional stimuli/wording/instructions could usefully be employed in their daily treatment. I suggest that SST may be a useful starting point when attempting to address what matters to individuals with AD and conclude by providing a few suggestions for future studies.展开更多
The integration of Howard Gardner’s Theory of Multiple Intelligences(MI)into high school education presents a transformative approach to student learning and development.This paper explores the application of MI theo...The integration of Howard Gardner’s Theory of Multiple Intelligences(MI)into high school education presents a transformative approach to student learning and development.This paper explores the application of MI theory in shaping individualized learning pathways,enhancing student self-awareness,and fostering social and emotional development.Challenges such as professional development needs,curriculum adaptation,and resource allocation are discussed alongside future trends including technological integration,interdisciplinary learning,and inclusive education models.Empirical data,although hypothetical,illustrate the potential benefits of MI-tailored education on student performance and engagement.The paper concludes with a call for collaborative efforts among educators,policymakers,and researchers to realize the potential of MI theory in creating personalized and effective educational experiences for all students.展开更多
文摘Individuals often get lost behind the diagnosis of Alzheimer’s disease (AD) while widespread differences between these patients are morecommon than similarities. Socioemotional Selectivity Theory (SST) suggests that as we age our goals change from future-oriented (acquiringnew information) to present-oriented (enhancing the emotional, especially positive, meaning of encounters). The goal of the current article is to examine whether the principles of SST might also apply for people with AD. Some aspects of SST are found especially in the early stages of AD when awareness is often intact and cognitive impairment is relatively limited. This review has clinical significance for the treatment of AD because it focuses on what is important to the individual rather than treating patients as a homogenous group. It also highlights the importance of social networks and emphasizes the role of the proxy in AD care. Lastly, it suggests that if those with AD (like the healthy elderly) have a positivity bias then positive emotional stimuli/wording/instructions could usefully be employed in their daily treatment. I suggest that SST may be a useful starting point when attempting to address what matters to individuals with AD and conclude by providing a few suggestions for future studies.
文摘The integration of Howard Gardner’s Theory of Multiple Intelligences(MI)into high school education presents a transformative approach to student learning and development.This paper explores the application of MI theory in shaping individualized learning pathways,enhancing student self-awareness,and fostering social and emotional development.Challenges such as professional development needs,curriculum adaptation,and resource allocation are discussed alongside future trends including technological integration,interdisciplinary learning,and inclusive education models.Empirical data,although hypothetical,illustrate the potential benefits of MI-tailored education on student performance and engagement.The paper concludes with a call for collaborative efforts among educators,policymakers,and researchers to realize the potential of MI theory in creating personalized and effective educational experiences for all students.
