A dynamic systems model of cognitive and language growth.

Vangeert, P

doi:10.1037/0033-295x.98.1.3

Cited by 383 publications

(296 citation statements)

References 72 publications

(78 reference statements)

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“…In our view, research from this theoretical perspective has made substantial contributions to the field of motor development (Thelen & Ulrich, 1991) and language development (Van Geert, 1991, 1993 but has yet failed to make serious inroads into other aspects of developmental research and theorizing. Although one could argue that this stems from problems with researchers understanding the theory (Lewis, 2000), we suggest that the problem is deeper.…”

Section: Dynamic Systems Approachesmentioning

confidence: 99%

Development and learning: a TASC-based perspective of the acquisition of perceptual-motor behaviors

Rosengren

Savelsbergh

Kamp

2003

Infant Behavior and Development

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The concepts of development and learning are discussed in terms of different theoretical orientations to the study of motor behavior. It is argued that although these concepts are commonly used to discuss various aspects of change across the life span, there is little agreement regarding the definition of these terms and even whether these are useful concepts for researchers studying change over time. A theoretical approach, the TASC-based approach is presented as an alternative account for examining change over time. The TASC label stands for a focus on particular tasks, adaptation and selection of behaviors as a function of constraints. This account is grounded in evolutionary theory and assumes that variability, selection, and adaptation are central to change over time within individuals. Emphasis is placed on the tasks individuals attempt to solve in achieving particular goals given the constraints of the local environment and the organism. An alternative manner to conceptualize the concepts of development and learning are presented within the TASC-based approach.

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Section: Dynamic Systems Approachesmentioning

confidence: 99%

Development and learning: a TASC-based perspective of the acquisition of perceptual-motor behaviors

Rosengren

Savelsbergh

Kamp

2003

Infant Behavior and Development

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“…Bever's (1982) research revealed regressive mechanisms in linguistic and cognitive development, due to internal restructuring of knowledge. Geert (1991), likewise, proposed regressive mechanisms in speech and general developmental process. Thelen and Smith (1994) accounted for the disappearance of reflex behaviors such as automatic walking, as "adaptive solutions to ontogenetic changes in life's demands."…”

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confidence: 99%

“…These reorganizations appear to be marked by discontinuities, that is, sudden spurts or changes in the behavior patterns. There has been much research on the qualitative changes occurring in the process of development, known in the literature as transitions (Connell & Furman, 1984;Elman et al, 1996;Fisher, Pipp, & Bullock, 1984;Fisher & Rose, 1994;Geert, 1991Geert, , 1997KarmiloffSmith, 1994;Johnson, 1997;Magnusson & Cairns, 1996;McCall, Eichnor, & Hogarthy, 1977;Reznick, Corley, & Robinson, 1997;Schore 1994;Thelen & Smith, 1994;Towen, 1998;Trevarthen, 1982aTrevarthen, , 1995.…”

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confidence: 99%

Regression Periods in Infancy: A Case Study from Catalonia

Sadurní

Rostan

2002

Span. J. Psychol.

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Based on Rijt-Plooij and Plooij's (1992) research on emergence of regression periods in the first two years of life, the presence of such periods in a group of 18 babies (10 boys and 8 girls, aged between 3 weeks and 14 months) from a Catalonian population was analyzed. The measurements were a questionnaire filled in by the infants' mothers, a semi-structured weekly tape-recorded interview, and observations in their homes. The procedure and the instruments used in the project follow those proposed by Rijt-Plooij and Plooij. Our results confirm the existence of the regression periods in the first year of children's life. Inter-coder agreement for trained coders was 78.2% and within-coder agreement was 90.1 %. In the discussion, the possible meaning and relevance of regression periods in order to understand development from a psychobiological and social framework is commented upon. Key words: regression periods, child development, brain system developmentNuestro trabajo estudia los periodos de regresión en la infancia. A partir del trabajo de investigación de Rijt-Plooij y Plooij (1992) sobre la emergencia de periodos de regresión en los dos primeros años de vida, se analizó la presencia de estos periodos en un grupo de 18 niños (10 niños y 8 niñas) de una población catalana. La edad de los niños estaba comprendida entre las 3 semanas y los 14 meses. Los instrumentos de recogida de información fueron un cuestionario respondido por la madre del bebé, una entrevista semiestructurada registrada en grabadora y observaciones realizadas en casa de los sujetos. El procedimiento y los instrumentos usados en el proyecto siguen los propuestos por RijtPloij y Plooij en su investigación original. Nuestros resultados confirman la existencia de periodos de regresión en el primer año de vida infantil. La concordancia entre observadores independientes entrenados fue del 78,2% y la intraobservador fue del 90,1%. Se comenta el significado que pueden tener los periodos de regresión y su interés para avanzar en la comprensión del desarrollo en un marco psicobiológico y social. Palabras clave: Periodos de regresión, desarrollo infantil, desarrollo del sistema cerebral

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“…Although Muthén's GMM is capable of combining variable-centered and pattern-centered approaches to studying change (Muthén & Muthén, 2000), a major limitation is that it is built on a linear system of equations, where fixed and unique effects cannot both enter a change model nonlinear in its parameters. An increased appreciation of models of change nonlinear in their parameters is beginning to gain ground in the behavioral, educational, and social sciences (e.g., see Cudeck & Harring, 2007, for a recent review; see also Browne & du Toit, 1991;Burchinal & Appelbaum, 1991;Cudeck, 1996;van Geert, 1991). Models nonlinear in their parameters (e.g., negative exponential, logistic, Gompertz, etc.)…”

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confidence: 99%

Nonlinear Change Models in Populations with Unobserved Heterogeneity

Kelley

2008

Methodology

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Abstract. When unobserved heterogeneity exists in populations where the phenomenon of interest is governed by a functional form of change linear in its parameters, the growth mixture model (GMM) is useful for modeling change conditional on latent class. However, when the functional form of interest is nonlinear in its parameters, the GMM is not very useful because it is based on a system of equations linear in its parameters. The nonlinear change mixture model (NCMM) is proposed, which explicitly addresses unobserved heterogeneity in situations where change follows a nonlinear functional form. Due to the integration of nonlinear multilevel models and finite mixture models, neither of which generally have closed form solutions, analytic solutions do not generally exist for the NCMM. Five methods of parameter estimation are developed and evaluated with a comprehensive Monte Carlo simulation study. The simulation showed that the parameters of the NCMM can be accurately estimated with several of the proposed methods, and that the method of choice depends on the precise question of interest.Keywords: longitudinal data analysis, analysis of change, growth modeling, growth mixture modeling, heterogeneous population, heterogeneous change, nonlinear growth models, nonlinear change models, functional form of growth, functional form of change DOI 10.1027/1614-2241. 4.3.97 In the behavioral, education, and social sciences, idiographic conceptualizations of change tend to focus on the individual, whereas nomothetic conceptualizations tend to focus on the group (e.g., see Allport, 1937). Muthén and Muthén (2000) discuss that, at least in general, statistical methods designed to help researchers answer questions about behavior are either variable-centered or pattern-centered. Statistical methods that are variable-centered focus more on relationships among variables (e.g., structural equation models and its variants), whereas statistical methods that are pattern-centered focus more on the relationships among the individuals (e.g., finite mixture models and its variants). Variable-centered methods are consistent with the "strong concept of growth," because this view states that "a single developmental function can adequately describe the change of all individuals from some population" (Burchinal & Appelbaum, 1991, p. 25), whereas pattern-centered approaches are consistent with the "weak concept of development," because this view seeks to identify intraindividual patterns of change and interindividual differences in those patterns (Burchinal & Appelbaum, 1991;Nesselroade & Baltes, 1979). Idiographic and nomothetic conceptualizations of behavior are traditionally considered antithetical (Dunn, 1994, p. 377) and as such potential benefits of combining the approaches in an integrated fashion often go unrecognized. Some research questions, however, demand an integration of variable-centered and pattern-centered statistical techniques (e.g., Burchinal & Appelbaum, 1991;Dumenci & Windle, 2001;Magnusson & Bergmen, 1988;Muthén & Muthé...

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A dynamic systems model of cognitive and language growth.

Cited by 383 publications

References 72 publications

Development and learning: a TASC-based perspective of the acquisition of perceptual-motor behaviors

Development and learning: a TASC-based perspective of the acquisition of perceptual-motor behaviors

Regression Periods in Infancy: A Case Study from Catalonia

Nonlinear Change Models in Populations with Unobserved Heterogeneity

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