Systems and Dynamic Systems: The Search for Inclusive Merger

Witherington, David C.; Margett, Tessa E.

doi:10.1159/000215075

Cited by 10 publications

(5 citation statements)

References 12 publications

(9 reference statements)

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“…In contrast, DS proponents who support compatibility with the Piagetian framework seem to view the DS approach as an inclusive framework within which both Piagetian and Gibsonian perspectives represent just that—alternative but equally legitimate perspectives that represent different poles of the DS approach, which serves as a higher order, relational metatheory (Overton, 1994). This conceptual rift, in other words, targets the very nature of how dichotomies are bridged (Witherington & Margett, 2009).…”

Section: Processmentioning

confidence: 99%

How Conceptually Unified Is the Dynamic Systems Approach to the Study of Psychological Development?

Witherington¹,

Margett²

2011

Child Development Perspectives

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A core theme of this special issue on the past, present, and future contributions of the dynamic systems (DS) approach is its potential to unify developmental psychology by resolving false dichotomies and embracing the rich complexity inherent in development. This commentary raises some questions about the underlying ontological unity of the DS approach as applied to developmental psychology, a unity that many of its proponents take for granted. Specifically, the focus is on the nature of process and the means by which dichotomies are resolved in this approach to illustrate the contention that a fundamental ontological divide remains. Future substantive progress in the DS approach critically depends on resolution of this ontological divide.

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Section: Processmentioning

confidence: 99%

How Conceptually Unified Is the Dynamic Systems Approach to the Study of Psychological Development?

Witherington¹,

Margett²

2011

Child Development Perspectives

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“…In the past 20 years, there has been an explosion of theory and research directed toward elaborating dynamic systems models of both normative and nonnormative development (Dishion, Nelson, Winter, & Bullock, 2004;Fischer, 2008;Granic & Patterson, 2006;Gottlieb & Lickliter, 2007;Kunnen, 2012;Spencer, Austin, & Schutte, 2012;Steenbeek & van Geert, 2007;Thelen & Smith, 2006). Given their joint lineage in systems principles, developmental psychopathology and dynamic systems theory have much in common (Witherington & Margett, 2009). At their most basic level, dynamic systems models maintain that order and variability emerge in development through the process of self-organization (Kelso, 1995).…”

mentioning

confidence: 99%

What Can Dynamic Systems Models of Development Offer to the Study of Developmental Psychopathology?

Mascolo

Geert

Steenbeek

2016

Developmental Psychopathology

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Dynamic systems approaches have much to offer to theory, research and practice in developmental psychopathology. From the standpoint of dynamic systems theory, it is unhelpful to think of psychopathology in terms as a set of fixed forms that lie within individual persons. Instead, patterns of maladaptive behavior are emergent phenomena that arise as a product of multinested coactive elements of a dynamic person–environment system. In this chapter, we illustrate dynamic systems approach through analyses of (1) developmental changes in dissociation that arise from child maltreatment; (2) learning processes and outcomes in children with learning and emotional‐behavioral problems; (3) alternative trajectories in the development of adaptive and maladaptive forms of socioemotional adjustment. Dynamic systems hold integrate insights from diverse ways of studying the development of normative and nonnormative behavior. Dynamic systems theories offer alternative ways to approach the problems of the origins, development, treatment, and prevention of nonnormative patterns of psychological activity.

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“…Using the systemic model guarantees a reference in a common space for scientific concepts in the interpretation of results. In the same vein, Witherington and Margett (2009, p. 255) argue that: In this respect, Witherington and Margett (2009) take some of the pressure off researchers faced with something as ambitious as the systemic model. However, it is opportune to mention one final cause for concern: the emphasis that has been placed on relativism.…”

Section: General Research Implications and Challengesmentioning

confidence: 99%

The contribution of developmental psychology in the teaching and learning process

Gama¹

2022

Revista Científica Multidisciplinar Núcleo do Conhecimento

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Pedagogical action is essential in the search for theoretical foundations and practical knowledge of knowledge and needs to be a permanent accomplishment in the work of the educator, so that he can resize his performance in an attempt to improve the teaching-learning process, contributing to the development of the human being. From this perspective, this article was based on the guiding question: what theoretical assumptions about Developmental Psychology applied to the teaching and learning process are in force in the literature? With this, the objective was to present an introductory and synthetic approach of the current theoretical assumptions in Development Psychology regarding the teaching and learning process. Therefore, this article used bibliographic research as a methodology, through which it was observed that, in view of the support that has been given to the systemic vision, enriched by dialectics, there is currently the opportunity to seek for a unifying structure of theoretical perspectives fragmented since the origins of Developmental Psychology, in order to contribute to society, building present, spiritual and ethical citizens.

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Systems and Dynamic Systems: The Search for Inclusive Merger

Cited by 10 publications

References 12 publications

How Conceptually Unified Is the Dynamic Systems Approach to the Study of Psychological Development?

How Conceptually Unified Is the Dynamic Systems Approach to the Study of Psychological Development?

What Can Dynamic Systems Models of Development Offer to the Study of Developmental Psychopathology?

The contribution of developmental psychology in the teaching and learning process

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