Infrastructure and Transition in Developmental Analysis

This paper shows how a partial consilience might be achieved in the field of human development by means of principles from general systems theory.

New Directions for Child and Adolescent Development, 1981

Developmental sequences are an important tool for analyring the contmt and process uf dcnelopmmt.

Brazilian Journal of Political Economy, 2023

The article lists as a hypothesis that the concept of Developmental State has recently undergone variations and needs to be revisited and updated, but not discarded; on the contrary, it remains extremely important nowadays. In order to test its hypothesis, the article adopted as a technical-methodological procedure a systematic approach of bibliographic sources, intending to conduct a State-of-the-Art Study about the Theory and the concept of the Developmental State. The results obtained were that the concept of Developmental State remains elementary, but it has become more complex, intricate, aggregated and dynamic. The article dares, therefore, to present a new concept of Developmental State.

Springer eBooks, 2014

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The articles demonstrate a commitment to the principles of the meta-theory of a scientific paradigm termed “Relationism.” After describing the ontological-epistemological assumptions of the relational model, we describe how these categories lead directly to a characterization of the organism and development that defines “relational developmental systems.” The categories and characterizations result in a relational vocabulary; we discuss features other articles in this journal in the context of this vocabulary

The model of hierarchical complexity (mhc) is known to have 16 orders so far. However, applying the model to explain the development of operant conditioning (original order 2) from respondent conditioning (original order 1) in non-human animals has led to the recent discovery of a new stage. Actions that make up respondent conditioning are more hierarchically complex than habituation, sensitization, and other simple actions or behavioral tendencies that were also included in original order 1. Thus, the original order 1 has now been separated into the new automatic order 1 and the new sensory or motor order 2. All the orders above the original order 1 also had their numbers incremented by one. Thus, there are now 17 orders of hierarchical complexity. This paper describes this new sequence of orders at the lowest end of the model.

Developmental Review, 2005

The basic properties of a dynamic systems approach of development are illustrated by contrasting two simple equations. One, y t+1 = f (y t ), is characteristic of dynamic systems models. The other, y i = f (x i ), refers to what, for the sake of simplicity, is referred to as the standard developmental approach. We give illustrations from cognitive, language and social development to show the characteristic differences of these two types of models and show their complementarity. The article further compares the ''Bloomington'' with the ''Groningen'' approach to dynamic systems theorizing in developmental psychology. It continues with a discussion of two important questions. One involves the issue of measurement and the nature of developmental variables from the viewpoint of dynamic systems. The second concerns the question of short-and long-term time scales in developmental models, which is discussed on the basis of an example, namely dyadic interaction of young children in the context of different social statuses.

Behavioral and Brain Sciences, 2008

Neuroconstructivism (Mareschal et al. 2007a) provides a useful framework for how to integrate research from different levels of analysis to model the multidimensional dynamics of development. However, the authors overlook the topic of meaning, a fundamental feature of cognition and subjective experience and also downplay the nonlinear nature of developmental causality. Neuroconstructivism is overly optimistic on the point of how well current computational models can address the challenge of complexity in developmental science.