Wobbles, Humps and Sudden Jumps:A Case Study of Continuity, discontinuity and variability in early language development

Current individual‐based, process‐oriented approaches (dynamic systems theory and the microgenetic perspective) have led to an increase of variability‐centred studies in the literature. The aim of this article is to propose a technique that incorporates variability in the analysis of the shape of developmental change. This approach is illustrated by the analysis of time serial language data, in particular data on the development of preposition use, collected from four participants. Visual inspection suggests that the development of prepositions‐in‐contexts shows a characteristic pattern of two phases, corresponding with a discontinuity. Three criteria for testing such discontinuous phase‐wise change in individual data are presented and applied to the data. These are: (1) the sub‐pattern criterion, (2) the peak criterion and (3) the membership criterion. The analyses rely on bootstrap and resampling procedures based on various null hypotheses. The results show that there are some indications of discontinuity in all participants, although clear inter‐individual differences have been found, depending on the criteria used. In the discussion we will address several fundamental issues concerning (dis)continuity and variability in individual‐based, process‐oriented data sets

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. We discuss its main implications for a research focus on concrete psychological processes, as they occur in individual cases (including real interacting groups). Variability over time is used as a main source of information about the nature of the underlying processes. Various examples of empirical studies, model building, and process-oriented methodology are discussed, and Arocha’s examples of perceptual control theory (PCT) and observation-oriented modeling (OOM) are put in the perspective of the complex dynamic systems approach, which is fully compatible with scientific realism as advocated by Arocha

Education and development as complex dynamic agent systems::how theory informs methodology

This chapter argues that the integrative theory that can serve as the basis of integrative methodology is the theory of complex dynamic agent systems. It explains this general theory by focusing on teaching–learning processes in the educational context, and on pedagogical actions and dynamic assessment in the classroom. A complex dynamic system can be defined as a network of components that interact with each other. Self-organization means that the network of components organizes itself into a particular pattern of temporarily self-sustaining relationships among components. “Self-sustaining” means that systems resist external perturbations, at least to a certain extent. External perturbations, when they occur, may function for the better or for the worse. Emergence means that the interactions between the components of a system lead to the origination of properties that are new, in the sense that they transcend the properties of the components taken separately

Voice characteristics in adults with neurofibromatosis type 1

Introduction and aims of the study: Change or loss of voice in patients with neurofibromatosis type 1 (NF1) has been associated with head and neck neurofibromas. However, laryngeal involvement in NF1 is rare and voice abnormalities have also been reported in absence of such a tumor. Authors mention the occurrence of deviations in voice quality (such as breathiness, hoarseness, harshness, presence of a creak) and problems in regulating pitch and loudness. These studies are mainly based on perceptual evaluations. Therefore, the purpose of this study was to examine the voice characteristics of adult NF1 patients without laryngeal manifestations using a multiparameter approach. Methods: A total of 22 NF1 patients (age range 17-64 years) and 22 controls (age range 18-67 years) participated in the study. The patient group consisted of 9 males (mean age 39,33 years) and 13 females (mean age 32,69 years). The control group consisted of 12 males (mean age 38,00 years) and 10 females (mean age 32,90 years). Voice characteristics were evaluated using aerodynamic, voice range and acoustic measurements. These measurements allowed us to determine the Dysphonia Severity Index (DSI). Additionally, participants were asked to complete the Voice Handicap Index (VHI), a questionnaire concerning voice-related quality of life. Results: Vital capacity was significantly reduced in NF1 patients compared with controls. Also, the frequency and intensity range were significantly narrower in the patient group compared with controls. The narrower frequency and intensity range were due to a significantly lower highest frequency and a significantly lower highest intensity respectively. Additionally, male NF1 patients showed a significantly higher lowest intensity compared with male controls. Further, during reading, female NF1 patients exhibited a significantly smaller standard deviation of the mean frequency compared with female controls. This trend was also observed in the male NF1 patients compared with male controls. However, a significant difference could not be demonstrated. Finally, DSI scores were significantly lower and VHI values were significantly higher in both sexes of the patient group compared with controls. Conclusion: NF1 patients appear to have a vocal quality that is worse compared with controls. In particular, it seems that NF1 patients have reduced laryngeal possibilities with respect to fundamental frequency and sound intensity compared with controls. They are also more likely to present a more marked psychosocial voice impact compared with controls

Fear-avoidance model of chronic pain the next generation

Objective: The fear-avoidance (FA) model of chronic pain describes how individuals experiencing acute pain may become trapped into a vicious circle of chronic disability and suffering. We propose to extend the FA model by adopting a motivational perspective on chronic pain and disability. Methods: A narrative review. Results: There is ample evidence to support the validity of the FA model as originally formulated. There are, however, some key challenges that call for a next generation of the FA model. First, the FA model has its roots in psychopathology, and investigators will have to find a way to account for findings that do not easily fit within such framework. Second, the FA model needs to address the dynamics and complexities of disability and functional recovery. Third, the FA model should incorporate the idea that pain-related fear and avoidance occurs in a context of multiple and often competing personal goals. Discussion: To address these 3 key challenges, we argue that the next generation of the FA model needs to more explicitly adopt a motivational perspective, one that is built around the organizing powers of goals and self-regulatory processes. Using this framework, the FA model is recast as capturing the persistent but futile attempts to solve pain-related problems to protect and restore life goals

The Socially Situated Dynamics of Children’s Learning Processes in Classrooms:What Do We Learn from a Complex Dynamic Systems Approach?

This article concentrates on the question what kind of model-conceptual and statistical -can serve as a good working model for the study of learning and teaching processes qua processes. We claim that a good way of answering this question is to begin by observing a teaching and learning process as, where, and when it occurs. In addition, a conceptual model of intertwined learning-teaching processes is discussed, and dynamic modeling as an approach to theory formation about teaching-learning processes. The focus lies on the evolution term, the timescale of interaction processes, state space as a perspective on teacher-student interaction dynamics, and the principle of agency. Finally, an empirical approach to studying teaching-learning processes is illustrated by means of a case study, focusing on the use of cluster analyses techniques. In the Conclusion and Discussion section, further perspectives on theory building and empirical research are discussed

Mutuality in mother–child interactions in an Antillean intervention group

This article describes a study on mutuality in mother–child interaction during reading and playing sessions. Within mother–child interaction, mutuality is seen as important in language acquisition. The study was executed within a group of Netherlands Antillean mother–child dyads who participated in an intervention programme. Mutuality was operationalised as balance in conversation, joint involvement, affection, and more practical elements such as asking questions. Twelve participants were observed at least once. In five cases, repeated measures were also collected. Group data revealed that only few differences exist between the outcomes of the reading and playing sessions. The differences that were found, concerning balance and affection, were favourable to the play situations. However, large inter- and intra-individual differences were found in all observed measures of mutuality, which suggests the importance of idiographic research methods. The practical implication is that researchers and interventionists should be sensitive to individual differences and be careful with applying group data to individuals