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Emotion, development, and self-organization: Dynamic systems approaches to emotional development
Abstract
In the last twenty to thirty years, a new way to understand complex systems has emerged in the natural sciences - an approach often called non-linear dynamics, dynamical systems theory, or chaos theory. This perspective has allowed scientists to trace the emergence of order from disorder and complex, higher-order forms from interactions among lower-order constituents. This is called self-organization, and is thought to be responsible for change and continuity in physical, biological, and social systems. Recently, principles of self-organizing dynamic systems have been imported into psychology, especially developmental psychology, where they have helped us reconceptualize basic processes in motor and cognitive development. Emotion, Development, and Self-Organization is the first book to apply these principles to emotional development. The contributors address fundamental issues such as the biological bases of emotion and development, relations between cognition and emotion in real time and development, personality and individual differences, interpersonal processes, and clinical implications.
... These responses are central to socialization in early development but retain importance in adolescence when disclosure to parents declines , making it more difficult for parents to provide adequate emotional support. According to dynamic systems' perspectives, interpersonal patterns of socialization between parents and children become characteristic of relationships and influence behavior over time (Granic, 2000;Lougheed et al., 2015;Main et al., 2016). Indeed, specific parental responses are better predictors of child outcomes than general parenting style or overall relationship quality (Fabes et al., 2001;Gottman et al., 1996). ...
... Specific parental responses to children's and adolescents' emotions are better predictors of outcomes than general parenting style or overall relationship quality (Fabes et al., & Martin, 2001;Gottman et al., 1996). Furthermore, according to dynamic systems perspectives, interpersonal patterns of socialization between parents and children become characteristic of relationships (Granic, 2000;Main et al., 2016), and specific parental responses to the child influences child behavior over time (Lougheed et al., 2015). Thus, it is important to examine real-time parental responses to children's and adolescents' emotions to inform more targeted interventions with families. ...
... Dynamic transactional theories propose that patterns of behavior during parentchild interactions and expectations about how both parents and children will behave during these interactions are informed by past exchanges (Granic, 2000). Indeed, when adolescents expect their parents to respond positively and supportively to their disclosures, they report feeling more connected to their parents and are more likely to disclose over time (Tilton-Weaver et al., 2010). ...
Adolescent disclosure to parents has been associated with a variety of positive adolescent outcomes. Studies utilizing primarily self-report have found both concurrent and prospective associations between disclosure with parental behaviors. However, self-report does not allow researchers to determine what parental behaviors directly inhibit or facilitate adolescent disclosure in real-time. Additionally, research on adolescent disclosure has focused primarily on European American middle-class families. Less is known about disclosure in underrepresented families. The goal of this dissertation is to examine a) the impact of parental emotion-related responses (ERRs) on observed adolescent disclosure, b) associations between parental ERRs, disclosure, and physical health and c) associations between disclosure, early cultural factors, and social behaviors within a diverse population. Study I explored the impact of mothers’ ERRs and adolescent perspective taking on subsequent disclosures during real-time discussions. Interest and validation predicted the shortest lag times compared with other maternal ERRs. Findings highlight the importance of parental communication of both validation and interest in promoting disclosure in the context of parent-adolescent conversations. Study II examined associations between disclosure, parental ERRs, and diabetes management. Higher levels of anger and of positive affect, relative to parental baseline levels, predicted longer lag times to subsequent disclosures, whereas higher levels of expressive suppression predicted shorter lag times. However, these patterns varied depending on HbA1c. Specifically, adolescents with lower HbA1c had shorter lag times to subsequent disclosures, and adolescents with higher HbA1c had longer lag times when parents responded with increased anger compared to those with lower HbA1c. Findings highlight that parental ERRs to disclosures have implications for adolescent physical health. Study III explored associations between observed disclosure to parents, early cultural factors, and adjustment in a sample of diverse families. Adolescents from Latinx families were found to engage in lower levels of disclosure compared to adolescents from African American families. In Latinx families, speaking English in the home was prospectively associated with higher levels of disclosure. Adolescents from Spanish-speaking Latinx families engaged in lower levels of disclosure compared to adolescents from African American and English-speaking Hispanic families. Findings highlight that disclosure may vary among ethnic groups due to unique challenges with communication. Collectively, these studies identify the impact of parent behavior on adolescent disclosure during real-time interactions. These studies also provide information about how observed adolescent disclosure relates to adolescent adjustment in a variety of contexts (i.e., diverse families and those with chronic illnesses). Findings from this dissertation will inform research on adolescent disclosure from underrepresented populations and guide interventions aimed at families who struggle with a lack of disclosure from adolescents.
... L'affect, souvent utilisé comme un terme général qui inclut l'émotion et l'humeur, fait référence plus particulièrement soit à un sentiment qui implique l'agréabilité ou la désagréabilité au sens large des termes (Frijda & Mesquita, 1994), à un trait de personnalité (Diener, Smith, et Fujita, 1995 ;Watson, Clark et Tellegen, 1988) ou à une attitude (K. Scherer, Lewis, & Granic, 2000). L'humeur fait plutôt référence à un état affectif diffus, faible en intensité, relativement de longue durée, sans cause particulière (Ekman, 1999;Forgas, 1991;Frijda & Mesquita, 1994). ...
... Finalement, l'émotion est souvent définie comme un épisode dans le temps qui implique un changement visible dans le fonctionnement de l'individu déclenché par un événement précis, qui peut être externe (tels que les comportements d'autrui, un changement dans le courant des choses ou lors de la rencontre avec de nouveaux stimuli) ou interne (tels que les pensées, souvenirs ou sensations) (Ekman, 1992 ;Scherer, 1993). La majorité des théories contemporaines dans le domaine des émotions postulent qu'une définition multi-componentielle de l'émotion inclut des processus cognitifs, une activation physiologique, l'expression motrice, le sentiment subjectif ainsi que les tendances à l'action (Frijda, 1994 ;Izard, 1991 ;Scherer, 2000). McAdams, 1997 ; pour une revue des courants prédominants de la personnalité, voir (Pervin & John, 1999). ...
... Ce domaine est fortement influencé par des facteurs développementaux et évolue, normalement, avec l'âge et l'expérience (Lewis, 2000). La compréhension des émotions, incluant celles des processus d'appraisal, des normes et règles sociales, joue probablement un rôle clé dans l'intelligence émotionnelle (Wranik, Feldman Barrett et Salovey, 2006). ...
Dans cette thèse, l’objectif est de comprendre les relations entre d’un côté la réussite académique (la performance académique) et le stress perçu subjectif, et d’un autre côté l’influence des différences individuelles (l’intelligence émotionnelle, les traits de personnalité et le chrono-type) sur la réussite académique, également les interactions entre ces différences individuelles et le stress perçu subjectif. 1) L’étude préliminaire est conduite pour clarifier la relation entre l’intelligence émotionnelle et la stratégie de coping chez les étudiants Chinois expatriés en France; 2) ensuite notre première étude a pour objectif de comprendre les différents éléments liés à la expatriation des étudiants Chinois en France : les causes et critères de la réussite d’expatriation subjective, les différentes sources de stress qu’ils ont rencontrées ainsi que leurs stratégies de faire face pendant leur expatriation sont interrogées; 3) avec les éléments ressortis de notre première étude, nous avons pu construire un questionnaire de la réussite d’expatriation subjective pour les étudiants Chinois en France. L’idée de départ est de valider ce questionnaire en comparant avec les autres paramètres des différences individuelles (Intelligence émotionnelle, intelligence culturelle, et de chrono-type). Malheureusement la passation de l’ensemble de ces questionnaires a pris une longueur de temps qui explique que peu de participants sont allés jusqu’au bout, cela ne nous permet pas finalement de valider ce questionnaire de la réussite d’expatriation. 4) Enfin, nous essayons de comprendre chez la population générale, c’est-à-dire les étudiants Français, les relations entre la réussite académique et les différences individuelles.
... These responses are central to socialization in early development, but retain importance in adolescence when disclosure to parents declines (Smetana, Villalobos, Tasopoulos-Chan, Gettman, & Campione-Barr, 2009), making it more difficult for parents to provide adequate emotional support. According to dynamic systems' perspectives, interpersonal patterns of socialization between parents and children become characteristic of relationships and influence behavior over time (Granic, 2000;Lougheed, Hollenstein, Lichtwarck-Aschoff, & Granic, 2015;Main, Paxton, & Dale, 2016). Indeed, specific parental responses are better predictors of child outcomes than general parenting style or overall relationship quality (Fabes, Leonard, Kupanoff, & Martin, 2001;Gottman, Katz, & Hooven, 1996). ...
... Dynamic transactional theories propose that patterns of behavior during parent-child interactions and expectations about how both parents and children will behave during these interactions are informed by past exchanges (Granic, 2000). Indeed, when adolescents expect their parents to respond positively and supportively to their disclosures, they report feeling more connected to their parents and are more likely to disclose over time (Tilton-Weaver et al., 2010). ...
... Indeed, adolescents are more empathically accurate in relationships with good attachment security (Diamond et al., 2012). Though global perceptions of relationship quality are important, the present study's use of dynamic methods to capture transactional associations between responses to children's and adolescent's emotions and behaviors sheds light on how such patterns become characteristic of relationships over time (Granic, 2000). ...
Adolescent disclosure to parents is an important feature of high‐quality parent‐adolescent relationships and is associated with positive adolescent adjustment. However, no studies have examined parental emotion‐related responses (ERRs) to disclosures and adolescent dispositional characteristics that may facilitate or inhibit adolescent disclosures during real‐time conversations. The present study tested (1) which maternal ERRs to adolescent disclosures predicted quicker subsequent disclosures during mother‐adolescent conversations, and (2) whether adolescent perspective taking moderated these associations. Adolescent disclosures and maternal ERRs were coded moment‐to‐moment during a problem‐solving discussion and adolescents reported on their perspective taking. Multilevel Generalized Linear Mixed‐Effects Models revealed that maternal interest and validation predicted the shortest lag times compared with other maternal ERRs, controlling for adolescent age, gender, total durations of maternal ERRs and total frequency and duration of adolescent disclosures. Adolescent perspective taking moderated associations between maternal ERRs to adolescent disclosures and lag times. Specifically, adolescents high in perspective taking were most likely to make quicker subsequent disclosures when mothers responded to disclosures with interest. This is the first study to examine how contingent parental responses to adolescent disclosures in real time affect the timing of subsequent disclosures during parent‐adolescent conversations.
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... This emphasizes, not just that affects themselves are regarded as subject to regulation, but that they serve as regulators as well (Fox, 1994). Others have tried to articulate a systems point of view that features the interdependence of all processes (Fogel, 1993;Lewis & Granic, 2000). What attachment theorists and researchers share is a commitment to follow out in development how affective experience contributes to the acquisition of self-regulation through co-regulation between caregiver and infant. ...
... In fact, many emotion researchers believe that babies are not yet able to differentiate emotions and/or do not yet have conscious access to them during the first few months: they argue that these abilities are the consequence of early selforganizing dynamic systems processes (Fogel et al., 1992;Lewis & Granic, 2000), or early socialization of emotions during affective interactions (Gergely & Watson, 1996;Sroufe, 1979; as well as cognitive development (Lewis & Michaelson, 1983) (Barrett & Campos, 1987;Kagan, 1992;Lewis & Brooks, 1978). ...
... This emphasizes, not just that affects themselves are regarded as subject to regulation, but that they serve as regulators as well (Fox, 1994). Others have tried to articulate a systems point of view that features the interdependence of all processes (Fogel, 1993;Lewis & Granic, 2000). What attachment theorists and researchers share is a commitment to follow out in development how affective experience contributes to the acquisition of self-regulation through co-regulation between caregiver and infant. ...
... In fact, many emotion researchers believe that babies are not yet able to differentiate emotions and/or do not yet have conscious access to them during the first few months: they argue that these abilities are the consequence of early selforganizing dynamic systems processes (Fogel et al., 1992;Lewis & Granic, 2000), or early socialization of emotions during affective interactions (Gergely & Watson, 1996;Sroufe, 1979; as well as cognitive development (Lewis & Michaelson, 1983) (Barrett & Campos, 1987;Kagan, 1992;Lewis & Brooks, 1978). ...
... The received wisdom for practitioners is that their influence should be removed from practice tasks until a skill is well established (Hutto, 2012). This reductionist approach to learning design is aligned with traditional thinking in skill acquisition, in which practice tasks are decomposed into manageable components for learners, to prevent cognitive overload (Lewis & Granic, 2000). This viewpoint is based on interactionist, information-processing models of attention. ...
... Consequently, suppressing or removing emotions from learning designs disrupts the crucial relationship that needs to be developed over time between each individual and a performance environment, possibly preventing individuals from finding and exploring their own personal solutions (Davids et al., 2003;Seifert & Davids, 2012). However, some psychologists have recently begun to acknowledge the advantages of considering humans as nonlinear dynamic systems in explaining behavior, leading to the emergence of a dynamic systems perspective of emotional development (Jarvilehto, 2000a(Jarvilehto, , 2001Lewis, 1996;Lewis & Granic, 2000). In contrast to the interactionist meta-theory, an ecological dynamics approach posits that traditional "functions" (e.g., emotion, cognition, perception, action) that contribute to the system as a whole are not found solely in the brain, but in a mutual relationship that emerges between an organism and the environment (Jarvilehto, 1998(Jarvilehto, , 2000bTurvey, 2009). ...
In sport performance, patterns in perceptions, actions, intentions, ideas, feelings, and thoughts continuously emerge under environmental, task, and personal constraints. This chapter summarizes advances in ecological dynamics and discusses their implications for sport psychologists. Key concepts in ecological dynamics capture the nature of skill to regulate athlete performance behaviors in sport contexts, with clear implications for understanding performers and the learning process in preparation for performance. Viewing the role of cognition, perception, and action in sport performance from this perspective provides a principled, integrated systems focus on athlete behaviors for sport psychology practice. Emotions play a significant role in regulating behaviors that emerge in sports performance contexts as well as influencing learning experiences. The key principles of ALD will be valuable in the design of skill acquisition programs in athlete development from junior to senior levels.
... The dynamic systems perspective emphasizes that dyads represent complex systems, with its characteristics being distinguishable from the behavior of either individual member of the dyad. Over repeated interactions, system behavior becomes predictable, with interaction patterns that repeat themselves becoming more stable (Lewis and Granic, 2000). Through this process, frequented dyadic patterns become attractor states. ...
... Finally, we used multilevel survival analysis (MSA) to examine the proximal predictors of maternal aggressive behavior. Developmental and etiological theories of parent-child interactional processes and child psychopathology point to moment-by-moment parent-child interactions (Allen & Sheeber, 2008;Gottman et al., 1996;Granic, 2000;Morris et al., 2018). At the heart of these explorations is the search for key contingent interaction sequences via if-this-then-that parameters such as lag-sequential analysis and conditional probabilities (Bakeman & Gottman, 1997;Hops et al., 1987;Moran et al., 1992;Schwartz et al., 2014;Sheeber et al., 2000). ...
Maternal depressive symptoms are associated with elevations in harsh parenting behavior, including criticism, negative affect, and hostile or coercive behavior, and these behaviors contribute to associations between maternal depressive symptomatology and child functioning. We used multilevel survival analysis to examine social–cognitive processes as proximal predictors of the onset and offset of maternal aggressive behavior during interactions with their adolescent children. Low-income women (N = 180) were selected for either: (a) elevated depressive symptoms and a history of treatment for depression (depressed group) or (b) not more than mild levels of current depressive symptomatology, no history of depression treatment, and no current mental health treatment (nondepressed group). These women and their adolescent children (ages 11–14, M = 12.93; 96 male sex, as assigned at birth) participated in a dyadic problem-solving interaction and mothers completed a video-mediated recall procedure, in which they watched a segment of the interaction, labeled their adolescents’ affect, and made attributions for their behavior. Mothers in the depressed group were more likely to initiate aggressive behavior and, once initiated, were less likely to transition out of it. Mothers in both groups were less likely to transition out of aggressive behavior when they made negative attributions for their adolescents’ behavior. Findings point to promising cognitive and behavioral targets for intervention.
... Though characterised variously in the philosophical literature (e.g., Chalmers, 2008;Guay & Sartenaer, 2016;Humphreys, 2016;Winning & Bechtel, 2019), it is generally agreed that the following two conditions must be met for a higher-level property of some basal-level process or structure to count as an 'emergent' (E) product of its base (B). These conditions demand that E be in some sense determined by B (the 'determination condition') whilst at the same novel with respect to B (the 'novelty condition'). 1 In the emotion literature, emergence talk appears within the dynamical systems approach to emotion (Coan, 2010;Colombetti, 2014;Lewis, 2005;Lewis & Granic, 2000;Meuleman, 2015;Scherer, 2009a;Walsh, 2021). This approach applies concepts and formal modeling tools from dynamical systems theory (DST) -a branch of mathematics used to describe the behaviour of complex systems that evolve over time -to the explanation of emotional processes. ...
In recent decades, affective scientists have begun using concepts and tools from dynamical systems theory (DST) to characterise emotional processes. This article considers how the concept of emergence might be used to develop this approach. Emotions are explicated as ‘emergent products’ that diachronically constrain the operations of their parts in virtue of feedback loops (a classical feature of nonlinear dynamical systems). The explication is shown to be broadly consistent with what is sometimes called ‘pattern’ emergence. Casting emotions as emergent patterns is shown to shed light on a major conceptual and empirical challenge emotion theorists have faced over the past century: identifying and measuring the presence of emotional episodes (Lindquist et al., 2012; Hollenstein & Lanteigne, 2014), dubbed here the ‘boundary problem’ (following Colombetti, 2014). In particular, the explication suggests seeing the emotional ‘signatures’ thought to accompany emotional episodes as fragile and context-bound: likely to hold under a relevant class of interventions (Woodward, 2005), but not without exception beyond that class. This in turn may suggest a need to significantly revise the statistical methods currently used to measure the presence of emotional ‘signatures’. The casting of emotions as emergent patterns also functions as a further case study supporting the value of ‘pattern emergence’ (Winning & Bechtel, 2019) as a powerful vehicle for characterising the objects of investigation — compound and context-sensitive — ubiquitous in the biological sciences.
... While caregivers play a crucial role in their children's developing regulatory abilities, children also actively contribute to these interactions and co-regulatory attempts (Feldman, 2007;Feldman et al., 1999;Moore et al., 2013;Tronick, 2007). Because of this, the caregiver-child dyad is considered a mutually regulating system where the caregiver and child are continuously influencing each other's behaviors and emotional states through shared affect and contingent responding (Cole et al., 2003;Feldman, 2007;Granic, 2000;Lunkenheimer et al., 2020;Tronick, 2007). Importantly, these reciprocal influences early in life have been found to be crucial for many developmental milestones beyond emotion development, including social competence more broadly (Feldman et al., 2013), language (Donnelly & Kidd, 2021), as well as general developmental outcomes (Feldman, 2015). ...
Preschool onset Major Depressive Disorder (PO-MDD) is a severe disorder often leading to chronic impairment and poor outcomes across development. Recent work suggests that the caregiver-child relationship may contribute to PO-MDD symptoms partially through disrupted caregiver-child interactions. The current study uses a dynamic systems approach to investigate whether co-regulation patterns in a dyad with a child experiencing PO-MDD differ from dyads with a child without the disorder. Preschoolers between the ages of 3-7 years-old (N = 215; M(SD) = 5.22(1.06); 35% girls; 77% white) were recruited for a randomized controlled trial of an adapted version of parent-child interaction therapy. An additional sample (N = 50; M(SD) = 5.17(.84)' 34% girls; 76% white) was recruited as a control group. Dyads completed two interactive tasks and affect was coded throughout the interaction. State Space Grids (SSG) were used to derive measures of dyadic affective flexibility (i.e., affective variability in dyadic interactions) and shared affect. PO-MDD dyads did not differ from controls in dyadic affective flexibility. However, there were significant differences in shared positive and neutral affect. PO-MDD dyads spent less time and had fewer instances of shared positive affect and spent more time and had more instances of shared neutral affect than the community control group. These comparisons survived multiple comparisons correction. There were no differences for shared negative affect. Findings suggest that children experiencing PO-MDD have differing dyadic affective experiences with their caregivers than healthy developing children, which may be a mechanism through which depressive states are reinforced and could be targeted for treatment.
... Smith (2005) investigated how to examine complex questions whilst discussing the parts and the whole in the principles of dynamic systems. Granic (2000) also used this theory to develop a framework for research about the family's influence on children's development. Whilst this theory is ideal for investigating children's learning and development (Spencer, 2009) as dynamic systems (i.e., family and education contexts); the same logic translates that DST can be applied and used as a theoretical underpinning to understand university students' transitional teaching and learning process during the COVID pandemic. ...
This paper reconceptualised the interrelated learning constructs in higher education based on the Dynamic Systems Theory (DST). The university students' learning experience before, during and post the Emergency Online Learning (EOL) was investigated to explore the dynamic changes among the learning constructs in higher education. A case study of a Chinese university was conducted, and one hundred and ninety‐three university students participated in the questionnaire. The data collected from this empirical research identify different hierarchical constructs of the conceptualised learning environment and reconceptualise the period of system reformation influenced by the EOL. The key findings include the identifications of the attractors and repellors framed by the DST and the impact on the changes in the learning constructs. The results of this paper contribute to further understanding of the university constructs' changes to better plan and support students' active learning in higher education.
... In contrast, the occurrence of secondary emotions, which can be a mixture of primary emotions and may embrace both positive and negative effects concurrently alongside cognitive elaborations (e.g., compassion, disappointment, embarrassment, empathy, envy, and pride) [22], are considered more controversial. This is usually because many of these secondary emotions involve meta-cognitive (e.g., cognitive appraisal of own and/or other's mental states, such as jealousy) and/or self-conscious evaluative processes (e.g., evaluation of own behavior against learned and internalized rules or standards, such as guilt or shame) that are often believed to be beyond the representational capacities of human infants and nonhuman animals [23]. Nevertheless, roughly half of the pet owners reported some secondary emotions in their pets [8,18]. ...
The correct interpretation of an animal’s emotional state is crucial for successful human–animal interaction. When studying dog and cat emotional expressions, a key source of information is the pet owner, given the extensive interactions they have had with their pets. In this online survey we asked 438 owners whether their dogs and/or cats could express 22 different primary and secondary emotions, and to indicate the behavioral cues they relied upon to identify those expressed emotions. Overall, more emotions were reported in dogs compared to cats, both from owners that owned just one species and those that owned both. Although owners reported a comparable set of sources of behavioral cues (e.g., body posture, facial expression, and head posture) for dogs and cats in expressing the same emotion, distinct combinations tended to be associated with specific emotions in both cats and dogs. Furthermore, the number of emotions reported by dog owners was positively correlated with their personal experience with dogs but negatively correlated with their professional experience. The number of emotions reported in cats was higher in cat-only households compared to those that also owned dogs. These results provide a fertile ground for further empirical investigation of the emotional expressions of dogs and cats, aimed at validating specific emotions in these species.
... Traditional models generally view emotions as negative or detrimental in performance and have accordingly attempted to remove this aspect from practice task contexts until desired skills have been established. However, this reductionist approach may inadequately challenge performers from a cognitive perspective, subsequently rendering performers unprepared for the emotion-laden experiences that are inevitable in a sporting context (136). Implementing vignettes or scenarios, such as being in front or behind on the scoreboard with a specific amount of time remaining, within a training context may allow performers to experience the emotional feelings associated with specific match-contexts in a learning environment that simulates the external task demands of a new environment (135). ...
... Regulation includes "active will" and metacognition, which refers to active awareness or intentional control over mental activities (Diaz et al., 1990;Kopp, 1988) argued that the environment of the mind while concentrating on a purpose can be regulated by conscious and voluntary evaluation. Granic (2002) and Teasdale et al., (2002) suggest that individuals can regulate their negative emotions, using metacognitive awareness to engage in objective distancing and viewing them from a decentralized perspective, and that they can concentrate on their target activity. Metacognitive awareness refers to the inspection and adjustment of cognitive processes that deal with emotions, as opposed to what happens internally (Mayer & Gaschke, 1988). ...
Adolescence is a period marked by the highest emotional instability, during which concentration is heavily influenced by emotional state. This study aimed to investigate the mediating effects of emotional regulation on the relationship between negative emotions and concentration and examine whether the former affects the latter through emotional regulation, moderated by metacognitive awareness. Data were collected from 409 high school students using tools for measuring metacognitive awareness, negative emotional state, emotional regulation, and concentration state. The results showed that negative emotions had a significant negative effect on concentration and emotional regulation, while emotional regulation partially mediated the relationship between negative emotions and concentration. This study confirmed that negative emotions negatively affected emotional regulation in individuals with low metacognitive awareness but had little effect on emotional regulation in those with high metacognitive awareness. Moreover, the indirect effect of negative emotions on concentration through emotional regulation was not consistent; such effects were absent in people with high metacognitive awareness and only evident in those with low metacognitive awareness. This suggests that those who are capable of dealing with their moods through metacognitive approaches can better maintain their emotional regulation even when experiencing negative emotions. It also indicates that metacognitive awareness is an effective moderator for lowering negative emotions and increasing concentration in adolescents characterized by an unstable emotional transition.
... Watson and Tellegen (1985) introduced the dimensional structures of emotions. Lewis and Granic (2002) and Verduyn et al. (2009) described the temporal dynamics of moods. Murray, Allen, and Trinder (2002) and Golder and Macy (2011) explored periodic phenomena in temporal progression of moods. ...
Sentiment analysis predicts a one-dimensional quantity describing the positive or negative emotion of an author. Mood analysis extends the one-dimensional sentiment response to a multi-dimensional quantity, describing a diverse set of human emotions. In this paper, we extend sentiment and mood analysis temporally and model emotions as a function of time based on temporal streams of blog posts authored by a specific author. The model is useful for constructing predictive models and discovering scientific models of human emotions.
... There is growing evidence that parent-child interactions from early in life are reciprocally shaped by both parent and child (Feldman, 2007a(Feldman, , 2007bLunkenheimer, Hamby, Lobo, Cole, & Olson, 2020;Lunkenheimer, Olson, Hollenstein, Sameroff, & Winter, 2011;Murray et al., 2016), and that these bidirectional influences cannot be fully accounted for by examining each member of the dyad independently (Granic, 2000;Moore et al., 2013). Thus, parent-child interaction measures are a promising avenue for identifying dyadic-level predictors of psychopathology trajectories early in life as they offer unique information about the parent-child relationship. ...
While substantial research supports the role of parent–child interactions on the emergence of psychiatric symptoms, few studies have explored biological mechanisms for this association. The current study explored behavioral and neural parent–child synchronization during frustration and play as predictors of internalizing and externalizing behaviors across a span of 1.5 years. Parent–child dyads first came to the laboratory when the child was 4–5 years old and completed the Disruptive Behavior Diagnostic Observation Schedule: Biological Synchrony (DB-DOS: BioSync) task while functional near-infrared spectroscopy (fNIRS) data were recorded. Parents reported on their child's internalizing and externalizing behaviors using the Child Behavior Checklist (CBCL) four times over 1.5 years. Latent growth curve (LGC) modeling was conducted to assess neural and behavioral synchrony as predictors of internalizing and externalizing trajectories. Consistent with previous investigations in this age range, on average, internalizing and externalizing behaviors decreased over the four time points. Parent–child neural synchrony during a period of play predicted rate of change in internalizing but not externalizing behaviors such that higher parent–child neural synchrony was associated with a more rapid decrease in internalizing behaviors. Our results suggest that a parent–child dyad's ability to coordinate neural activation during positive interactions might serve as a protective mechanism in the context of internalizing behaviors.
... As learners reflect, they consolidate experiences into internalized value and meanings (Kolb, 1984). In the current study, we build on appraisal, functionalist, and dynamic systems theories of emotion, which suggest that interest emerges as learners interpret their experiences within complex personal frameworks (e.g., appraisals, values, goals, instrumental actions; Lewis and Granic, 2000;Witherington and Crichton, 2007) amid social forces (Markus and Kitayama, 1994). We assume that reflection, as a metacognitive meaning-and sense-making process, influences interest development by altering individuals' subjective task value (Eccles and Wigfield, 2002;Sandars, 2009). ...
In addition to stimulating interest through experiential means, educators can support interest development through structured reflection. Our randomized controlled intervention study assessed the effectiveness of 10-minute written utility-value reflections designed to enhance the interest of introductory animal science students. During the Spring 2019 semester, we randomly assigned participating students into two blocks, utility-value reflection (n = 39) and control (n = 34), at the beginning of the course. In week 6 during the 16-week semester, students completed corresponding tasks: either written reflections on the personal value of course laboratory material or a control picture-summarization task. Results showed that the utility-value reflection intervention tended to improve situational interest and was most effective for students with low pretest individual interest. Neither the intervention nor the interest variable predicted course performance. In utility-value reflection responses, we catalogued themes aligned with a range of task-value components beyond utility-value. Our results reinforce previous work indicating that utility-value reflections support low individual interest students in developing academic motivation.
... Fondamentali, solo per fare alcuni esempi, sono stati i contributi teorici e sperimentali di Paul van sullo sviluppo cognitivo, di Esther Thelen (1989) sullo sviluppo motorio, di Alan Fogel (1993) sullo sviluppo dell'interazione madre-bambino e di Peter Wolff (1987) sugli stati comportamentali nel corso dei primissimi mesi di vita (sonno attivo, sonno calmo, dormiveglia, veglia calma, veglia attiva e pianto). L'attività di ricerca pionieristica condotta da questi studiosi ha consentito un ampliamento significativo delle nostre conoscenze ma soprattutto ha promosso, dimostrandone l'efficacia, l'assunzione di questa prospettiva nello studio di un numero sempre maggiore di fenomeni psicologici, tra questi anche lo sviluppo delle emozioni (Camras e Witherington, 2005;Fogel, Nwokah, Dedo, Messinger, Dickson, Matusov, et al., 1992;M.D. Lewis e Granic, 2000). ...
Le emozioni rivestono un ruolo fondamentale nel corso dello sviluppo e per l'intero ciclo di vita, offrendo all'individuo un insieme di soluzioni (comportamenti, pensieri, tendenze all'azione) per affrontare con successo (in termini adattivi) l'interazione con l'ambiente fisico e sociale. Le emozioni sono cruciali per la salute e il benessere dell'individuo, di fatto hanno un ruolo importante tanto nella psicopatologia quanto nei disordini psichiatrici. Nel passato è stato condotto un grande lavoro pionieristico da parte di alcuni studiosi attraverso la messa a punto di teorie che hanno finalmente sollevato interesse nei confronti delle emozioni e del loro sviluppo. Secondo la gran parte di esse, nell'arco dei primi 3 anni di vita quel vasto repertorio di emozioni che caratterizza la nostra specie sarebbe già a disposizione del bambino, favorendone l'interazione con il mondo che lo circonda. Oggi, attraverso una nuova metafora che deriva dalle teorie dei sistemi dinamici complessi non-lineari e che ha già mostrato il suo enorme valore entro numerose discipline scientifiche (fisica, chimica, biologia, etc.), sembra possibile compiere qualche passo avanti nella comprensione di questi fenomeni, sia nel loro verificarsi sia nel corso dello sviluppo, aprendo nuove prospettive alla ricerca. Questi sono i temi più generali che verranno affrontati nel corso del capitolo.
Dondi, M. (2019). Le emozioni e il loro sviluppo come fenomeni complessi. In D. Lucangeli, S. Vicari (a cura di), Psicologia dello Sviluppo (pp. 240-275). Milano: Mondadori Università. ISBN 978-88-6184-604-3.
... In the last decade, the progress that the field of physics has achieved in understanding complex systems' dynamics has found applications in other domains (such as biology, psychology, medicine, etc.). In this context, the theoretical framework of dynamic systems was used to investigate and predict the self-organization mechanisms in complex systems that constantly change, reorganize, and progress over time [1][2][3][4]. The self-organization is a spontaneous evolution process of complex systems that emerges only from the interactions between the basic components of the system, without any specific outside intervention. ...
In the present work, we analyzed some emotional mechanisms (emotion dysregulation—ED, negative affect—NA, and emotional vulnerability) involved in chronic diseases by means of an interdisciplinary approach. We started from the conceptualization of emotions as a complex dynamic system that can be investigated and understood within a framework inspired by Chaos Theory. An “instability coefficient” Δ was computed to analyze ED mechanisms, NA, and emotional vulnerability in different disease groups (blood cancer, breast cancer, hypertension) as well as in healthy persons. This coefficient, recently defined by our group, computes the Euclidian distance between the pairs of vectors whose components are similar or reverted items of a test measuring ED. The emotional and somatic systems were considered as two complex dynamical systems in interaction. Due to this interaction, and as a result of the laws of complexity, a small perturbation in an inner state of the emotional system could generate an important reaction in the somatic system in time. The emotional vulnerability reflected by high values of Δ was associated with the chronic disease condition. The differences between illness groups and healthy persons, as well as between the three disease groups in Δ values, were analyzed. The results showed that there were significant differences between the chronic disease groups in Δ values. The most highly significant differences in Δ values were reported between the breast cancer group and the healthy group on one hand and between the breast cancer group and the blood cancer group on the other hand. The less significant differences in Δ values were noticed between the hypertension group and the control group. Δ was significant in predicting ED and NA. Compared to the classical approaches, the original contribution of our research is that these results encourage us to propose this interdisciplinary method of assessment as a challenging, valid tool of investigation and understanding of complex phenomena that occur in the emotional and somatic system.
... In doing so, we may find out that Facebook is not an inexorable cause of anything, that screen time is a proxy at best, and that video games do not cause violence. What we can rely on from longstanding developmental theory and evidence is that outcomes are multiply determined, that processes unfold over time and serve as mechanisms linking events and psychological wellbeing, and that youth have a remarkable capacity to adapt to their ever-changing environments (Cole & Hollenstein, 2018;Granic, 2000;Witherington, 2007). As we have argued before (i.e., our 4 T model of adolescent development; Hollenstein & Lougheed, 2013), our understanding of youth in context, in this case digital contexts, must integrate typicality (thus expanding the pathological focus; also stressed in the target article), transitions (i.e., that adolescents are in flux physically, mentally, emotionally, and socially), temperament (i.e., preexisting individual differences in emotionality) and timing (not just age but when the typical transitions of youth co-occur, such as identity formation and digital device uptake). ...
In addition to being largely atheoretical, empirical work on youth digital experiences has been notably adevelopmental, dominated by researchers and authors with little to no training in developmental science. Moreover, studies focusing on novel digital issues within the developmental field itself have been surprisingly sparse. Thus, our hope is that this issue of Psychological Inquiry not only promotes greater interest in development in the digital age, but serves as a call to action for the entire developmental field to advance our understanding of this rapidly evolving generational shift in the way youth live. As a discipline, developmentalists have a responsibility to take a leadership role in youth digital research, apply their expertise, collaborate, and guide multidisciplinary inquiries into youth digital experiences with time-tested models of developmental processes. To this end, our commentary will elaborate on and extend the implications of the identity development model put forth in the target article by focusing on several key aspects of socioemotional development. First, we share the functionalist perspective as an important lens through which to comprehend moment-by-moment digital experiences. Apps, platforms, and hardware come and go, but the fundamental properties and drivers of human behavior, cognition, and emotion have not suddenly evolved. Second, we build on the agency and communion framework of the target article by accounting for both individual- and family-level socioemotional processes in digital contexts. Finally, we conclude with broad recommendations for moving digital developmental research forward by building on extant theory, conducting robust science, and embracing the complexity of both developmental processes and the affordances of digital devices.
... From a relational view, an understanding of the origins and functioning of emotion is to be found by focusing on relations between systems rather than on the primacy of any particular system acting in isolation. A relational view embraces the dynamic systems conception that, within particular contexts, emotional wholes self-organize as a product of the mutual influence of their components (Lewis & Granic, 2000;Mascolo, 2013). Thus, the study of emotional development involves understanding changes in the ways in which component systems regulate each other in the formation of emergent emotional wholes. ...
In this article, I outline a relational-developmental conception of emotion that situates emotional activity within a broader conception of persons as holistic, relational beings. In this model, emotions consist of felt forms of engagement with the world. As felt aspects of ongoing action, uninhibited emotional experiences are not private states that are inaccessible to other people; instead, they are revealed directly through their bodily expressions. As multicomponent processes, emotional experiences exhibit both continuity and dramatic change in development. Building on these ideas, I describe an intersubjective methodology for studying developmental changes in the structure of emotional experience. I illustrate the approach with an analysis of developmental changes in the structure of anger from birth to adulthood.
... Self-organization, an assumption of complex systems, is derived from the principle proposed by nonlinear dynamical systems theory that referred to the formation of behavioural patterns and pattern change that arise due to coupled or linked interactions among subsystems of a complex system (Kelso, 1995). The interactions among subsystems are reciprocal, and they influence and reinforce each other simultaneously, such that they afford a complex system the possibility of both stability and change (Lewis & Granic, 2002), enabling the system to be self-reinforced and exhibit emergent properties possessed by the whole system but not by its constituent parts (Walleczek, 2006). Self-organization is characterized by selfreinforcement, inherent order, symmetries, self-similarity, repetition, and many other kinds of regularity (Von der Malsburg, 2003). ...
Background.:
Neuro-occupation was coined to conflate three distinctly different concepts: the brain, context, and occupation. Discussing neuro-occupation has been more of an academic exercise rather than cogently researched for everyday practice, perhaps due to the seemingly incongruity among the concepts.
Purpose.:
This article traces the self-organization approach, an assumption of complex systems, to understand how the concepts can be conflated.
Method.:
Deductive category application, a qualitative descriptive method for tracing theoretical assumptions, was drawn from the lived experiences of 11 Iranian participants with cerebrovascular accidents. Matrix construction aided collection of data for analysis.
Findings.:
The self-organization approach, underpinning neuro-occupation, was shown to be traceable, explaining how occupational participation may be influenced by the brain circular causality and perturbations provided by the context.
Implications.:
By understanding the dynamics of self-organization, occupational therapists can identify and create salient features that may motivate and enable clients to enhance occupational participation.
... In this line of research, lower-order dynamics are often studied in real time at the moment-to-moment (micro) level. For instance, the dynamic systems perspective can help to understand how emotional development unfolds over time (for an edited volume see Lewis and Granic, 2000). At the micro level, emotional states are fast and fleeting and can change within seconds. ...
We outline the potential of dynamics systems theory for researching team processes and highlight how state space grids, as a methodological application rooted in the dynamic systems perspective, can help build new knowledge about temporal team dynamics. Specifically, state space grids visualize the relationship between two categorical variables that are synchronized in time, allowing the (team) researcher to track and capture the emerging structure of social processes. In addition to being a visualization tool, state space grids offer various quantifications of the dynamic properties of the team system. These measures tap into both the content and the structure of the dynamic team system. We highlight the implications of the state space grid technique for team science and discuss research areas that could benefit most from the method. To illustrate the various opportunities of state space grids, we provide an application example based on coded team interaction data. Moreover, we provide a step-by-step tutorial for researchers interested in using the state space grid technique and provide an overview of current software options. We close with a discussion of how researchers and practitioners can use state space grids for team training and team development.
... The relationships between appraisal and the other emotional components define a dynamic interaction in which appraisal sets in motion other components and reacts to feedback from other components, in order to drive the adaptation to a given context or situation (Camras and Witherington 2005). Scherer's approach resides within the dynamical system framework, which represented a true innovation in the study and analysis of emotional phenomena (Fogel et al. 1992;Lewis and Granic 2000). Emotions emerge in this theoretical framework as self-organized systems of interacting components within contextually situated social interactions. ...
In reviewing the huge effort made by the psychological research in defining the main components of the creative process and of the creative potential, rarely we encounter models and theoretical frameworks considering emotional reactions as main determinants of the creative process, except of the widely and broadly defined concepts of motivation and mood. Emotional phenomena are usually intended as strong (intrinsic or extrinsic) forces able to influence the creative thinking process, and in particular the cognitive processes sustaining idea generation. In this chapter, we maintain that emotional phenomena are not simple influencers of creative thinking, but that they are the spinal cord of the creative process. In considering emotions the core of the process, we sustain that emotional reactions are the conditio sine qua non by which the creative thinking process can occur, or, in different words, the necessary (although not sufficient) determinant of the process. On the basis of the above, taking into account different theoretical approaches to the study of emotions and adopting a dynamical systems framework, we intend to explain the role of emotions in the dynamic emergence of the creative thinking process.
... The complex relationship between two variables interacting in a certain context can be investigated in many ways. A particularly interesting perspective is offered by the Dynamic System Theory (DST; Hollenstein, 2013;Lewis & Granic, 2000;Thelen & Smith, 1998), which has increasingly being adopted to investigate psychopathology (Hayes & Strauss, 1998;Hayes, Yasinski, Barnes, & Bockting, 2015). According to the DST, a dynamic system, which contains variables that covary over time (e.g., momentary rumination and affect), shows specific characteristics that are not detectable at the level of its single elements (Thelen, 1995). ...
Background and objectives: Rumination has been shown to prospectively predict the onset of depression. However, it is unclear how rumination and affect in daily life influence the development of depressive symptoms. The present study examined whether the structure of dynamics in rumination and affect could prospectively predict depressive symptoms and trait rumination in an undergraduate sample (n = 63). Methods: The main index used was entropy, which reflects the instability of a system’s structure. Momentary rumination and affect were assessed eight times per day for a period of seven days. Additionally, depressive symptoms and trait rumination were measured at the beginning of the experiment and at six weeks follow-up. Results: The results showed that entropy significantly predicted trait rumination at follow-up (and depressive symptoms at trend level) while taking into account baseline depressive symptoms and trait rumination. Limitations: The follow-up measurements conducted six weeks after the baseline were relatively short. Further research may test the predictive effect of the structure over a longer period and confirm its effect by using different indices that describe the structure. Conclusions: These findings indicate that examining the structure of the dynamics in momentary rumination and affect holds promise for understanding the risk for depression.
Keywords: depression; rumination; affect; dynamic system; entropy
... The term 'affect' will be used to refer to a range of phenomena such as feelings, emotions and mood. The terms affect and emotion will be used interchangeably to follow previous work in the area(Lewis and Granic, 2000;Headrick et al., 2015). ...
Enhancing practice design is critical to facilitate transfer of learning. Considerable research has focused on the role of perceptual information in practice simulation, yet has neglected how affect and cognition are shaped by practice environments and whether this influences the fidelity of behavior (Headrick et al., 2015). This study filled this gap by examining the fidelity of individual (cognition, affect, and actions) and interpersonal behavior of 10 highly skilled Australian Taekwondo athletes fighting in training compared to competition. Interpersonal behavior was assessed by tracking location coordinates to analyze distance-time coordination tendencies of the fighter–fighter system. Individual actions were assessed through notational analysis and approximate entropy calculations of coordinate data to quantify the (un)predictability of movement displacement. Affect and cognition were assessed with mixed-methods that included perceptual scales measuring anxiety, arousal, and mental effort, and post-fight video-facilitated confrontational interviews to explore how affect and cognitions might differ. Quantitative differences were assessed with mixed models and dependent t-tests. Results reveal that individual and interpersonal behavior differed between training and competition. In training, individuals attacked less (d = 0.81, p < 0.05), initiated attacks from further away (d = -0.20, p < 0.05) and displayed more predictable movement trajectories (d = 0.84, p < 0.05). In training, fighters had lower anxiety (d = -1.26, p < 0.05), arousal (d = -1.07, p < 0.05), and mental effort (d = -0.77, p < 0.05). These results were accompanied by changes in interpersonal behavior, with larger interpersonal distances generated by the fighter–fighter system in training (d = 0.80, p < 0.05). Qualitative data revealed the emergence of cognitions and affect specific to the training environment, such as reductions in pressure, arousal, and mental challenge. Findings highlight the specificity of performer–environment interactions. Fighting in training affords reduced affective and cognitive demands and a decrease in action fidelity compared to competition. In addition to sampling information, representative practice needs to consider modeling the cognitions and affect of competition to enhance transfer.
... Developmental psychologists thus should take a broader perspective that acknowledges the complex and contingent nature of development and that seeks to integrate relevant data from developmental biology and neuroscience into a more coherent and comprehensive account of the ways infants develop. Such approaches have become increasingly prevalent in the study of motor development (Thelen et al. 2001;Thelen & Ulrich 1991), cognitive development (Bjorklund 1995;Richardson 1998), language development (Dent 1990;Zukow-Goldring 1997), personality and emotional development (Lerner 1988;Lewis & Granic 2002), and social development (Cairns et al. 1990;Fogel 1993), to cite but a few examples. This perspective has the potential to achieve a fuller and more useful understanding of development and could move developmental psychology away from extreme forms of nativism and towards a more integrated account of development. ...
In our target article, we argued that the positive results of neonatal imitation are likely to be by-products of normal aerodigestive development. Our hypothesis elicited various responses on the role of social interaction in infancy, the methodological issues about imitation experiments, and the relation between the aerodigestive theory and the development of speech. Here we respond to the commentaries.
... Developmental psychologists thus should take a broader perspective that acknowledges the complex and contingent nature of development and that seeks to integrate relevant data from developmental biology and neuroscience into a more coherent and comprehensive account of the ways infants develop. Such approaches have become increasingly prevalent in the study of motor development (Thelen et al. 2001;Thelen & Ulrich 1991), cognitive development (Bjorklund 1995;Richardson 1998), language development (Dent 1990;Zukow-Goldring 1997), personality and emotional development (Lerner 1988;Lewis & Granic 2002), and social development (Cairns et al. 1990;Fogel 1993), to cite but a few examples. This perspective has the potential to achieve a fuller and more useful understanding of development and could move developmental psychology away from extreme forms of nativism and towards a more integrated account of development. ...
Three arguments are advanced from human and nonhuman primate infancy research for the exaptation of ingestive mouth movements (tongue protrusion and lip smacking) for the purposes of social communication: their relation to affiliative behaviours, their sensitivity to social context, and their role in social development. Although these behaviours may have an aerodigestive function, such an account of their occurrence is only partial.
... Developmental psychologists thus should take a broader perspective that acknowledges the complex and contingent nature of development and that seeks to integrate relevant data from developmental biology and neuroscience into a more coherent and comprehensive account of the ways infants develop. Such approaches have become increasingly prevalent in the study of motor development (Thelen et al. 2001;Thelen & Ulrich 1991), cognitive development (Bjorklund 1995;Richardson 1998), language development (Dent 1990;Zukow-Goldring 1997), personality and emotional development (Lerner 1988;Lewis & Granic 2002), and social development (Cairns et al. 1990;Fogel 1993), to cite but a few examples. This perspective has the potential to achieve a fuller and more useful understanding of development and could move developmental psychology away from extreme forms of nativism and towards a more integrated account of development. ...
According to Keven & Akins (K&A), infant orofacial gestures may not reflect imitative responses. Here, we emphasise that these actions nonetheless represent a significant feature of the infant's early sensorimotor experience, and therefore may play a key role in the development of imitative capacities. We discuss how the ideas proposed in the target article could contribute substantially to experiential accounts of imitation.
... Developmental psychologists thus should take a broader perspective that acknowledges the complex and contingent nature of development and that seeks to integrate relevant data from developmental biology and neuroscience into a more coherent and comprehensive account of the ways infants develop. Such approaches have become increasingly prevalent in the study of motor development (Thelen et al. 2001;Thelen & Ulrich 1991), cognitive development (Bjorklund 1995;Richardson 1998), language development (Dent 1990;Zukow-Goldring 1997), personality and emotional development (Lerner 1988;Lewis & Granic 2002), and social development (Cairns et al. 1990;Fogel 1993), to cite but a few examples. This perspective has the potential to achieve a fuller and more useful understanding of development and could move developmental psychology away from extreme forms of nativism and towards a more integrated account of development. ...
Keven & Akins (K&A) revisit the controversial subject of neonatal imitation through analysing the physiological foundations of neonatal spontaneous behaviour. Consequently, they regard imitative capacities in neonates as unlikely. We welcome this approach as an overdue encouragement to refuse cognitively rich interpretations as far as cognitively lean interpretations are conceivable, and apply this rationale to other phenomena in early childhood development.
... Developmental psychologists thus should take a broader perspective that acknowledges the complex and contingent nature of development and that seeks to integrate relevant data from developmental biology and neuroscience into a more coherent and comprehensive account of the ways infants develop. Such approaches have become increasingly prevalent in the study of motor development (Thelen et al. 2001;Thelen & Ulrich 1991), cognitive development (Bjorklund 1995;Richardson 1998), language development (Dent 1990;Zukow-Goldring 1997), personality and emotional development (Lerner 1988;Lewis & Granic 2002), and social development (Cairns et al. 1990;Fogel 1993), to cite but a few examples. This perspective has the potential to achieve a fuller and more useful understanding of development and could move developmental psychology away from extreme forms of nativism and towards a more integrated account of development. ...
Empirical studies are incompatible with the proposal that neonatal imitation is arousal driven or declining with age. Nonhuman primate studies reveal a functioning brain mirror system from birth, developmental continuity in imitation and later sociability, and the malleability of neonatal imitation, shaped by the early environment. A narrow focus on arousal effects and reflexes may grossly underestimate neonatal capacities.
... Developmental psychologists thus should take a broader perspective that acknowledges the complex and contingent nature of development and that seeks to integrate relevant data from developmental biology and neuroscience into a more coherent and comprehensive account of the ways infants develop. Such approaches have become increasingly prevalent in the study of motor development (Thelen et al. 2001;Thelen & Ulrich 1991), cognitive development (Bjorklund 1995;Richardson 1998), language development (Dent 1990;Zukow-Goldring 1997), personality and emotional development (Lerner 1988;Lewis & Granic 2002), and social development (Cairns et al. 1990;Fogel 1993), to cite but a few examples. This perspective has the potential to achieve a fuller and more useful understanding of development and could move developmental psychology away from extreme forms of nativism and towards a more integrated account of development. ...
Tongue protrusion-retraction is critical to early nutrition but is also a gustatory-olfactory aspect of early infant social behaviour that is, in part, reliant on pre-natal exposure and learning. Most early development is necessarily dyadic and intrinsically associated with other aspects of social functioning.
... Developmental psychologists thus should take a broader perspective that acknowledges the complex and contingent nature of development and that seeks to integrate relevant data from developmental biology and neuroscience into a more coherent and comprehensive account of the ways infants develop. Such approaches have become increasingly prevalent in the study of motor development (Thelen et al. 2001;Thelen & Ulrich 1991), cognitive development (Bjorklund 1995;Richardson 1998), language development (Dent 1990;Zukow-Goldring 1997), personality and emotional development (Lerner 1988;Lewis & Granic 2002), and social development (Cairns et al. 1990;Fogel 1993), to cite but a few examples. This perspective has the potential to achieve a fuller and more useful understanding of development and could move developmental psychology away from extreme forms of nativism and towards a more integrated account of development. ...
Debates about neonatal imitation remain more open than Keven & Akins (K&A) imply. K&A do not recognize the primacy of the question concerning differential imitation and the links between experimental designs and more or less plausible theoretical assumptions. Moreover, they do not acknowledge previous theorizing on spontaneous behavior, the explanatory power of entrainment, and subtle connections with social cognition.
... Steenbeek & van Geert, 2005;Thelen & Smith, 1994). Of particular relevance to our framework, specific modeling of elements of a child's self-regulation (emotional functioning, social interactions) and parental involvement (e.g., coercion, warmth) from a coordination perspective have been undertaken (Granic, 2000;Hollenstein, Granic, Stoolmiller, & Snyder, 2004;Lichtwarck-Aschoff, Hasselman, Cox, Pepler, & Granic, 2012). Mathematical models are used to capture these coordinations and how elements change together over time through principles of self-organization (e.g. ...
Developing individuals and their families benefit from a warm and supportive relationship that fosters the development of good self-regulatory skills in the child needed for a host of positive developmental outcomes. Children and parents face special challenges to self-regulation when faced with a child's chronic illness. A developmental model is presented that traces how positive parental involvement is coordinated with a child's self-regulation skills (regulation of cognition, emotion, and behavior) that are essential for positive health management. This involves different temporal patterns of coordination of child and parent (and other close relationships) that lead to accumulating regulatory developments that afford benefits for managing illness. This process begins early in infancy through attachment and develops into childhood and adolescence to involve the coordination of parental monitoring and child disclosure that serves as a training ground for the expansion of social relationships beyond the family during emerging adulthood. The specific case of families dealing with type 1 diabetes is used to illustrate the transactional and dynamic nature of parent-child coordination across development. We conclude that a developmental model of parent-child coordination holds promise for understanding positive health outcomes and offers new methodological and statistical tools for the examination of development of both child and parent.
... This approach is being explored across a range of areas (see Fogel and Thelen, 1987;Laible and Thompson, 2000;Hsu and Fogel, 2003;Camras and Witherington, 2005), including, for example, emotion research (Lewis and Granic, 2000;Colombetti, 2014), studies of social cognition and inter subjectivity (for a detailed discussion see Froese, forthcoming), and musical creativity (Walton et al., 2014(Walton et al., , 2015. We suggest that similar approaches might be employed in conjunction with existing knowledge of early hominin anatomical and social structure, evidence from the archeological record, as well as comparative studies with other species and existing musical activities. ...
Despite evolutionary musicology's interdisciplinary nature, and the diverse methods it employs, the field has nevertheless tended to divide into two main positions. Some argue that music should be understood as a naturally selected adaptation, while others claim that music is a product of culture with little or no relevance for the survival of the species. We review these arguments, suggesting that while interesting and well-reasoned positions have been offered on both sides of the debate, the nature-or-culture (or adaptation vs. non-adaptation) assumptions that have traditionally driven the discussion have resulted in a problematic either/or dichotomy. We then consider an alternative “biocultural” proposal that appears to offer a way forward. As we discuss, this approach draws on a range of research in theoretical biology, archeology, neuroscience, embodied and ecological cognition, and dynamical systems theory (DST), positing a more integrated model that sees biological and cultural dimensions as aspects of the same evolving system. Following this, we outline the enactive approach to cognition, discussing the ways it aligns with the biocultural perspective. Put simply, the enactive approach posits a deep continuity between mind and life, where cognitive processes are explored in terms of how self-organizing living systems enact relationships with the environment that are relevant to their survival and well-being. It highlights the embodied and ecologically situated nature of living agents, as well as the active role they play in their own developmental processes. Importantly, the enactive approach sees cognitive and evolutionary processes as driven by a range of interacting factors, including the socio-cultural forms of activity that characterize the lives of more complex creatures such as ourselves. We offer some suggestions for how this approach might enhance and extend the biocultural model. To conclude we briefly consider the implications of this approach for practical areas such as music education.
This article describes the Rapid Enlightenment Process (REP). An intervention focused on entrepreneurs and business executives to increase their psychological resources. The treatment has four components: (1) Understanding of the survival mind; 2) Acceptance; (3) Recontextualization; and 4) Adoption of the “Enlightened Perspectives,” helpful hermeneutics and heuristics to sustain the experience of peace and positive emotions until it becomes a habit. The paper builds on arguments and ideas presented in a theoretical model with the primary objective of formulating a set of propositions detailing factors affecting the REP and the effectiveness at each of its phases. Since REP is an innovation lacking empirical evidence, its claims are supported by a logic model referencing theories and research in the field of positive psychology, neuroscience, and an integrated framework of emotional theories. This paper aims to contribute to the well-being intervention literature to guide empirical research, and ultimately to evaluate REP.
To all Developmentalists, the undeniable failure rates for Developmental Interventions across the paradigms of Psychology, Organizational Science and Economics, which range from 50% for the former to 100% for the latter, should be truly shocking; and while they are alarming in their own right, they also signal a fundamental paradigmatic deficit, and it is one that is already acknowledged across the board, because, across each domain, the same fundamental remedy for the common deficit has been prescribed, and that remedy is “Learning”, whether it is as Learning Life, Learning Organization, Learning Region, Learning Economy or more recently by Nobel Economist Joe Stiglitz, Learning Society, which he refers to as the only viable long-run Government strategy. However, he and his co-author Bruce Greenwald, like others, have had little option but to defer the operationalizing of this Vision to Psychology; and even though there is such demand for a model of Developmental Learning from both outside Psychology and also internally, from prominent Psychologists such as Dan McAdams, no such model has been devised – until now.
UDT is peer-reviewed as equally valid and operationalizable across each of these paradigms, i.e., for developmental diagnosis and intervention for people, organizations and also macro socio-economic systems such as regions and nations. The modelling for each of these three levels of system – already understood as micro-, meso- and macro socio-economic system – is presented in four different volumes with the emphasis in Vol. 1, on the Psychology behind the model and what it brings to the discipline in terms of both theory and practice.
The model comprises of 7 Levels encompassing a sequence of 15 Developmental Phases through which humans naturally learn developmentally, and these Phases correspond with – but also complete – existing models of both natural and interventionist development, so that, in effect, each school is shown to have been seeing some of the same patterns, but through different lenses, and based on different and ultimately, limiting assumptions. UDT also shows how such developmental learning stalls along this progression in well-established patterns of corresponding Habituation Stages such as Groupthink at (2a), and how progression or degradation is affected by the Attractors of ultimate Maturity and Immaturity. The Levels are called Inversion, Critical, Equilibrial, Operational, Complexity, Creativity and finally, Leadership where the ultimate Maturization Phase is called Regenerative Leadership which encompasses Regenerative Eco-System – a concept that applies equally as e.g., Family, Organization or Economy where the system produces offspring that are integratively independent but networked whether as children, spin-off enterprises or enterprise clusters, respectively.
Along these Phases, functional dimensions called Construct Capabilities, that are significant to a system’s maturization can be diagnosed and developed. Failure rates are shown to be either due to interventions being overpitched relative to the previously undiagnosable learning level of the system, or through missing any of the Phases. Diagnosis with UDT optimizes traction for interventions which also gain in terms of sustainability from the normatively prescribed developmental process through the Phases. Critically, the model differentiates between systems, including people, who can take on board developmental intervention as a “next-Phase” process, from those who need radical process starting at Phase (1a); while concluding that much of the success reported across Developmentalism is dependent on the maturity of the client system (person or organization) in the first place.
In Psychology, such methodology can be used discretely through frameworks that are introduced; or more broadly, the model can provide an overarching architecture to guide and offer completion to established clinical process in practice, and it can also provide structure and discipline to more recent methods such as Open Dialogue with which it already shows considerable correspondence. One example of correspondence is that between the lowest Level’s three Stages of Habituation with DSM-5’s three Clusters of Personality-Disorders, and UDT can be seen to add considerable value to understanding and profiling them as well as operationalizing recovery, and particular attention is given to Narcissistic Personality Disorder – the prevalence of which is reported in terms of being an epidemic in prevailing Western society. It is also shown how the lowest Stage (1a) is always a drag on development in a process called Inversion that also finds common ground with established theory; and unfortunately, it is also shown that Inversion is very clearly observable in the demise of families and organizations, but is also evident in many prevailing threats to Democratic systems.
Many other issues are elaborated. For example, the concepts of Linear, Lateral and Integrative Mindset Configurations are already established to different degrees in Psychology and the other paradigms, but each are now extended considerably. They are now shown to be critical in different Phases of Development while Habituation patterns for each are associated with different stages, so that the understanding of how each shapes Personality and Culture and then leads to distinctive debilitating friction in systems, is greatly enhanced. Similarly, the concept of Culture which is seen as the collective equivalent of Mindset is transformed. The best existing theory delineates ten different types which map directly onto the hierarchy, and in the order in which they are shown to relate to higher productivity and returns for both organizations and nations alike; so again, UDT finds construct validity through correspondence with existing modelling, while at the same time bringing completion (with five other culture types), as well as operationalization of what has been a most troublesome but nebulously-operationalized concept.
The new model is shown to illuminate many other issues in society. The demise of grand theory and religion are implicated in the rise of Post-Modernist Skepticism, disrespect for authority, rise of authoritarianism, etc., which all poses an existential threat to Democracy and international order. UDT clearly shows the immaturity of all of the fallen theories and religions, and Vol. 1 introduces how Vol. 3 focuses on re-establishing, modelling, and operationalizing Emotional Maturity to bolster family life and counter failure in this area as measured by family breakup; and also, a model of Spiritual Maturity that has been eroded by different Religions that are, in turn, shown to have been shaped by particular different immature Mindsets and Cultures, and where failure is measured in terms of the catastrophic damage of religious conflict at the macro level but also Inversion at all levels of society.
Furthermore, it is proposed that UDT can provide a broad platform to build the called-for Learning Society, but as a Phase on the journey toward an optimal Regenerative Society, especially if re-enforced by UDT modelling outlined across all 4 Volumes.
The conclusion arises that UDT offers a single means of unifying a disjointed paradigm in Psychology, fulfils Psychology’s obligation to other paradigms, and facilitates it taking its rightful place at the center of world affairs that at all levels of our world can now benefit from working developmentally in congruence with human nature rather than antagonizing it.
The goal of this chapter is to outline the engagement concept, namely the manifold definitions of engagement and how they are used at secondary and tertiary level. I discuss differing views on the dimensions of engagement, its measurability as well as what I termed The Engagement Motivation Dilemma. This chapter ends with a discussion of the Dynamic-Engagement-Framework where engagement and motivation are integral parts of this framework, which is seen as a dynamic process influenced by mediating factors.
Traditionally, psychiatric syndromes have formed the primary target of explanation in psychopathology research. However, these syndromes have been significantly criticised for their conceptual weakness and lack of validity. Ultimately, this limits our ability to create valid explanations of these categories; if the target is invalid then our explanations will suffer as a consequence. Using depression as extended example, this doctoral thesis explores the theoretical and methodological challenges associated with classifying and explaining mental disorders, and develops an alternative explanatory approach and associated methodology for advancing our understanding of mental disorders-the Phenomena Detection Method (PDM; Clack & Ward, 2020; Ward & Clack, 2019).
This theoretical thesis begins by evaluating the current approaches to defining, classifying, and explaining mental disorders like depression, and explores the methodological and theoretical challenges with building theories of them. Next, in moving forward, I argue that the explanatory target in psychopathology research should shift from arbitrary syndromes to the central symptoms and signs of mental disorders. By conceptualising the symptoms of a disorder as clinical phenomena, and by adopting epistemic model pluralism as an explanatory strategy, we can build multi-faceted explanations of the processes and factors that constitute a disorder's core symptoms. This core theoretical and methodological work is then followed by the development of the PDM. Unique in the field of psychopathology, the PDM links different phases of the inquiry process to provide a methodology for conceptualising the symptoms of psychopathology and for constructing multi-level models of the pathological processes that comprise them. Next, I apply the PDM to the two core symptoms of depression-anhedonia and depressed mood-as an illustrative example of the advantages of this approach. This includes providing a more secure relationship between the pathology of depression and its phenotypic presentation, as well as greater insight into the relationship between underlying biological and psychological processes, and behavioural dysfunction. Next, I evaluate the PDM in comparison to existing metatheoretical approaches in the field and make some suggestions for future development. Finally, I conclude with a summary of the main contributions of this thesis.
Considering the issues with current diagnostic categories, simply continuing to build explanations of syndromes is not a fruitful way forward. Rather, the complexity of mental disorders suggests we need to represent their key psychopathological phenomena or symptoms at different levels or aspects using multiple models. This thesis provides the metatheoretical and methodological foundations for this to successfully occur.
When we separate emotion and affect into two camps and place emotion on the side of cognition and intentionality, while affect remains on the side of autonomous bodily dynamics, we present an embodied understanding of affect by prioritizing body over mind.
However, this division of emotion and affect results in a binary opposition between body and cognition. This opposition is an obstacle both to asserting an embodied understanding of emotion and to a cognition which does not depend on representations. The presumption of cognition-affect division necessarily results in cognitivism that places representations between action and perception. Cognitivism is a disembodied approach to intentionality as the essential meaning-generating role of the body. In this respect, enactivist theory of mind is the proper way of arguing an epistemological paradigm consisting a truly embodied intentionality and engagement between cognition and affect. In this article, the concepts of emotion, feeling and affect are examined in terms of the philosophical implications of the division between them, and a possible intertwinement among them will be discussed from the enactivist perspective. For this purpose, the article will refer to the readings on Brian Massumi from affective turn in social science also in addition to cognitive science literature of the body-mind problem.
There is a renewed interest for complex adaptive system approaches that can account for the inherently complex and dynamic nature of psychopathology. Yet, a theory of psychopathology grounded in the principles of complex adaptive systems is lacking. Here, we present such a theory based on in the notion of adaptive dynamic patterns. We postulate that all observable phenomena of the body and mind are dynamic patterns that emerge from an open complex adaptive system constituted by interdependent biopsychosocial processes located in the individual and its environment, which operate on multiple timescales. Psychopathology is a self-organizing emergent property of a system, meaning that psychopathology arises solely from the interdependencies in the system and is not prescribed by an internal or external ‘blueprint’. While dynamic patterns of psychopathology are highly idiographic in content due to continuous individual-environment transactions, we claim that their change over time can be described by general principles of pattern formation in complex adaptive systems. Our theory thus integrates idiographic and nomothetic science. A discussion of implications for classification, intervention and public health concludes the paper.
Emotions and their development are complex processes. Emotions are dynamic; involve multiple
biological, psychological, and social systems; and can be idiosyncratic. However, much of the research on emotional development has used methods that do not capture the dynamic nature of emotions; focus only on one biological, psychological, or social system; and/or do not account for individual differences. I provide an overview of current methods for developmental studies on emotion dynamics. First, I introduce methods for examining emotions as dynamic processes. Then, I extend this discussion to multiple burst designs that capture emotion dynamics at multiple time scales (Ram & Diehl, 2015). Throughout, I discuss approaches for both individual and interpersonal emotion dynamics that are applicable across the lifespan. I conclude with a discussion of future directions in the study of emotion dynamics and their development.
This study examines the interest, motivation, and behavioral engagement of college students in an introductory course relative to three instructional formats used in the course: hands-on, problem-based laboratory stations; problem-based written case studies; and video lectures. Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively. Overall, the greater situational interest experienced during laboratory stations and case studies indicates that these activities can be leveraged to create learning environments that promote interest, engagement, and achievement.
SenticNet is the knowledge base the sentic computing framework leverages on for concept-level sentiment analysis. This chapter illustrates how such a resource is built. In particular, the chapter thoroughly explains the processes of knowledge acquisition, representation, and reasoning, which contribute to the generation of the semantics and sentics that form SenticNet. This chapter describes the knowledge bases and knowledge sources SenticNet is built upon. Then it describes how the knowledge collected is represented in graph, matrix and vector space. Then it dives into the techniques adopted for generating semantics and sentics, finally discussing how the proposed framework outperforms the state-of-the-art methods.
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