dynamic systems theory of development paul van geert \~vangeert paul van geert \~vangeert m.c....
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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)
dynamic systems theory of development 3
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.
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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
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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)
dynamic systems theory of development 6
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
red
uc
es
red
uc
es
reducesreducesDe
term
ine
s lev
el o
fD
ete
rmin
es
leve
l of
Aversiveness of punishment
Aversiveness of punishment
red
uc
es
red
uc
es
simulationsimulation
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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)
dynamic systems theory of development 8
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
dynamic systems theory of development 9
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
dynamic systems theory of development 10
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
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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?
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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
dynamic systems theory of development 13
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
dynamic systems theory of development 14
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 theory of development 15
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
dynamic systems theory of development 16
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”
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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
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 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
dynamic systems theory of development 19
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
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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
dynamic systems theory of development 21
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
term
ine
de
term
ine
determinedetermine
Strength of concerns
Strength of concerns
Co-determine
Co-determine
Sets norms to
Sets norms to
simulationsimulation
dynamic systems theory of development 22
theoretisch model: een moment theoretisch model: een moment
D
EA
RP - B
EE
Child 1
D
EA
P R-B
EE
Child 2
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Het model: twee momentenHet model: twee momenten
D
EA
RP - B
EE
D
E
P R-B
EE
Moment 1
D
EA
RP - B
EE
D
EA
P R-B
EE
Moment 2
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Invloed van BehaviourInvloed van Behaviour
D
EA
RP - B
EE
D
EA
P R-B
EE
Moment 1
D
EA
RP - B
EE
D
EA
P R-B
EE
Moment 2
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Invloed van Emotional Expression
Invloed van Emotional Expression
D
EA
RP - B
EE
D
E
P R-B
EE
Moment 1
D
EA
RP - B
EE
D
EA
P R-B
EE
Moment 2
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Model output: positive emotionsModel output: positive emotions
popular children
00.10.20.30.40.50.60.70.80.9
1
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
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Emotional expressionEmotional expression
-0.5
0
0.5
1
1.5
2
2.5
3
model child model peer
-0.5
0
0.5
1
1.5
2
2.5
3
model child model peer
0
0.5
1
1.5
2
2.5
3
child peer
model
data
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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
dynamic systems theory of development 29
Motor systemMotor system
Perceptual system
Perceptual system
Linguistic knowledge
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
dynamic systems theory of development 30
Motor systemMotor system
Perceptual system
Perceptual system
Linguistic knowledge
Linguistic knowledge
Social knowledge
Social knowledge
Physical knowledge
Physical knowledge
Pedagogical support
Pedagogical supportExternal symbol
systems
External symbol systems
concernsconcerns
emotionsemotions
dynamic systems theory of development 31
Pauline Number of Words Pauline Number of Words
0
10
20
30
40
50
60
14 19 24 29 34
age
freq
uen
cy
M1 M23 M422
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Pauline Number of Words Pauline Number of Words
-10
0
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20
30
40
50
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14 19 24 29 34
age
freq
uen
cy
M1 M23 M422
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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
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Raw data of Pauline
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age in months
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Raw data of Pauline
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Smoothed data of Pauline
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Raw data of Benjamin
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Smoothed data of Benjamin
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Smoothed data of Pauline and Benjamin
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W1-P W1-B W23-P W23-B W422-P W423-B
Smoothed data of Pauline and Benjamin
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Dynamic Model and Data of Pauline
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W1M W2-3M W4+M W1D W2-3D W4+D
Dynamic Model and Data of Pauline
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Dynamic Model and Data of Benjamin
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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
dynamic systems theory of development 42
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…
dynamic systems theory of development 43
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