Steffie van der Steen

Using the dynamics of a person context system to describe children’s understanding of air pressure

© 2012 Van der Steen et al., licensee InTech. This is an open access chapter distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Using the Dynamics of a Person-Context System to Describe Children’s Understanding of Air Pressure

Chromatic and Anisotropic Cross-Recurrence Quantification Analysis of Interpersonal Behavior

Cross-recurrence quantification analysis (CRQA) is a powerful nonlinear time-series method to study coordination and cooperation between people. This chapter concentrates on two methodological issues related to CRQA on categorical data streams, which are commonly encountered in the behavioral sciences . Firstly, we introduce a more general definition of recurrence as ‘behavioral matching ’, which can be applied to several kinds of matches simultaneously, visualized by a color coding. We will refer to this as cross -matching, and to the resulting quantification procedure as Chromatic CRQA . Secondly, cross-recurrence plots of categorical data often prominently consists of rectangular structures. This calls for a differential analysis of vertical and horizontal lines, rather than of diagonal lines. We introduce a simple procedure for this, referred to as Anisotropic CRQA . Both procedures are demonstrated with empirical studies on children’s problem-solving behavior and by means of a model simulation. The authors hope that the ideas presented here increase the power and applicability of CRQA in the behavioral sciences, and that this chapter serves as a stepping stone for their mathematical and methodological development.

Asymmetric Dynamic Attunement of Speech and Gestures in the Construction of Children’s Understanding

As children learn they use their speech to express words and their hands to gesture. This study investigates the interplay between real-time gestures and speech as children construct cognitive understanding during a hands-on science task. 12 children (M = 6, F = 6) from Kindergarten (n = 5) and first grade (n = 7) participated in this study. Each verbal utterance and gesture during the task were coded, on a complexity scale derived from dynamic skill theory. To explore the interplay between speech and gestures, we applied a cross recurrence quantification analysis (CRQA) to the two coupled time series of the skill levels of verbalizations and gestures. The analysis focused on (1) the temporal relation between gestures and speech, (2) the relative strength and direction of the interaction between gestures and speech, (3) the relative strength and direction between gestures and speech for different levels of understanding, and (4) relations between CRQA measures and other child characteristics. The results show that older and younger children differ in the (temporal) asymmetry in the gestures–speech interaction. For younger children, the balance leans more toward gestures leading speech in time, while the balance leans more toward speech leading gestures for older children. Secondly, at the group level, speech attracts gestures in a more dynamically stable fashion than vice versa, and this asymmetry in gestures and speech extends to lower and higher understanding levels. Yet, for older children, the mutual coupling between gestures and speech is more dynamically stable regarding the higher understanding levels. Gestures and speech are more synchronized in time as children are older. A higher score on schools’ language tests is related to speech attracting gestures more rigidly and more asymmetry between gestures and speech, only for the less difficult understanding levels. A higher score on math or past science tasks is related to less asymmetry between gestures and speech. The picture that emerges from our analyses suggests that the relation between gestures, speech and cognition is more complex than previously thought. We suggest that temporal differences and asymmetry in influence between gestures and speech arise from simultaneous coordination of synergies.

Characterising expert representations during real-time action: A Skill Theory application to soccer

In various domains, experts are found to possess elaborate domain-specific representations they developed over years. In this study, we provide the first systematic attempt to characterise the short-term representations among individuals with different expertise levels. We showed videos of soccer game plays to expert, near-expert and non-expert soccer players and asked them to describe the actions taking place. Verbalisations were coded based on Fischers Skill Theory. Monte Carlo permutation tests revealed that players with higher expertise constructed representations of higher complexity (regardless of their specific content). Taking the content of the representations into account, we found that higher expertise soccer players relatively more often included high complexity levels of actions not including the ball and (moving) players on the field. These findings improve our understanding of perceptual-cognitive expertise by demonstrating how actors with different levels of expertise integrate the information they perceive to construct their representations in real time.

Differences in game reading between selected and non-selected youth soccer players

ABSTRACT Applying an established theory of cognitive development―Skill Theory―the current study compares the game-reading skills of youth players selected for a soccer school of a professional soccer club (n = 49) and their non-selected peers (n = 38). Participants described the actions taking place in videos of soccer game plays, and their verbalisations were coded using Skill Theory. Compared to the non-selected players, the selected players generally demonstrated higher levels of complexity in their game-reading, and structured the information of game elements―primarily the player, teammate and field―at higher complexity levels. These results demonstrate how Skill Theory can be used to assess, and distinguish game-reading of youth players with different expertise, a skill important for soccer, but also for other sports.

Capturing moment-to-moment changes in multivariate human experience

In this article, we aim to shed light on a technique to study intra-individual variability that spans the time frame of seconds and minutes, i.e., micro-level development. This form of variability is omnipresent in behavioural development and processes of human experience, yet is often ignored in empirical studies, given a lack of proper analysis tools. The current article illustrates that a clustering technique called Kohonen’s Self-Organizing Maps (SOM), which is widely used in fields outside of psychology, is an accessible technique that can be used to capture intra-individual variability of multivariate data. We illustrate this technique with a case study involving self-experience in the context of a parent–adolescent interaction. We show that, with techniques such as SOM, it is possible to reveal how multiple components of an intra-individual process (the adolescent’s self-affect and autonomy) are non-linearly connected across time, and how these relationships transition in accordance with a changing...In this article, we aim to shed light on a technique to study intra-individual variability that spans the time frame of seconds and minutes, i.e., micro-level development. This form of variability is omnipresent in behavioural development and processes of human experience, yet is often ignored in empirical studies, given a lack of proper analysis tools. The current article illustrates that a clustering technique called Kohonen’s Self-Organizing Maps (SOM), which is widely used in fields outside of psychology, is an accessible technique that can be used to capture intra-individual variability of multivariate data. We illustrate this technique with a case study involving self-experience in the context of a parent–adolescent interaction. We show that, with techniques such as SOM, it is possible to reveal how multiple components of an intra-individual process (the adolescent’s self-affect and autonomy) are non-linearly connected across time, and how these relationships transition in accordance with a changing contextual factor (parental connectedness) during a single interaction. We aim to inspire researchers to adopt this technique and explore the intra-individual variability of more developmental processes, across a variety of domains, as deciphering such micro-level processes is crucial for understanding the nature of psychological and behavioural development.

Do Foster Parents and Care Workers Recognize the Needs of Youth in Family Foster Care with a History of Sexual Abuse

ABSTRACT Children in family foster care have the right to participate in decisions regarding their life, however, adults often advocate on behalf of children. This Q methodological study explored whether shared perspectives among foster parents and care workers resemble shared perspectives of youth regarding the psychosocial needs experienced by youth with a history of sexual abuse. Participants sorted a set of statement cards according to what they thought was most important for youth. By-person factor analyses examined how the Q sorts of foster parents and care workers related to those of youth. The results showed that foster parents mostly recognized the group of youth who value an instrumental relationship with their carers, while care workers mostly recognized the group of youth who value support of both foster and birth parents with regard to their preparation for independent living. The two youth groups characterized by ambivalence and autonomy were barely recognized. Results are discussed in light of the expected roles of foster parents and care workers, and youth’s contact with birth parents. Lastly, this study highlights the importance of youth participation, because youth offer unique and varying perspectives about their needs.

The Effect of Keyboard-Based Word Processing on Students With Different Working Memory Capacity During the Process of Academic Writing

This study addresses the current debate about the beneficial effects of text processing software on students with different working memory (WM) during the process of academic writing, especially with regard to the ability to display higher-level conceptual thinking. A total of 54 graduate students (15 male, 39 female) wrote one essay by hand and one by keyboard. Our results show a beneficial effect of text processing software, in terms of both the qualitative and quantitative writing output. A hierarchical cluster analysis was used to detect distinct performance groups in the sample. These performance groups mapped onto three differing working memory profiles. The groups with higher mean WM scores manifested superior writing complexity using a keyboard, in contrast to the cluster with the lowest mean WM. The results also point out that more revision during the writing process itself does not inevitably reduce the quality of the final output.