dynamic systems theory of development paul van geert \~vangeert paul van geert \~vangeert m.c....

$: Dynamic systems theory of development Paul van Geert \~vangeert Paul van Geert \~vangeert M.C. Escher, Drawing hands (lithography,$
Dynamic systems theory of development

Dynamic systems theory of development

Paul van Geert

www.inn.nl\~vangeert

Paul van Geert

www.inn.nl\~vangeertM.C. Escher, Drawing hands (lithography, 1948)

dynamic systems theory of development 2

System and dynamic systemSystem and dynamic system

• 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

• 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

Developmental, learning and educational processes are examples of dynamic systems

Researcher determines the definition of the system (empirical test of adequacy)

Developmental, learning and educational processes are examples of dynamic systems

Researcher determines the definition of the system (empirical test of adequacy)


Systems thinkingSystems thinking

• 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

• 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

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

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

In all children?Why does it occur in some and not in others?Why do some children show the reverse effectWhich mechanism explains the emergence and change of the effect?If the effect is observable today, will it also be observable tomorrow, next week?

In all children?Why does it occur in some and not in others?Why do some children show the reverse effectWhich mechanism explains the emergence and change of the effect?If the effect is observable today, will it also be observable tomorrow, next week?

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.

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.


Dynamic systems thinkingDynamic 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

• 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


An exampleAn 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)

• 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)


Undesirable behavior

Undesirable behavior punishmentpunishment

Attractiveness of undesirable

behavior

Attractiveness of undesirable

behavior

A dynamic model of the control of unwanted behavior: aggressive behavior in the classroom

increasesincreases

Reinforcement of desirable behavior

Reinforcement of desirable behaviorreducesreduces

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Aversiveness of punishment

Aversiveness of punishment

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red

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simulationsimulation


Why is this a dynamic system?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)

• 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)


Example: A model of teaching/learningExample: 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

• 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


What kind of theory is DST?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

• 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


The Game of Life: an illustration of self-organization

The Game of Life: an illustration of self-organization

A structure of cellsA structure of cellsA structure of cellsA structure of cells Which can be “dead” or “alive”Which can be “dead” or “alive”Which can be “dead” or “alive”Which can be “dead” or “alive”

If it is alive, and has 2 or 3 living neighbors, it survives; If it is alive, and has 2 or 3 living neighbors, it survives; otherwise, it dies.otherwise, it dies.If it is dead, and has exactly 3 living neighbors, it comes If it is dead, and has exactly 3 living neighbors, it comes alivealive

If it is alive, and has 2 or 3 living neighbors, it survives; If it is alive, and has 2 or 3 living neighbors, it survives; otherwise, it dies.otherwise, it dies.If it is dead, and has exactly 3 living neighbors, it comes If it is dead, and has exactly 3 living neighbors, it comes alivealive

simulationsimulationsimulationsimulation

C:\Program Files\lifebonte\Life32.exe


Transmission or self-organization?Transmission or self-organization?

• DST: self-organization and non-linearity

• Transmission

• Which one applies to education/ development?

• DST: self-organization and non-linearity

• Transmission

• Which one applies to education/ development?


Transmission theoryTransmission 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

• 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


Exponents of transmission theoryExponents 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

• 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


Self-organizationSelf-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

• 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 thinking in developmental psychology

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

• “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


Thelen and Smith’s action approachThelen 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”

• “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”


Internal properties

Internal properties

Context properties

Context properties

actionaction

Internal properties

Internal properties

context properties

context properties

Developmental sequence is a long sequence of organism-environment loops

actionaction

Internal properties

Internal properties

context properties

context properties

actionaction


Thelen and Smith’s classic demonstration: the A-not-B-error in babies

Piaget: an internal representation (“an icon”, an object scheme) drives the behaviorTh & Sm: a causal and distributed process; loop between internal abilities and external affordances

Piaget: an internal representation (“an icon”, an object scheme) drives the behaviorTh & Sm: a causal and distributed process; loop between internal abilities and external affordances


What can we learn from Thelen and Smith’s action approach?

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

• 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


Application: a model of social behavior and its developmentApplication: 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

• 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


Realization of concerns

Realization of concerns Behaviors of

self and other

Behaviors of self and other

Emotions of self and other

Emotions of self and other

A dynamic model of social

interaction

determinedetermine

determinedetermine

Emotional appraisal

Emotional appraisal

de

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de

term

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determinedetermine

Strength of concerns

Strength of concerns

Co-determine

Co-determine

Sets norms to

Sets norms to

simulationsimulation


theoretisch model: een moment theoretisch model: een moment

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Het model: twee momentenHet model: twee momenten

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Invloed van BehaviourInvloed van Behaviour

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Invloed van Emotional Expression

Invloed van Emotional Expression

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Model output: positive emotionsModel output: positive emotions

popular children

00.10.20.30.40.50.60.70.80.9

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0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Average Perc 0.025 Perc 0.975 Data pop


Emotional expressionEmotional expression

-0.5

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model child model peer

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The dynamics of interacting components

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

• 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


Motor systemMotor system

Perceptual system

Perceptual system

Linguistic knowledge


Social knowledge

Social knowledge

Physical knowledge

Physical knowledge

Pedagogical support

Pedagogical supportExternal symbol

systems

External symbol systems

concernsconcerns

emotionsemotions

The form of the developmental process is determined by the way the variables interact with each other

•Stepwise development (stages)Stepwise development (stages)•Temporary regressionsTemporary regressions

The form of the developmental process is determined by the way the variables interact with each other

•Stepwise development (stages)Stepwise development (stages)•Temporary regressionsTemporary regressions


Motor systemMotor system

Perceptual system

Perceptual system



Social knowledge

Social knowledge

Physical knowledge

Physical knowledge

Pedagogical support

Pedagogical supportExternal symbol

systems

External symbol systems

concernsconcerns

emotionsemotions


Pauline Number of Words Pauline Number of Words

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Pauline Number of Words Pauline Number of Words

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One-word sentences

Holographic principle

One-word sentences

Holographic principle

2&3-word sentences

Combinatorial principle

2&3-word sentences

Combinatorial principle

4&more-word sentencesSyntactic principle

4&more-word sentencesSyntactic principle

supports

supports

Compete

s with

Compete

s with

supportssupports

Competes withCompetes with


Raw data of Pauline

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Example: Fischer’s model of developmental levels in different domains

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

• 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


Summary (1 of 2)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…

• 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…


Summary (2 of 2)Summary (2 of 2)

• 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

• 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 requires a fundamental rethinking of developmental explanations, research questions, design and statistical methodology

Dynamic systems theory requires a fundamental rethinking of developmental explanations, research questions, design and statistical methodology

dynamic systems theory of development paul van geert \~vangeert paul van geert \~vangeert m.c....

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