Table 1 - uploaded by David Dirlam
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Patterns Used to Test the Generalized Gamma Law of Drawing Development
Source publication
A new treatment of long-term developmental data originated from problems in counting categories of free behavior of animals in open fields. Codes for a multidimensional classifier (previously proven mathematically efficient and powerful) of a complex human activity were defined from Lowenfeld's (1957) and Piaget and Inhelder's (1948) descriptions o...
Contexts in source publication
Context 1
... Schawe of Plattsburgh, provided me with the formula for the little known, but century-old, generalized gamma distribution, which is like the gamma except that each event has a unique mean. Of the 14 drawing pattems, 12 fit a generalized gamma with parameters determined by the more primitive pattems (see Table 1 below and Figtaes 1 and 2). The two exceptions will be discussed below. ...
Context 2
... are observed frequencies for each time block. See Table 1 for predecessors and probabilities. 1x1x1 : SIMPLIFICATION 1970: SIMPLIFICATION 1980: SIMPLIFICATION 1990: SIMPLIFICATION 2000: SIMPLIFICATION 2010: SIMPLIFICATION 2020: SIMPLIFICATION 2030: SIMPLIFICATION 2040 2x1x1: ANALYTICAL 1970 1980 1990 2000 2010 2020 2030 2040 1970 1980 1990 2000 2010 2020 2030 2040 1x1x2 •s -I1970 1980 1990 2000 2010 2020 2030 2040 1970 1980 1990 2000 2010 2020 2030 2040 1x2x2: CONTEXTUALIZED 2x2x2: ANALYTICAL CONTEXTUALIZED 40 1970 1980 1990 2000 2010 2020 2030 2040 1970 1980 1990 2000 2010 2020 2030 2040 though the analytical situated strategy seems to be growing rapidly in usage today, within the next decade the model predicts the growth will taper off and then gradually decline over the next century. ...
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Citations
... The methodology has been constructed through studies of the ontogenetic development of drawing (Dirlam, 1996, contains a preliminary analysis), writing (Dirlam, 1982), and the historical development of research methods in developmental psychology (Dirlam, Gamble, and Lloyd, 1999). The purpose of the drawing and writing studies was to design objective pedagogical alternatives to educational testing that could be used with natural products of classroom activities. ...
Aunger (2000) and Edmonds (2002) argue that memetics is a theory without a methodology, in imminent danger of dying from lack of novel interpretations and empirical work. Edmonds challenges memeticists to conduct empirical tests. This article presents Competing Memes Analysis, an empirical methodology that can readily be applied to significant social problems. The methodology is implemented in three steps. Step 1 identifies the organization of memes within an activity. Each activity is assumed to exhibit numerous small groups of memes where each meme within a group competes with all other memes in the group and can be combined with any meme from any other group. The succession of memes that occurs with increasing experience can be a powerful clue to identifying competing memes. Step 2 collects records of activities and codes them for the presence or absence of each meme identified in Step 1. Any activity that people acquire from each other by imitation can be readily coded for the presence or absence of competing memes. Step 3 analyzes changing frequencies of each coded meme over time or space. Models of these changes can give useful clues to suggest empirical studies that will provide important social and scientific results. Ecology's Lotka-Volterra model of competing species illustrates the usefulness to memetics of population models.
... This project used curve fitting to refine an ecological model of historical development. Dirlam (1972Dirlam ( , 1980Dirlam ( , and 1996 constructed multidimensional classifiers for coding sociocultural practices by using theories of children's drawing, students' writing, and developmental researchers' methods. The last involved an eleven-dimensional classifier based mostly on Danziger's (1990) insights. ...
... In this sense, the elements of a dimension can be said to "compete" with each other. Dirlam (1980Dirlam ( ,1996 constructed multidimensional classifiers for coding sociocultural practices using theories of children's drawing, students' writing, and developmental researchers' methods. The latter paper included an eleven dimensional classifier of developmental research that had three to four practices per dimension (see the Method section). ...
... The present study added codings of 313 more articles randomly selected from Child Development 1930Development -1968. These were combined with the 599 ratings reported in Dirlam (1996) to make a total of 912 articles from Child Development, 1930-1992and Developmental Psychology, 1969-1992 Since, as reported in Dirlam (1996), there were no significant differences between practices used in the two journals, they were treated as one source. ...
This project used curve fitting to refine an ecological model of historical development. Dirlam (1972, 1980, and 1996) constructed multidimensional classifiers for coding sociocultural practices by using theories of children's drawing, students' writing, and developmental researchers' methods. The last involved an eleven-dimensional classifier based mostly on Danziger's (1990) insights. An NDS analysis began with Van Geert's (1991) variant of the Lotka-Volterra two-species model, which was generalized by Dirlam (1997) to many competing species, each embodying an evolutionary strategy. Excellent fits to codings of research strategies in 599 articles from Child Development and Developmental Psychology, 1969-1992, revealed chaotic growth unless suppressed by new strategies. In this paper, coding was extended to 313 new articles published from 1930-1968. A refined model using Levins' (1969) “logistic weed” produced more meaningful parameter values and suggested dynamic differences between evolutionary strategies and sociocultural practices. Statistically adequate solutions with both low growth and high growth were found. To differentiate solutions, we proposed independent experimental testing and examining the scientific meaning of parameter values. The analysis identified two novel dynamic entities: default and polarized practices. Removing the person-practice link and coding many dimensions at once extends dynamic modeling to a greatly enriched variety of cultural and historical processes.
iPods, MP3s and file-sharing networks perform a series of actions that are often reserved for human agents, such as the intellectual and taste-driven labor involved in selecting, sequencing, and rediscovering forgotten sound recordings. At the same time, the familiar understanding of artifacts as stable, material, objective things “out there” is also being eroded by the infinite replicability, malleability, and ephemeral flickering of things online. These trends lead to questions regarding the ontological status of artifacts and reopen the question of how to distinguish technical and material artifacts from human and social relations. In this article, the author explores actor-network theory's (ANT) concept of translation, which advances an alternative framework for understanding the role of artifacts in everyday life.
In a study of the frequency of usage of developing strategies in 5-year-old to 18-year-old children's drawings and in 1968-1992 developmental research strategies, Dirlam (1996) showed that in both cases, usage declined exponentially as successor strategies emerged. This "general gamma" model revealed that macrodevelopment involves (a) inevitable declines in primitive strategy usage, (b) simultaneous use of multiple strategies, and (c) cultural mediation of strategy change. Two basic questions remained. Why does macrodevelopment involve decline, and what happens after the most advanced strategy declines? A new chaos-theory model, rooted in population growth models, assumed that the rate of strategy decline was related to the summed competition from growing, successor strategies. It fit the data as well as the general gamma and revealed that if no successor to an advanced strategy occurs, its usage usually becomes chaotic. This implies that developing systems of strategies cannot maintain stability without creatively introducing new strategies.
