Regression II. Development through regression

Abstract

As shown in our previous paper ('Regression I. Experimental approaches to regression', JAP, 65, 2, 345-65), the common mechanism of regression can be described as reversible dedifferentiation, which is understood as a relative increase of the proportion of low-differentiated (older) systems in actualized experience. Experimental data show that regression following disease (chronic tension headache) is followed by adaptation and an increase in system differentiation in that experience domain which contains systems responsible for that adaptation. The results of mathematical modelling support the idea that reversible dedifferentiation can be one of the mechanisms for increasing the effectiveness of adaptation through learning. Reversible dedifferentiation, which is phenomenologically described as regression, is a general mechanism for restructuring the organism-environment interactions in situations where behaviours that were effective in the past become ineffective. Reversible dedifferentiation has evolved as a component of adaptation when new behaviours are formed and large-scale modifications in the existing behaviours are required in the face of changes in the external and/or internal environment. Thus, the authors believe that this article provides evidence for Jung's view that regression is not only a 'return' to past forms of thinking, affects and behaviour, but that regressive processes provide a significant impetus for psychological growth and development.

Sample Entropy of the Heart Rate Reflects Properties of the System Organization of Behaviour

“…From the positions of system-evolutionary theory, this can be viewed as a result of system dedifferentiation in the organization of behaviour. In the context of system dedifferentiation, the number of actualized functional systems declines as the organization of behaviour becomes less complex [ 42 ], which is reflected in the reduced irregularity of the dynamics of physiological processes, as shown in our study.…”

“…The initial stages of learning can be described as a state of high emotional arousal, accompanied by a reduction in the actualization of later-formed systems, when an individual goes back to the states of earlier developmental stages [ 23 ], which could be viewed as an adaptive mechanism. Experiments with mathematical modelling have shown that without such a reduction in differentiation of the system organization of behaviour at the beginning of learning, it took animates a significantly longer time to find ways of solving a new task [ 42 ]. Thus, a decrease of heart rate irregularity during the initial stages of learning can also be viewed as a phenomenon that is associated with the processes of system dedifferentiation.…”

“…From the neurobiological perspective, the biochemical diversity in the brain comes to three basic cascades during stress [ 41 ]. Overall, stress can be described as a state of temporal system dedifferentiation, which arises as a bias to earlier ways of adaptation [ 42 ].…”