Marijn Van Dijk
Biographic Data
| ID | 3843709 |
|---|---|
| NAME | Marijn Van Dijk |
| GIVEN NAMES | Marijn |
| FAMILY NAME | Van Dijk |
| SIGNATURE | VAN DIJK M |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0002-2823-1455 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Variability in a Dynamic Systems Theory Approach to Second Language Acquisition
The role of variability in human development was first pointed out by dynamic systems theorists Thelen and Smith (1994).
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 …
The Relationship Between Psychological Well‐Being and Second Language Skills Among Refugee Students in Primary Education
Teachers of young refugees express concerns about their students’ psychological well‐being and suspect underlying trauma is a hurdle for learning the host country language. This study examines how psychological well‐being (including post‐traumatic stress, internalizing behavior, externalizing behavior, and protective resources) relate to host country language skills. Participants were 4‐ to 8‐year‐old students with a refugee background in the Net…
Differences in Well-Being at School Between Young Students With and Without a Refugee Background
Students with a refugee background are a vulnerable group in education. Adverse experiences and unsafe circumstances that they encounter prior, during and after their flight can place a great burden on their mental health and psychological well-being. Little is known about the psychological well-being of young refugee students in kindergarten and early years of primary school. The current study examined the psychological well-being of 4- to 8-yea…
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…
Discordance between Adolescents and Parents in Functional Somatic Symptom Reports: Sex Differences and Future Symptom Prevalence
Functional somatic symptoms, i.e., physical complaints that cannot be sufficiently explained by an objectifiable biomedical abnormality, become increasingly more prevalent in girls than in boys during adolescence. Both parents and adolescents report more functional somatic symptoms in girls, but their reports correspond only limitedly. It remains unknown whether parent-adolescent discordance contributes to the higher symptom prevalence in girls. …
Age‐related differences in self‐reported disgust toward core disgust, sex‐related, and food stimuli
INTRODUCTION: While disgust is functional in preventing contagion from pathogens, it also plays a role in various psychopathologies. Disgust responses toward dirt, bodily secretions, certain types of food, and sexual stimuli typically emerge during (early) childhood. However, there is a lack of research on how disgust develops. This cross-sectional study investigated whether there are age-related differences in subjective, self-reported disgust b…
The complex dynamics of adaptive teaching: Observing teacher-student interaction in the language classroom
Real-time verbal interactions between foreign language teachers and their students are of vital importance for language development, but classroom interactions are also multi-faceted and complex. The way a teacher understands and responds to learner utterances can be a powerful pedagogical strategy to scaffold learner language development. In this paper we present the Questions and Answers in English Language Teaching coding scheme which can be u…
Distinguishing dimensions of emotion dynamics across 12 emotions in adolescents’ daily lives
Research on emotion dynamics as indices of emotion functioning has become muddled by conceptual confusion, methodological heterogeneity, and seemingly conflicting results. One way to address this chaos is the study of profiles of emotion dynamics across 12 emotions and how they differ between 246 adolescents. The interpretation of these dynamic profiles was guided by auxiliary variables including age, personality, depressive symptoms, and social …
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. …
A complex dynamical systems approach to the development of feeding problems in early childhood
Though it is commonly agreed upon that the development of feeding problems in early childhood is a complex process, much of the research on these problems has a component-oriented focus, and very little attention is paid to the mechanisms that lead to these kinds of problems in individual children. The aim of this theoretical paper is to interpret the development of feeding problems in early childhood from a complex dynamical systems viewpoint. I…
Measuring feeding difficulties in toddlers with Down syndrome
Language Use in Real-Time Interactions During Early Elementary Science Lessons: The Bidirectional Dynamics of the Language Complexity of Teachers and Students
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 relation between child feeding problems as measured by parental report and mealtime behavior observation: A pilot study
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…
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…
Prosody and animacy in the development of noun determiner use: A cross-linguistic approach
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…
Microdevelopment in Parent-Child Conversations: From Global Changes to Flexibility
In previous studies we demonstrated that the speech of a language-acquiring child and that of her parent can be characterized as a transactional process of dynamic adaptation. We reported a striking attunement between child and parent in the global development of mean length of utterance and utterance length between the ages of 1.5 and 2.5 years. Here we present a reanalysis of these data, focusing on the utilization of different categories of ut…
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 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…
Variability in eating behavior throughout the weaning period
Variability in Second Language Development From a Dynamic Systems Perspective
This article illustrates that studying intra‐individual variability in Second Language Development can provide insight into the developmental dynamics of second language (L2) learners. Adopting a Dynamic Systems Theory framework ( Thelen & Smith, 1994 ; van Geert, 1994 ) and using insights from microgenetic variability studies in developmental psychology ( Siegler, 2006 ), we focus on L2 systems during a time of rapid development, applying advanc…
Ambiguity in Child Language: The Problem of Interobserver Reliability in Ambiguous Observation Data
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…
Focus on variability: New tools to study intra-individual variability in developmental data
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 relation between child feeding problems as measured by parental report and mealtime behavior observation: A pilot study
Measuring feeding difficulties in toddlers with Down syndrome
Language Use in Real-Time Interactions During Early Elementary Science Lessons: The Bidirectional Dynamics of the Language Complexity of Teachers and Students
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…
Focus on variability: New tools to study intra-individual variability in developmental data
Ambiguity in Child Language: The Problem of Interobserver Reliability in Ambiguous Observation Data
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…
Variability in Second Language Development From a Dynamic Systems Perspective
This article illustrates that studying intra‐individual variability in Second Language Development can provide insight into the developmental dynamics of second language (L2) learners. Adopting a Dynamic Systems Theory framework ( Thelen & Smith, 1994 ; van Geert, 1994 ) and using insights from microgenetic variability studies in developmental psychology ( Siegler, 2006 ), we focus on L2 systems during a time of rapid development, applying advanc…
Variability in eating behavior throughout the weaning period
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…
Prosody and animacy in the development of noun determiner use: A cross-linguistic approach
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…
Microdevelopment in Parent-Child Conversations: From Global Changes to Flexibility
In previous studies we demonstrated that the speech of a language-acquiring child and that of her parent can be characterized as a transactional process of dynamic adaptation. We reported a striking attunement between child and parent in the global development of mean length of utterance and utterance length between the ages of 1.5 and 2.5 years. Here we present a reanalysis of these data, focusing on the utilization of different categories of ut…
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 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…
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 relation between child feeding problems as measured by parental report and mealtime behavior observation: A pilot study
Language Use in Real-Time Interactions During Early Elementary Science Lessons: The Bidirectional Dynamics of the Language Complexity of Teachers and Students
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…
Measuring feeding difficulties in toddlers with Down syndrome
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. …
A complex dynamical systems approach to the development of feeding problems in early childhood
Though it is commonly agreed upon that the development of feeding problems in early childhood is a complex process, much of the research on these problems has a component-oriented focus, and very little attention is paid to the mechanisms that lead to these kinds of problems in individual children. The aim of this theoretical paper is to interpret the development of feeding problems in early childhood from a complex dynamical systems viewpoint. I…
Age‐related differences in self‐reported disgust toward core disgust, sex‐related, and food stimuli
INTRODUCTION: While disgust is functional in preventing contagion from pathogens, it also plays a role in various psychopathologies. Disgust responses toward dirt, bodily secretions, certain types of food, and sexual stimuli typically emerge during (early) childhood. However, there is a lack of research on how disgust develops. This cross-sectional study investigated whether there are age-related differences in subjective, self-reported disgust b…
The complex dynamics of adaptive teaching: Observing teacher-student interaction in the language classroom
Real-time verbal interactions between foreign language teachers and their students are of vital importance for language development, but classroom interactions are also multi-faceted and complex. The way a teacher understands and responds to learner utterances can be a powerful pedagogical strategy to scaffold learner language development. In this paper we present the Questions and Answers in English Language Teaching coding scheme which can be u…
Distinguishing dimensions of emotion dynamics across 12 emotions in adolescents’ daily lives
Research on emotion dynamics as indices of emotion functioning has become muddled by conceptual confusion, methodological heterogeneity, and seemingly conflicting results. One way to address this chaos is the study of profiles of emotion dynamics across 12 emotions and how they differ between 246 adolescents. The interpretation of these dynamic profiles was guided by auxiliary variables including age, personality, depressive symptoms, and social …
Discordance between Adolescents and Parents in Functional Somatic Symptom Reports: Sex Differences and Future Symptom Prevalence
Functional somatic symptoms, i.e., physical complaints that cannot be sufficiently explained by an objectifiable biomedical abnormality, become increasingly more prevalent in girls than in boys during adolescence. Both parents and adolescents report more functional somatic symptoms in girls, but their reports correspond only limitedly. It remains unknown whether parent-adolescent discordance contributes to the higher symptom prevalence in girls. …
Differences in Well-Being at School Between Young Students With and Without a Refugee Background
Students with a refugee background are a vulnerable group in education. Adverse experiences and unsafe circumstances that they encounter prior, during and after their flight can place a great burden on their mental health and psychological well-being. Little is known about the psychological well-being of young refugee students in kindergarten and early years of primary school. The current study examined the psychological well-being of 4- to 8-yea…
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…
Variability in a Dynamic Systems Theory Approach to Second Language Acquisition
The role of variability in human development was first pointed out by dynamic systems theorists Thelen and Smith (1994).
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 …
The Relationship Between Psychological Well‐Being and Second Language Skills Among Refugee Students in Primary Education
Teachers of young refugees express concerns about their students’ psychological well‐being and suspect underlying trauma is a hurdle for learning the host country language. This study examines how psychological well‐being (including post‐traumatic stress, internalizing behavior, externalizing behavior, and protective resources) relate to host country language skills. Participants were 4‐ to 8‐year‐old students with a refugee background in the Net…
Psychology (23 works) · Computer Science (13 works) · Developmental psychology (13 works) · Cognitive science (8 works) · Mathematics (7 works) · Clinical Psychology (6 works) · Cognitive psychology (6 works) · Language Development and Disorders (6 works) · Linguistics (6 works) · Artificial Intelligence (5 works)