A dynamic systems approach to family assessment

The dynamic systems approach provides a general framework for studying processes. Properties of that approach are applied to the issue of fan-lily assessment. The description covers methods of assessment of short-term processes (e.g., dyadic interaction) and long-term processes (e.g., changes in interaction patterns over years). Special attention is given to the meaning of fluctuation and its relation to transitions and changes of the family system's properties. Two examples of assessment methods and procedures are discussed. One concerns the use of state space representations, the other the design of family studies, encompassing the use of mathematical models of the hypothesized underlying processes

Particularities and Universalities of the Emergence of Inductive Generalization

21 páginaInductive generalization is the primary way by which human beings arrive at the construction of knowledge. Usually, it is assumed that it operates in a linear manner—each new feature becomes “piled up” in the inductive accumulation of evidence. We question this view, and otherwise claim that inductive generalization is essentially a non-linear dynamic process that fits the theoretical premises of the Dynamic Systems Theory. In our study, we explore the ability that young infants have when making inductive generalizations -previous studies show the existence of this capacity not earlier than at the age of 14 months. These studies have been cross-sectional in nature, but they do not offer an answer to the question of emergence of cognitive capabilities, therefore, a short-term longitudinal study is needed. Based on 3 case studies carried out longitudinally in infants ranging from 9 to 14 months, we demonstrate how the process of inductive generalization occurs from a conceptualization of nonlinear dynamic systems. We use Min – Max and State Space techniques, which allow us to show how the infant uses diverse pathways of actions with everyday objects to facilitate inductive generalization. The identified paths are not the same, they present differential and common moments that confirm the dynamic nature of development, and provide empirical evidence on the emergence of non-linear, non-sequential or inductive generalization