Paul Van Geert
Datos Biográficos
| ID | 658015 |
|---|---|
| NOMBRE | Paul Van Geert |
| NOMBRES | Paul |
| APELLIDO | Van Geert |
| FIRMA | VAN GEERT P |
| AFILIACIONES | University of Groningen |
| ORCID | 0000-0002-2504-1138 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 45 |
| TOTAL DE CITAS | 78 |
| TOTAL COMO AUTOR | 44 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1986 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Complex Dynamic System Theory and Language Learning
Various studies have been published based on complex dynamic systems theoretical (CDST) interpretations of second language development (SLD). According to these approaches, a second language emerges in a specific and dynamic communicative context as a result of a process of self‐organization. This research has provided empirical support for the existence of the main theoretical concepts of CDST, such as the fact that the course of development is …
Complex dynamic systems theory as a foundation for process-oriented research on second language development
In the past decades, complex dynamic systems theory (CDST) has been used as an important framework for studying second language development. CDST is a metatheory of change and focuses on processes. Even though it has been broadly accepted as an inspiring dimension of research in psychology, sociology and second language development, some scholars have raised questions about the methodologies used, the interpretation of the data, and the nature of…
Thirty years of focus on individual variability and the dynamics of processes
We fully endorse Arocha’s (2021) thesis about the fundamental importance of studying variability in real, observable processes and agree with his critique of the standard practice of psychological research. However, we regret that Arocha’s article does not acknowledge a rich body of research that has been around for almost three decades and that does exactly what Arocha recommends. This research is based on the theory of complex dynamic systems. …
Children’s Creativity
Within education, the importance of creativity is recognized as an essential 21st-century skill. Based on this premise, the first aim of this article is to provide a theoretical integration through the development of a framework based on the principles of complex dynamic systems theory, which describes and explains children’s creativity. This model is used to explain differing views on the role of education in developing children’s creativity. Ou…
Language Use in Real-Time Interactions During Early Elementary Science Lessons
This study used a dynamic approach to explore bidirectional sequential relations between the real-time language use of teachers and students in naturalistic early elementary science lessons. It also compared experienced teachers (n = 22) with novice teachers (n = 8) with respect to such relations. Verbal interactions were transcribed and coded at the utterance level for syntactic complexity, lexical density of content word use, and open-ended tea…
The Role of Time Perspective, Motivation, Attitude, and Preparation in Educational Choice and Study Progress
The present study examined the relation between study progress in the first year of education and different aspects of the process of study choice of 89 students of higher professional education. This study consists of three parts. Firstly, we explored which concepts are important in open interviews concerning choice of study and study progress. Secondly, we examined the relations between future time perspective and motivation on the one hand and…
The Intrinsic Dynamics of Development
In this essay, we discuss an emergent developmental science. It provides an approach to development that redefines its theoretical and methodological basis in the general theory of complex dynamic systems. Its methodological research choices are in line with a focus on actual developmental processes, as they occur in individual cases, such as individual children, families, or relationships. Intraindividual variability based on frequent short‐term…
The Intrinsic Dynamics of Psychological Process
Psychological processes unfold on various timescales in accord with internally generated patterns. The intrinsic dynamism of psychological process is difficult to investigate using traditional methods emphasizing cause–effect relations, however, and therefore is rarely incorporated into social psychological theory. Methods associated with nonlinear dynamical systems can assess temporal patterns in thought and behavior, reveal the emergence of glo…
A dynamic model that links skill acquisition with self-determination in instrumental music lessons
Music education researchers have sought to clarify two fundamental issues. The first concerns ‘the extent to which musical progress is sequenced and orderly, and why some children’s progress appears to be effortless in contrast to others who struggle’ (McPherson, 2005, p. 5). The second concerns how successful learners are able to acquire the resilience needed to ‘bounce back’ despite stresses and distractions which impact on motivation and a des…
‘Speaking volumes’
Dynamic analyses of language growth tell us how vocabulary and grammar develop and how the two might be intertwined. Analyses of growth curves between 17 and 42 months, based on longitudinal data for 34 children, revealed interesting patterns of vocabulary and grammatical developments. They showed that these patterns were nonlinear, but with coinciding peaks of growth, suggesting a bilateral relationship between acquisition of vocabulary and gram…
Using an Agent-Based Model to Simulate the Development of Risk Behaviors During Adolescence
Adolescents tend to adopt behaviors that are similar to those of their friends, and also tend to become friends with peers that have similar interests and behaviors. This tendency towards homogeneity applies not only to conventional behaviors such as working for school and participating in sports activities, but also to risk behaviors such as drug use, oppositional behavior or unsafe sex. The current study aims at building an agent model to answe…
Prosody and animacy in the development of noun determiner use
This study investigates prosodic (noun length) and lexical-semantic (animacy) influences on determiner use in the spontaneous speech of three children acquiring French, Austrian German and Dutch. In support of typological and language-specific hypotheses from the Germanic–Romance contrast, an advantage of monosyllabic nouns and of inanimate nouns for taking a determiner or filler was found in French, but not in Austrian German or Dutch. The autho…
Dynamic Adaptation in Child-Adult Language Interaction
When speaking to young children, adults adapt their language to that of the child. In this article, we suggest that this child-directed speech (CDS) is the result of a transactional process of dynamic adaptation between the child and the adult. The study compares developmental trajectories of three children to those of the CDS of their caregivers. Furthermore, a mathematical-conceptual model is built that captures the essential dynamics of adapta…
A Comparison between Young Students with and without Special Needs on Their Understanding of Scientific Concepts
This paper examines whether young special needs (SN) students with emotional/behavioral difficulties (age 3–5, n = 14 ) reach lower understanding levels than regular students (age 3–5, n = 17 ) while working on two scientific tasks under a condition of scaffolding (e.g., follow-up questions depending on students' levels of understanding). Understanding was measured microgenetically, per utterance, using a scale related to Skill Theory. Monte Carl…
A comparative and dynamic approach to the development of determiner use in three children acquiring different languages
The study investigates the development of determiner use in three children acquiring French, Austrian German and Dutch, from the onset of language until age 3;0. Noun constructions (determiner omission, correct bare nouns, filler and determiner uses) in the children and in their inputs are analysed, providing evidence of similarities in developmental shape as well as differences in frequencies and timing. As expected, determiner use was delayed i…
Contents, Vol. 38, 1995
Contents, Vol. 37, 1994
Vygotskian Dynamics of Development
The main thesis of this article is that Vygotsky’s ‘zone of proximal development’ (ZPD) can be redefined in the form of a nonlinear dynamic model. Following a short introduction to the conceptual components of the model, a mathematical reformulation is presented. The mathematical form is shown to generate a variety of developmental patterns, within numerous domains. The ZPD is thus shown to be definable within the terms of a general developmental…
Dimensions of Change
To examine the distinction between learning and development, two different approaches are employed. The first, a semantic approach, distinguishes five dimensions along which development and learning can be compared. Learning and development are seen as two vaguely specified locations in this semantic space. This space provides a framework for expressing semantic but, more importantly, also dynamic connections between the two concepts. The second …
The Dynamics of Father Brown
Graph-Theoretical Representation of the Structure of Developmental Models
A graph-theoretical representation of the structure of developmental models is described. The graph representation relates several aspects of models, namely, the structure of elementary changes of developmental features (in the structural graph), the conditional relationships between the features defining a developmental process (in the combinatorial graph), the ‘deep structure’ of a developmental model (in the model graph), and the surface form …
Commentary
Adolescent Girls’ Perceptions of Daily Conflicts With Their Mothers
This article reports on a 1-year diary study of conflicts between seventeen 15-year-old girls and their mothers assessing (a) within-conflict sequences according to the emotional processes related to a girl’s level of self-assertion and perceived control and (b) the relationship between these within-conflict sequences and the level of autonomy. Based on principles of the self-regulation theory and emotion-appraisal literature, three within-confli…
Contents, Vol. 30, 1987
The Structure of Developmental Theories
A new method for analyzing the structure of developmental theories is presented. The method, based on a generative approach, tries to make explicit the underlying ‘grammar’ of a theory. Two aspects of the grammar are discussed: first, the rules for generating state and sequence descriptions; second, the rules for generating transition descriptions. The state and sequence rules are divided into a retrospective and a prospective type. The latter di…
The Dynamic Systems Approach in the Study of L1 and L2 Acquisition
The basic properties and concepts of dynamic systems theory are introduced by means of an imaginary, literary example, namely, Alice (from Wonderland) walking to the Queen in Through the Looking Glass ( Carroll, 1871 ). The discussion encompasses notions such as time evolution, evolution term, attractor, self-organization, and timescales. These abstract notions are then applied to the study of first language (L1) and second language (L2) acquisit…
A dynamic systems model of basic developmental mechanisms
A dynamic systems model is proposed on the basis of a general developmental mechanism adopted from the theories of J. Raget and L. S. Vygotsky, more particularly a mechanism based on the concepts assimilation versus accommodation and actual development versus zone of proximal development.In the model, action and experience have a distributed effect on contents (skills, knowledge, rules, action patterns, etc.) ordered along an abstract development…
Variability in eating behavior throughout the weaning period
Complex dynamic systems theory as a foundation for process-oriented research on second language development
In the past decades, complex dynamic systems theory (CDST) has been used as an important framework for studying second language development. CDST is a metatheory of change and focuses on processes. Even though it has been broadly accepted as an inspiring dimension of research in psychology, sociology and second language development, some scholars have raised questions about the methodologies used, the interpretation of the data, and the nature of…
The Intrinsic Dynamics of Psychological Process
Psychological processes unfold on various timescales in accord with internally generated patterns. The intrinsic dynamism of psychological process is difficult to investigate using traditional methods emphasizing cause–effect relations, however, and therefore is rarely incorporated into social psychological theory. Methods associated with nonlinear dynamical systems can assess temporal patterns in thought and behavior, reveal the emergence of glo…
Intraindividual variability in infant behavior
Longitudinal observational data of infant crying, fretting/fussing, and smiling and the time spent in physical contact with the mother were used in a study on behavioral variability. The infants were followed weekly for a 15-month period. Evidence was found of an important intraindividual variability in the studied behaviors, specifically between the ages of 0 and 5 months, 5 and 10 months, but not between 10 and 15 months. Results are discussed …
Adolescent Girls’ Perceptions of Daily Conflicts With Their Mothers
This article reports on a 1-year diary study of conflicts between seventeen 15-year-old girls and their mothers assessing (a) within-conflict sequences according to the emotional processes related to a girl’s level of self-assertion and perceived control and (b) the relationship between these within-conflict sequences and the level of autonomy. Based on principles of the self-regulation theory and emotion-appraisal literature, three within-confli…
Time, Models and Narratives
Whereas Rudolph's (2006a) article provides a discussion of mathematical models of time, Yamado and Kato (2006a) present a particular image of time-circular time-as a key feature of an entirely different model of temporality, namely people life-span narratives. In the present article, I attempt to apply some aspects of Rudolph's models to actual developmental research, namely math learning by children in special education, social development, atta…
Time and Theory in Social Psychology
mental social psychology (Vol. 21, pp. 181-227). New York: Academic. Tesser, A., & Achee, J. (1994). Aggression, love, conformity, and other social psychological catastrophes. In R. R. Vallacher & A. Nowak (Eds.), Dynamical systems in social psychology (pp. 96-109). San Diego, CA: Academic. Tesser, A., & Beach, S. R. H. (1995). Stressful life events, relationship satisfaction, and negative affect: Some non-linear dynamics. Unpublished manuscript,…
Language Use in Real-Time Interactions During Early Elementary Science Lessons
This study used a dynamic approach to explore bidirectional sequential relations between the real-time language use of teachers and students in naturalistic early elementary science lessons. It also compared experienced teachers (n = 22) with novice teachers (n = 8) with respect to such relations. Verbal interactions were transcribed and coded at the utterance level for syntactic complexity, lexical density of content word use, and open-ended tea…
Dynamic Adaptation in Child-Adult Language Interaction
When speaking to young children, adults adapt their language to that of the child. In this article, we suggest that this child-directed speech (CDS) is the result of a transactional process of dynamic adaptation between the child and the adult. The study compares developmental trajectories of three children to those of the CDS of their caregivers. Furthermore, a mathematical-conceptual model is built that captures the essential dynamics of adapta…
In, on, under
According to current standard theory, children acquire a preverbal conceptual organization of spatial relations. In learning spatial re lations words, children are assumed to employ their spatial relational concepts in order to fill in the meaning of the words. The present paper offers an alternative, modular conception. The content, form and manifestation of spatial knowledge are different for the three main cognitive modules, namely perception,…
A dynamic systems model of cognitive and language growth
In the first part of the article, a conceptual framework is sketched to define cognitive growth, including language growth, as a process of growth under limited resources. Important concepts are the process, level, and rate of growth; minimal structural growth level; carrying capacity and unutilized capacity for growth; and feedback delay. Second, a mathematical model of cognitive growth under limited resources is presented, with the conclusion t…
Green, Red and Happiness
This commentary presents an extension and further elaboration of Wierzbicka' (1995) semantic perspective on emotions. It discusses three dimensions along which universals can be ordered: technical vs experiential universals, static vs dynamic universals, and, finally, universals as entities or dimensions. It is argued that universals, such as universal emotions, are usually placed in one specific corner of the taxonomic space, and are seen as exp…
Time and Theory in Social Psychology
mental social psychology (Vol. 21, pp. 181-227). New York: Academic. Tesser, A., & Achee, J. (1994). Aggression, love, conformity, and other social psychological catastrophes. In R. R. Vallacher & A. Nowak (Eds.), Dynamical systems in social psychology (pp. 96-109). San Diego, CA: Academic. Tesser, A., & Beach, S. R. H. (1995). Stressful life events, relationship satisfaction, and negative affect: Some non-linear dynamics. Unpublished manuscript,…
A dynamic systems model of basic developmental mechanisms
A dynamic systems model is proposed on the basis of a general developmental mechanism adopted from the theories of J. Raget and L. S. Vygotsky, more particularly a mechanism based on the concepts assimilation versus accommodation and actual development versus zone of proximal development.In the model, action and experience have a distributed effect on contents (skills, knowledge, rules, action patterns, etc.) ordered along an abstract development…
Intraindividual variability in infant behavior
Longitudinal observational data of infant crying, fretting/fussing, and smiling and the time spent in physical contact with the mother were used in a study on behavioral variability. The infants were followed weekly for a 15-month period. Evidence was found of an important intraindividual variability in the studied behaviors, specifically between the ages of 0 and 5 months, 5 and 10 months, but not between 10 and 15 months. Results are discussed …
Invariants et variabilités dans les sciences cognitives
« Comme toutes les sciences, les sciences cognitives sont confrontées à la variabilité des phénomènes qu'elles étudient, et cherchent à dégager de cette variabilité un ensemble de régularités, d'invariants, sur lesquels ancrer les connaissances. Cette quête d'invariance implique des choix quant aux formes de variabilité à prendre en considération. Certaines, jugées pertinentes pour l'objet d'étude, sont utilisées ou manipulées pour en extraire de…
Focus on variability
Variations on Dynamic Variations
Measuring Young Children's Perceptions of Support, Control, and Maintenance in Their Own Social Networks
Thirty‐eight children (aged 3;7–7;6) and one of their parents took part in a study concerning children's perceptions of their social networks. The study made use of a newly developed instrument—the Support, Control and Maintenance Pictures Interview (SCAMPI). The SCAMPI offers an individualized testing environment, employing computer presentation of questions based on photographs of significant persons familiar to the child. SCAMPI is designed to…
Ambiguity in Child Language
In language acquisition, inter-transcriber agreement over linguistic categories assigned to recorded utterances is conceived as a measure of observer reliability. We argue that disagreement is not merely a reflection of observer errors or noisy data, but can be a reflection of the genuine ambiguity of early speech. Disagreement arises from the fact that the child is still building linguistic categories, and therefore, from the fact that the langu…
Stability of Three Methods for Two-Dimensional Sociometric Status Determination Based on the Procedure of Asher, Singleton, Tinsley and Hymel
This study aimed at comparing the stability of three methods for two-dimensional sociometric status determination, including (1) the recently developed SSrat technique (Maassen, Akkermans, & Van der Linden, 1996), as well as (2) the procedure of Howes (1988), which is based on the algorithm and classification criteria of Coie and Dodge (1983), and (3) a procedure applied by Cillessen, van IJzendoorn, Van Lieshout, and Hartup (1992) based on the a…
Signs of a developing grammar
The objective of this article is to describe and explain changes in subject drop in early child language. The empirical basis of this study is provided by longitudinal spontaneous speech data from six monolingual children acquiring Dutch. The samples begin when the children enter the two-word stage, which is generally around their second birthday. The samples end when the children are able to make adult-like multiword sentences (around their thir…
Explaining after by before
Time, Models and Narratives
Whereas Rudolph's (2006a) article provides a discussion of mathematical models of time, Yamado and Kato (2006a) present a particular image of time-circular time-as a key feature of an entirely different model of temporality, namely people life-span narratives. In the present article, I attempt to apply some aspects of Rudolph's models to actual developmental research, namely math learning by children in special education, social development, atta…
Time and identity
The Dynamic Systems Approach in the Study of L1 and L2 Acquisition
The basic properties and concepts of dynamic systems theory are introduced by means of an imaginary, literary example, namely, Alice (from Wonderland) walking to the Queen in Through the Looking Glass ( Carroll, 1871 ). The discussion encompasses notions such as time evolution, evolution term, attractor, self-organization, and timescales. These abstract notions are then applied to the study of first language (L1) and second language (L2) acquisit…
Contents, Vol. 30, 1987
The Structure of Developmental Theories
A new method for analyzing the structure of developmental theories is presented. The method, based on a generative approach, tries to make explicit the underlying ‘grammar’ of a theory. Two aspects of the grammar are discussed: first, the rules for generating state and sequence descriptions; second, the rules for generating transition descriptions. The state and sequence rules are divided into a retrospective and a prospective type. The latter di…
The Structure of Gal’perin’s Model of the Formation of Mental Acts
An analysis of the underlying structure of Gal’perin’s model of the formation of mental acts is presented, based on a generative method developed by van Geert in 1987. First, an overview of Gal’perin’s five-stage model is given. Then, two analyses of the underlying state and sequence rules are presented, one according to a prospective, another according to a retrospective strategy. It is concluded that a retrospective strategy yields the best res…
The Structure of Erikson’s Model of the Eight Ages
An analysis of Erikson’s developmental model of the eight ages is presented, based on a generative rule approach to developmental theories. First, a set of rules generating descriptions of the Eriksonian developmental stages and their sequence is provided. These generative rules are based on three epigenetic trends, involving self, specificity, and exten-siveness, assumed to underly Erikson’s developmental model. Second, a model of the transition…
Variability in eating behavior throughout the weaning period
Contents, Vol. 38, 1995
Contents, Vol. 37, 1994
Vygotskian Dynamics of Development
The main thesis of this article is that Vygotsky’s ‘zone of proximal development’ (ZPD) can be redefined in the form of a nonlinear dynamic model. Following a short introduction to the conceptual components of the model, a mathematical reformulation is presented. The mathematical form is shown to generate a variety of developmental patterns, within numerous domains. The ZPD is thus shown to be definable within the terms of a general developmental…
Psychology (41 obras) · Computer Science (23 obras) · Developmental psychology (18 obras) · Linguistics (13 obras) · Cognitive psychology (12 obras) · Cognitive science (12 obras) · Child and Animal Learning Development (11 obras) · Epistemology (11 obras) · Philosophy (11 obras) · Mathematics (10 obras)