Capturing moment-to-moment changes in multivariate human experience

Ruiter, Naomi de; Steen, Steffie van der; Hartigh, Ruud den; Geert, P. L. C. Van

doi:10.1177/0165025416651736

Cited by 5 publications

(7 citation statements)

References 52 publications

(69 reference statements)

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“…This is a clustering technique that finds structure in multivariate time-serial data that have "self-organized" across the time series. It is widely used outside of psychology, but has been recently introduced to psychology for the use of studying intraindividual variability of multivariate time-serial data [45]. The technique thus finds (recurring) structure that has emerged from iterations of the lower-order multivariate data and can be expressed as a higher-order construct, similar to attractors.…”

Section: Intrinsic Microlevel Dynamics: State Self-esteemmentioning

confidence: 99%

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Self‐Esteem as a Complex Dynamic System: Intrinsic and Extrinsic Microlevel Dynamics

et al. 2018

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The variability of self-esteem is an important characteristic of self-esteem. However, little is known about the mechanisms that underlie it. The goal of the current study was to empirically explore these underlying mechanisms. It is commonly assumed that state self-esteem (the fleeting experience of the self) is a response to the immediate social context. Drawing from a complex dynamic systems perspective, the self-organizing self-esteem model asserts that this responsivity is not passive or stimulusresponse like, but that the impact of the social context on state self-esteem is intimately connected to the intrinsic dynamics of self-esteem. The model suggests that intrinsic dynamics are the result of higher-order self-esteem attractors that can constrain state self-esteem variability. The current study tests this model, and more specifically, the prediction that state self-esteem variability is less influenced by changes in the immediate context if relatively strong, as opposed to weak, self-esteem attractors underlie intrinsic dynamics of self-esteem. To test this, parent-adolescent dyads (N = 13, M age = 13 6) were filmed during seminaturalistic discussions. Observable components of adolescent state self-esteem were coded in real time, as well as real-time parental autonomy-support and relatedness. Kohonen's self-organizing maps were used to derive attractor-like patterns: repeated higher-order patterns of adolescents' self-esteem components. State space grids were used to assess how much adolescents' self-esteem attractors constrained their state self-esteem variability. We found varying levels of attractor strength in our sample. In accordance with our prediction, we found that state self-esteem was less sensitive to changes in parental support and relatedness for adolescents with stronger self-esteem attractors. Discussion revolves around the implications of our findings for the ontology of self-esteem.

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Section: Intrinsic Microlevel Dynamics: State Self-esteemmentioning

confidence: 99%

“…This technique has been demonstrated and described in De Ruiter et al [45] as a useful method for studying realtime development of multivariate data at the intraindividual level. For more specifics regarding the SOM algorithm and the specific learning rules, see Kohonen [44].…”

Section: Transitions Between Higher-order Patterns (Steps 1bmentioning

confidence: 99%

Self‐Esteem as a Complex Dynamic System: Intrinsic and Extrinsic Microlevel Dynamics

et al. 2018

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“…Another method for assessing attractor states in real-time self-evaluative data is the collection of multivariate data of microlevel self-experiences. Data mining techniques, such as Kohonen's Self-Organizing Maps, can then be used to capture qualitatively different networks of lower-order self-experiential components that are unique to each individual and to which that individual repeatedly returns (De Ruiter, Van Der Steen, Den Hartigh, & Van Geert, 2016). Each network is thus a separate pattern of self-evaluation to which the individual is drawn across the span of the real-time time series, which is in accordance with the complex dynamic systems perspective of an attractor state.…”

Section: What the Sose Model Can Contribute To The Study Of Self-estementioning

confidence: 99%

Explaining the “How” of Self-Esteem Development: The Self-Organizing Self-Esteem Model

Ruiter

Geert

Kunnen

2017

Review of General Psychology

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The current article proposes a theoretical model of self-esteem called the Self-Organizing Self-Esteem (SOSE) model. The model provides an integrative framework for conceptualizing and understanding the intrinsic dynamics of self-esteem and the role of the context across 3 levels of development: The macro level, which is the level of trait self-esteem, the meso level, on which we find state self-esteem, and the micro level, which is the level of discrete self experiences. The model applies principles from the complex dynamics systems perspective to self-esteem, and can thus uniquely describe the underlying mechanism of self-esteem development based on self-organizational processes and interacting time scales. We compare the proposed SOSE model with a formalized account of the traditional approach to self-esteem, showing that the SOSE model is especially conducive to the understanding of self-esteem development in a way that the traditional approach is not—namely, in its ability to explain and predict the underlying dynamics of trait and state self-esteem, the meaning of variability, and the role of the context.

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“…Self-organization refers to the process in which order emerges from the interaction of the components of a system without direction from external factors and without a plan for that order (D€ ornyei, 2014). Within the field of psychology, De Ruiter, Van Der Steen, Den Hartigh, and Van Geert (2017) have recently used Kohonen's Self-Organizing Maps (SOM; Kohonen, 1982) to capture this self-organization of order in individuals embedded in a social context.…”

Section: The Current Studymentioning

confidence: 99%

“…Kohonen's Self-Organizing Maps has been more commonly applied in areas such as computer learning (Kohonen, Schroeder, & Huang, 2001), chemistry (Marco, Ortega, Pardo, & Samitier, 1998;Nielsen, & Yezierski, 2015), ecology (Lek & Guegan, 1999), engineering (Frey 2012;Kohonen, Oja, Simula, Visa, & Kangas, 1996;Panapakidis, Papadopoulos, Christoforidis, & Papagiannis, 2014), and biology (Tamayo et al, 1999). De Ruiter, Van Der Steen, et al (2017) demonstrated how this method can be used in psychology by providing a case study involving emotional and behavioral self-experiences of an adolescent during a real-life interaction with his parent. Their results showed how the components of the adolescent system (i.e., self-affect and autonomy) are dynamic, such that the relationship between these intraindividual components is always changing.…”

Section: The Current Studymentioning

confidence: 99%

Emotional Processes of Foreign-Language Learning Situated in Real-Time Teacher Support

Ruiter

Shirvan

Talebzadeh

2019

Ecological Psychology

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The dynamic turn in the field of psychology of foreign-language learning has inspired researchers to capture the nitty-gritty dynamics of development in inter-or intraindividual variables. Despite the growing number of techniques for analyzing dynamics, there is still a need for techniques that capture how intraindividual dynamics are situated in a changing context. One of the techniques that can contribute to this knowledge is a clustering technique called Kohonen's Self-Organizing Maps (SOM). In this study, we aimed to explore the intraindividual process of foreign-language enjoyment and foreign-language classroom anxiety in alignment with teachers' level of emotional support during teacher-student interactions for two dyads. The findings indicated the emergence of recurring patterns of teacher support, and student anxiety and enjoyment. These patterns highlight the self-organizing nature of these teacher-student interactions, the bidirectional nature of this process, and, in general, the notion of teachers and students as dynamic systems. Moreover, the specific nature of the emergent patterns suggests that the traditional positive association between teacher support and student affect may (mostly, but not always) be generalized to real-time and real-life processes. And finally, our results point toward the importance of the student in determining the affective nature of the interactions from moment to moment.

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Capturing moment-to-moment changes in multivariate human experience

Cited by 5 publications

References 52 publications

Self‐Esteem as a Complex Dynamic System: Intrinsic and Extrinsic Microlevel Dynamics

Self‐Esteem as a Complex Dynamic System: Intrinsic and Extrinsic Microlevel Dynamics

Explaining the “How” of Self-Esteem Development: The Self-Organizing Self-Esteem Model

Emotional Processes of Foreign-Language Learning Situated in Real-Time Teacher Support

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