Dynamic systems theory of development

1. M.C. Escher, Drawing hands (lithography, 1948) Dynamic systems theory of development Paul van Geert www.inn.nl\~vangeert

2. System and dynamic system Developmental, learning and educational processes are examples of dynamic systems Researcher determines the definition of the system (empirical test of adequacy) • A system • Is a collection of components • That are related to each other • A dynamic system • Is a collection of variable/changeable components • That affect/influence each other dynamic systems theory of development

3. Systems thinking The observed effects are the results of processes that occur within and between persons. These processes can be described and understood by means of dynamic systems theory/modeling. Examples of developmental statements • Preschool intervention has a significant positive effect on intelligence later in life • Reading books to children by parents has a positive effect on the children’s linguistic abilities • Monozygotic twins show a significant positive correlation on the temperamental aspect “emotionality” • Training the sensitivity of the mother has a significant effect on the secure attachment of their infants • Popular children show more positive emotions during an interaction than average of rejected ones • The heritability of intelligence is 0.8 • Core knowledge of concepts such as “object” and “cause” is innate • DST is an approach, a general look on processes • DST emphasizes central/characteristic features of processes • Practice (e.g. educational practice) behaves like a dynamic system • Scientific statements about education/development often follow a linear logic • A influences B (independent and dependent variables) • The temporal aspect has been removed • Generalization occurs over groups In all children? Why does it occur in some and not in others? Why do some children show the reverse effect Which mechanism explains the emergence and change of the effect? If the effect is observable today, will it also be observable tomorrow, next week? dynamic systems theory of development

4. Dynamic systems thinking • Various types of dynamic systems thinking • Conceive of your variables as forces that affect each other over time • What kind of relations? • Positive (support), negative (competition), precursor, neutral • An example says more than a thousand definitions: A simple process model of reward/punishment dynamic systems theory of development

5. An example • Reduction of unwanted behavior • Examples: aggressiveness, bullying, … • By means of • punishment or aversive stimuli • By means of increasing the likelihood of alternative, wanted behavior • Simulation • Simulation is the natural tool for the study of dynamic processes • Simulation pertains to the variables distinguished in the model, not to the full underlying reality (impossibility) dynamic systems theory of development

6. A dynamic model of the control of unwanted behavior: aggressive behavior in the classroom Aversiveness of punishment reduces increases Undesirable behavior punishment reduces Determines level of reduces Attractiveness of undesirable behavior Reinforcement of desirable behavior reduces simulation dynamic systems theory of development

7. Why is this a dynamic system? • It shows how variables determine each other over time • It is based on an iterative process • The patterns result from the way the variables interact • The patterns have non-linear properties (a small change in a parameter can result in an entirely different pattern) dynamic systems theory of development

8. Example: A model of teaching/learning • Teacher has a goal, student has not yet reached the goal • Teacher sets a teaching level that runs ahead of the student’s current level • Teacher adapts the teaching to the level of the student • As the student progresses, the teacher increases the demands to be met by the student • If the demands/teaching level too far from the student’s level, no learning takes place • Students differ in how fast they learn, teachers differ in how fast they adapt to student’s progress dynamic systems theory of development

9. What kind of theory is DST? • It is a general approach to phenomena, rather than a specific theory • It is an abstract approach to phenomena • You can apply it to learning and development, but also to fishing in the Adriatic Sea (Volterra) • Its major feature is self-organization, the spontaneous increase of structure/order/information in complex systems • A graphical illustration: the Game-of-Life dynamic systems theory of development

10. The Game of Life: an illustration of self-organization A structure of cells Which can be “dead” or “alive” If it is alive, and has 2 or 3 living neighbors, it survives; otherwise, it dies. If it is dead, and has exactly 3 living neighbors, it comes alive simulation simulation dynamic systems theory of development

11. Transmission or self-organization? • DST: self-organization and non-linearity • Transmission • Which one applies to education/ development? dynamic systems theory of development

12. Transmission theory • The second law of thermo-dynamics • spontaneous loss of order, information • self-organization does not exist • Order/structure/information must be transmitted • Transmission of energy, information • loss of energy, information • Requires over-determination • Many classical theories are representatives of transmission theory dynamic systems theory of development

13. Exponents of transmission theory • Classical view of education and teaching/learning processes • Transmission of content from teacher to student • Theories of genetic determination • development specified by genes • Ideas of brain determination • it’s the brain that imposes its structure onto the mind and determines the way we see and act dynamic systems theory of development

14. Self-organization • Runs (apparently) against the second law of thermodynamics: spontaneous loss of order/structure/information/… • Dissipative processes: spontaneous increase of order/structure/information • In highly organized, complex systems • That consume energy/resources • Dynamic interaction creates order: The outcome is the result of the dynamic interactions between all the components involved dynamic systems theory of development

15. Dynamic systems thinking in developmental psychology • “Bloomington brand” (Thelen and Smith) • Action theory: organism-environment loops in real time • Emphasis on sensori-motor aspects and low-level representation • “Groningen brand” • Growth models of interacting variables • Emphasis on abstract and methodological aspects dynamic systems theory of development

16. Thelen and Smith’s action approach • “Psychological” processes are recursive loops between organism and environment • Psychological variables (e.g. concepts, intelligence, …) are soft-assemblies • Exist only within and for the duration of a particular action • There are no internal, determinate psychological properties (e.g. object concept research) • Developmental theory: what are the concrete and causal processes that lead a system from A to B? • Nativism is not an explanation • “our ten fingers are an innate property” dynamic systems theory of development

17. Internal properties Internal properties Internal properties action action action Context properties contextproperties context properties Developmental sequence is a long sequence of organism-environment loops dynamic systems theory of development

18. Thelen and Smith’s classic demonstration: the A-not-B-error in babies Piaget: an internal representation (“an icon”, an object scheme) drives the behavior Th & Sm: a causal and distributed process; loop between internal abilities and external affordances dynamic systems theory of development

19. What can we learn from Thelen and Smith’s action approach? • It is necessary to (also) model development on the time scale of real-time action • Necessary to understand the mutuality between the short-term time scale of action and the long-term time scale of development • Model of situated, embedded or distributed cognition • Part of the mechanism is in the context dynamic systems theory of development

20. Application: a model of social behavior and its development • Behavior is determined by concerns • Social behavior is determined by the concern for Autonomy and the concern for Involvement • Concerns are realized/satisfied by behavior • Self-directed (autonomy) and other-directed (involvement) behavior • The degree to which concerns are realized is related to emotions • Emotional appraisal • Emotions co-determine the strength of the concerns • Mutuality: your behavior is part of my behavior, your emotions are part of mine dynamic systems theory of development

21. determine Realization of concerns Behaviors of self and other determine Sets norms to A dynamic model of social interaction determine Strength of concerns Co-determine Emotional appraisal Emotions of self and other determine simulation dynamic systems theory of development

22. Child 2 Child 1 - - B B D D R P R P EE EE EA EA theoretisch model: een moment dynamic systems theory of development

23. - - - - B B B B D D D D R R P P R P P R Moment 2 EE EE EE EE EA E EA EA Het model: twee momenten Moment 1 dynamic systems theory of development

24. Moment 1 - - - - B B B B D D D D R P R P R P P R Moment 2 EE EE EE EE EA EA EA EA Invloed van Behaviour dynamic systems theory of development

25. Moment 1 - - - - B B B B D D D D R P R P R P P R Moment 2 EE EE EE EE EA E EA EA Invloed van Emotional Expression dynamic systems theory of development

26. Model output: positive emotions dynamic systems theory of development

27. Emotional expression model data dynamic systems theory of development

28. The dynamics of interacting components • Example: Lexicon and Syntax • Growth of L depends on itself • Growth of L depends on available resources • Available knowledge and skills, Teaching, help, time invested in an activity • Growth of L depends on S, S depends on L • Relationships are supportive, competitive or conditional dynamic systems theory of development

29. Linguistic knowledge concerns The form of the developmental process is determined by the way the variables interact with each other • Stepwise development (stages) • Temporary regressions Motor system Social knowledge Perceptual system Physical knowledge emotions Pedagogical support External symbol systems dynamic systems theory of development

30. Linguistic knowledge concerns Motor system Social knowledge Perceptual system Physical knowledge emotions resource system Pedagogical support External symbol systems dynamic systems theory of development

31. Pauline Number of Words dynamic systems theory of development

32. Pauline Number of Words dynamic systems theory of development

33. One-word sentences Holographic principle supports Competes with 2&3-word sentences Combinatorial principle 4&more-word sentences Syntactic principle supports Competes with dynamic systems theory of development

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41. Example: Fischer’s model of developmental levels in different domains • E.g. two levels: stage of operations and stage of relations • stage of relations supports stage of operations by level • the better your understanding of the relationship between addition and subtraction, the stronger the effect on the growth of the (already established) addition and subtraction skill (operations) • Stage of relations competes with stage of operations by change • the increase in the understanding of the relation consumes resources that are also needed for the operations of addition and subtraction itself and thus temporary exerts a negative effect on the ability to add or subtract dynamic systems theory of development

42. Summary (1 of 2) • DST = a general approach • Emphasizing interaction and transaction over real time • Not a comparison of ages • Mutuality of influences • No distinction between dependent and independent variables • Focus on processes that take place in and between individuals • Not on groups, averages, correlations… dynamic systems theory of development

43. Summary (2 of 2) Dynamic systems theory requires a fundamental rethinking of developmental explanations, research questions, design and statistical methodology • Simulation = tool for understanding the nature of processes • Measuring psychological properties • Importance of context • Importance of variability • The classical theories (Piaget, Vygotsky, …) • were fundamentally dynamic • But the dynamic aspect has been stripped off in favor of static relationships that hold within groups dynamic systems theory of development