Paul van Geert

The Intrinsic Dynamics of Psychological Process

Psychological processes unfold on various timescales in accord with internally generated patterns. The intrinsic dynamism of psychological process is difficult to investigate using traditional methods emphasizing cause–effect relations, however, and therefore is rarely incorporated into social psychological theory. Methods associated with nonlinear dynamical systems can assess temporal patterns in thought and behavior, reveal the emergence of global properties in mental and social systems due to self-organization of system elements, and investigate the relation between external influences and intrinsic dynamics. The dynamical perspective preserves the insights that inspired the field’s early theorists while connecting social psychology to other areas of science.

How Psychological and Behavioral Team States Change during Positive and Negative Momentum

In business and sports, teams often experience periods of positive and negative momentum while pursuing their goals. However, researchers have not yet been able to provide insights into how psychological and behavioral states actually change during positive and negative team momentum. In the current study we aimed to provide these insights by introducing an experimental dynamical research design. Rowing pairs had to compete against a virtual opponent on rowing ergometers, while a screen in front of the team broadcasted the ongoing race. The race was manipulated so that the team’s rowing avatar gradually progressed (positive momentum) or regressed (negative momentum) in relation to the victory. The participants responded verbally to collective efficacy and task cohesion items appearing on the screen each minute. In addition, effort exertion and interpersonal coordination were continuously measured. Our results showed negative psychological changes (perceptions of collective efficacy and task cohesion) during negative team momentum, which were stronger than the positive changes during positive team momentum. Moreover, teams’ exerted efforts rapidly decreased during negative momentum, whereas positive momentum accompanied a more variable and adaptive sequence of effort exertion. Finally, the interpersonal coordination was worse during negative momentum than during positive momentum. These results provide the first empirical insights into actual team momentum dynamics, and demonstrate how a dynamical research approach significantly contributes to current knowledge on psychological and behavioral processes.

Prosody and animacy in the development of noun determiner use: A cross- linguistic approach

This study investigates prosodic (noun length) and lexical-semantic (animacy) influences on determiner use in the spontaneous speech of three children acquiring French, Austrian German and Dutch. In support of typological and language-specific hypotheses from the Germanic–Romance contrast, an advantage of monosyllabic nouns and of inanimate nouns for taking a determiner or filler was found in French, but not in Austrian German or Dutch. The authors discuss the possible contributory role of these factors on determiner acquisition from a cross-linguistic perspective, also accounting for more specific differences between Austrian German and Dutch.

Associations between developmental trajectories of movement variety and visual attention in fullterm and preterm infants during the first six months postterm

BACKGROUNDnDuring early infancy major developmental changes, both in the variety of body movements and in visual attention, help the infant to explore its surroundings. Both behaviours depend on a gradual shift from subcortical to cortical functioning.nnnAIMSnFirst, to determine whether preterms reach mature levels of movement variety (the number of different movement patterns) and visual attention earlier than fullterms. Second, to determine whether individual developmental trajectories of movement variety and visual attention were associated. Finally, we compared the associations of developmental trajectories between fullterm and preterm infants.nnnSTUDY DESIGNnIn this longitudinal study, 20 fullterm and 9 low-risk preterm infants performed a visual disengagement task every four weeks from six weeks until six months postterm. For each infant we drew up developmental trajectories for movement variety, and for frequencies and latencies of looks. We analyzed the developmental trajectories by means of general linear model (GLM) repeated measures and Monte Carlo analyses.nnnRESULTSnIn comparison to fullterms, preterm infants showed a similar increase in movement variety over time (F(4,108)=0.27; partial eta(2)=0.01; P=.90). Visual attention reached mature levels four weeks earlier than movement variety. This effect was stronger in fullterm infants. Neither in fullterm nor in preterm infants did we find an association between the developmental trajectories of movement variety and visual attention. P values ranged from .37 to .99.nnnCONCLUSIONSnDuring the first 6 months postterm, movement variety and visual attention developed independently. Temporarily, preterm exposure to the extrauterine environment led to shorter latencies of looks but it did not affect developmental trajectories of frequencies of looks and movement variety.

Speaking Volumes: A Longitudinal Study of Lexical and Grammatical Growth between 17 and 42 Months.

Dynamic analyses of language growth tell us how vocabulary and grammar develop and how the two might be intertwined. Analyses of growth curves between 17 and 42 months, based on longitudinal data for 34 children, revealed interesting patterns of vocabulary and grammatical developments. They showed that these patterns were nonlinear, but with coinciding peaks of growth, suggesting a bilateral relationship between acquisition of vocabulary and grammar. A more detailed analysis of specific components of vocabulary (nouns, verbs, grammatical words) and grammar showed that each followed its own developmental course, but that its growth rates were likely to be negatively or positively correlated with those of other components. For example, a faster rate for acquiring nouns coincided with a slower rate for verbs. Last, an assessment of intra-individual variability in three children showed that mean scores obscure individual profiles.

Identifying Learning Trajectories While Playing a Learning-to-Learn Computer Game in Different Children and Instruction Types

This research focuses on identifying learning trajectories expressed among children playing a learning-to-learn computer game and examining the relationships between the learning trajectories and individual characteristics such as developmental age, prior knowledge, and instruction type (adult- and/or computer-assisted, or no instruction). Each child in the sample (N = 184; ages 2.6–4.2 years) repeatedly played the game, resulting in 13 measurements. At each measurement, we registered 7 aspects of mouse behavior such as error frequency, mouse click frequency, and reaction times. Based on those data, we identified 6 types of learning trajectories with multilevel latent class growth analysis. The types appeared significantly related to developmental age, prior knowledge, and type of instruction. Furthermore, prior knowledge appeared the best predictor; specifically among children with moderate prior knowledge having received instruction was associated with better performances than no instruction. The results support the conclusion that children at risk have a high probability of showing benefits in their learning-to-learn skills while playing this educational computer game. However, more adapted games, with more variation and adult-assisted instruction, would also benefit children with uninhibited behavior.

Group versus individual data in a dynamic systems approach to development

This article discusses the logic of explanation in the context of processes of change and development. It is argued that so-called generalizable models--which are assumed to be generalizable because they are based on inter-individual variability occurring in samples said to represent some sort of population--have in general only very little to say about the nature and mechanisms of the processes that occur in individuals constituting this population. The differences in the causes of variability in individual time series on the one hand and in samples consisting of independent individual cases on the other hand are explained. A short introduction into complex dynamic systems thinking about development is presented. It is concluded that research and theory formation in developmental psychology, if not psychology as a whole, is in need of a radical change of direction, if these disciplines ever one to achieve their goal of understanding the processes of development and behavioral change, in theoretical as well as in applied contexts.

A quantitative dynamic systems model of health-related quality of life among older adults

Health-related quality of life (HRQOL) is a person-centered concept. The analysis of HRQOL is highly relevant in the aged population, which is generally suffering from health decline. Starting from a conceptual dynamic systems model that describes the development of HRQOL in individuals over time, this study aims to develop and test a quantitative dynamic systems model, in order to reveal the possible dynamic trends of HRQOL among older adults. The model is tested in different ways: first, with a calibration procedure to test whether the model produces theoretically plausible results, and second, with a preliminary validation procedure using empirical data of 194 older adults. This first validation tested the prediction that given a particular starting point (first empirical data point), the model will generate dynamic trajectories that lead to the observed endpoint (second empirical data point). The analyses reveal that the quantitative model produces theoretically plausible trajectories, thus providing support for the calibration procedure. Furthermore, the analyses of validation show a good fit between empirical and simulated data. In fact, no differences were found in the comparison between empirical and simulated final data for the same subgroup of participants, whereas the comparison between different subgroups of people resulted in significant differences. These data provide an initial basis of evidence for the dynamic nature of HRQOL during the aging process. Therefore, these data may give new theoretical and applied insights into the study of HRQOL and its development with time in the aging population.

Learning Potential Is Related to the Dynamics of Scaffolding : An Empirical Illustration of the Scaffolding Dynamics of 5-Year-Olds and Their Teacher

We propose a new definition of learning potential as an emergent phenomenon. It emerges in the process of creating a unique scaffolding situation through the real-time interaction between teacher and child. We provide a model for analyzing the behavioral sequences within these scaffolding dynamics and illustrate it with the data of two qualitatively representative children working on a curriculum-related task with their teacher. It is hypothesized that if the dyads truly create their own dynamic scaffolding–related situation as presented in the model, they are expected to differ in terms of their temporal patterns in a nontrivial way. Analyses showed significantly different patterns for both dyads. We conclude that, in applied settings, an analysis of the dynamic patterns of scaffolding creation might provide important information about learning potential, in addition to information obtained with standardized dynamic tests.

Look Closely at What I'm Doing! Scaffolding in Individual String Lessons: Two Case Studies.

In this article, we provide a process description of scaffolding in music lessons based on the scaffolding model of Van Geert and Steenbeek (2005). Scaffolding is a form of socially mediated learning in which teacher and student constantly adapt their behavior to one another in order to reach a goal. To illustrate this process, data from video-observations of two teacher-student dyads in Suzuki string lessons were analyzed to see how well this data fits the Van Geert and Steenbeek model. Results show the dynamic connection between amount of instruction and instruction type on the one hand and performance level of the student on the other hand. Results also show that the process of socially mediated learning takes the form of an increasing overlap between student and teacher actions, i.e. an increase of the joint action over time.In this article, we provide a process description of scaffolding in music lessons based on the scaffolding model of Van Geert and Steenbeek (2005). Scaffolding is a form of socially mediated learning in which teacher and student constantly adapt their behavior to one another in order to reach a goal. To illustrate this process, data from video-observations of two teacher-student dyads in Suzuki string lessons were analyzed to see how well this data fits the Van Geert and Steenbeek model. Results show the dynamic connection between amount of instruction and instruction type on the one hand and performance level of the student on the other hand. Results also show that the process of socially mediated learning takes the form of an increasing overlap between student and teacher actions, i.e. an increase of the joint action over time.