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A Dynamic Systems Approach to the Development of Cognition and Action presents a comprehensive and detailed theory of early human development based on the principles of dynamic systems theory. Beginning with their own research in motor, perceptual, and cognitive development, Thelen and Smith raise fundamental questions about prevailing assumptions in the field. They propose a new theory of the development of cognition and action, unifying recent advances in dynamic systems theory with current research in neuroscience and neural development. In particular, they show how by processes of exploration and selection, multimodal experiences form the bases for self-organizing perception-action categories. Thelen and Smith offer a radical alternative to current cognitive theory, both in their emphasis on dynamic representation and in their focus on processes of change. Among the first attempt to apply complexity theory to psychology, they suggest reinterpretations of several classic issues in early cognitive development. The book is divided into three sections. The first discusses the nature of developmental processes in general terms, the second covers dynamic principles in process and mechanism, and the third looks at how a dynamic theory can be applied to enduring puzzles of development. Cognitive Psychology series
A Dynamic Systems Approach to Development explores the value of dynamical systems principles for solving the enduring puzzles of development, including the ultimate source of change, the problems of continuity and discontinuities, and nonlinear outcomes and individual differences. What do laser lights, crystals, walking, reaching, and concepts have in common? All are complex dynamic systems. Over the last decade, the burgeoning fields of synergetics and nonlinear dynamics have shown in mathematically precise ways how such complex systems can produce emergent order from the cooperation of many simpler elements. A Dynamic Systems Approach to Development explores the value of dynamical systems principles for solving the enduring puzzles of development, including the ultimate source of change, the problems of continuity and discontinuities, and nonlinear outcomes and individual differences. This companion volume to the forthcoming A Dynamic Systems Approach to the Development of Cognition and Action shows how the ideas of dynamic systems may form the basis for a new theory of human development. The problems considered include areas of motor development, perceptual and cognitive development, and social development. The use of dynamic systems ranges from the metaphorical to the rigorously mathematical, but in all cases the contributions present a step forward in developmental theory.
Dynamic systems models are rapidly advancing the field of developmental psychology, in particular adolescence, by examining the processes of development alongside how adolescents change. This book covers both the theoretical and technical principles for applying dynamic systems.
"This book describes a new theoretical approach--Dynamic Field Theory (DFT)--that explains how people think and act"--
Over recent years, it has become clear that group-based approaches cannot directly be used to understand individual adolescent development. For that reason, interest in dynamic systems theory, or DST, has increased rapidly. Psychosocial Development in Adolescence: Insights from the Dynamic Systems Approach covers state-of-the-art insights into adolescent development that have resulted from adopting a dynamic systems approach. The first chapter of the book provides a basic introduction into dynamic systems principles and explains their consequences for the study of psychosocial development in adolescence. Subsequently, different experts discuss why and how we should apply a dynamic systems approach to the study of the adolescent transition period and psychological interventions. Various examples of the application of a dynamic systems approach are showcased, ranging from basic to more advanced techniques, as well as the insights they have generated. These applications cover a variety of fundamental topics in adolescent development, ranging from the development of identity, morality, sexuality, and peer networks, to more applied topics such as psychological interventions, educational dropout, and talent development. This book will be invaluable to both beginner and expert-level students and researchers interested in a dynamic systems approach and in the insights that it has yielded for adolescent development.
The shared platform of the articles collected in this volume is usedto advocate a dynamical systems approach to cognition. It is arguedthat recent developments in cognitive science towards an account ofembodiment, together with the general approach of complexity theoryand dynamics, have a major impact on behavioral and cognitivescience.
This book brings together scientists from all over the world who have defined and developed the field of Coordination Dynamics. Grounded in the concepts of self-organization and the tools of nonlinear dynamics, appropriately extended to handle informational aspects of living things, Coordination Dynamics aims to understand the coordinated functioning of a variety of different systems at multiple levels of description. The book addresses the themes of Coordination Dynamics and Dynamic Patterns in the context of the following topics: Coordination of Brain and Behavior, Perception-Action Coupling, Control, Posture, Learning, Intention, Attention, and Cognition.
Microdevelopment is the process of change in abilities, knowledge and understanding during short time-spans. This book presents a new process-orientated view of development and learning based on recent innovations in psychology research. Instead of characterising abilities at different ages, researchers investigate processes of development and learning that evolve through time and explain what enables progress in them. Four themes are highlighted: variability, mechanisms that create transitions to higher levels of knowledge, interrelations between changes in the short-term scale of microdevelopment and the crucial effect of context. Learning and development are analysed in and out of school, in the individual's activities and through social interaction, in relation to simple and complex problems and in everyday behaviour and novel tasks. With contributions from the foremost researchers in the field Microdevelopment will be essential reading for all interested in cognitive and developmental science.
This resource defines and refines two major theoretical approaches within developmental science that address the central issues of development-connectionism and dynamical systems theory.
A groundbreaking book from Simon Haykin, setting out the fundamental ideas and highlighting a range of future research directions.