Dynamic Systems Theory Approach Research Articles

Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology

The emergence of Directed Motivational Currents (DMCs) as the latest theoretical framework contributes to learning motivation research, accounting for a prolonged process of learners' intense engagement in language learning. Taking a Complex Dynamic Systems Theory (CDST) approach, in this study we adopted a mixed-methods design to explore the initial triggers and pivotal mediating forces of DMCs through a combination of the Q methodology and retrodictive qualitative interviews with 123 EFL learners. Our results showed that: 1) “major identity”, “previous satisfying learning experiences”, and being “task-driven” served as three important initial triggers of learners' DMCs; 2) “external stimulation”, “emotional state”, and “learning environment” were the pivotal mediating forces contributing to day-to-day motivation fluctuations in learners' DMCs experiences; and 3) learners generated individualized DMCs influenced by their personal traits as well as different initial triggers and mediating forces in the process of their learning experiences. The findings of this study shed additional light on current research into the construct of DMCs from a CDST perspective, which would enrich future studies in the field of EFL learning and teaching.

Dynaaminen käyttöpohjainen lähestymistapa kielenoppimisen tutkimukseen

The paper presents a relatively new theoretical framework in the field of applied linguistics, more specifically, in the context of second language acquisition. Dynamic usage-based approach is a combination of complex dynamic systems theory and usage-based approaches, and it sees language development as an individual, dynamic process. In this view, L2 constructions are seen to emerge non-linearly when an L2 learner uses the L2 for the purposes of interaction. This paper focuses on some key aspects of the development of L2 learners’ repertoire, namely individual learning trajectories, non-linear development, variability, and dynamics of L2 constructions.

Establishing a Nonlinear Dynamic Individual-Centered Language Assessment model: a dynamic systems theory approach

ABSTRACT The lack of comprehensive language proficiency assessment models recognizing the nonlinearity and dynamicity of individual differences, as well as the fundamental differences between paper- and computer-assisted language assessments (CALA) served as the rationale to conduct the present study. Drawing on dynamic systems theory, a Nonlinear Dynamic Individual-Centered Language Assessment (NDICLA) model was developed and tested for its applicability in the computer-assisted language learning context. To test the effectiveness of the model, a random assignment experiment was conducted among 73 Iranian EFL learners. Results show that language proficiency gains of the experimental group were statistically and practically greater than those of the control group. The experimental group held largely positive attitudes towards NDICLA assessment practices, in terms of engagement, competence, and performance. Lastly, the NDICLA model users perceived the model to be effective in terms of accessibility, content, and function. The integration of the computer-assisted language learning developments into a multifaceted CALA model is a significant step towards a dynamic, interactive, and adaptive assessment model, in response to the non-linear dynamic individual differences.

Coating flows down a vertical fibre: towards the full Navier–Stokes problem

Abstract

Dynamic Linguistic Interconnectedness and Variability in Toddlers.

This investigation examined the existence of interconnectedness between developing linguistic subsystems. Spontaneous speech samples were collected from 31 typically-developing Greek-speaking toddlers across two age levels, at 28 and 36months. Correlational analyses were performed synchronically and predictively, revealing significant positive relationships among all language skills within ages. Phonetic and grammatical skills also showed predictive value for later skills. In addition, a cluster analysis on the basis of performance on each individual skill revealed variable linguistic profiles: Low performers showed multiple interactions within and across ages, while High performers showed minimal such interactions. The current results revealed complex interdependencies among the different language skills with children exhibiting variable linguistic profiles, as supported by dynamic systems theory approaches to language acquisition.

Aquaculture, pollution and fishery - dynamics of marine industrial interactions

We model bioeconomic interrelations between a commercial fishery and an aquaculture industry by using a dynamical systems theory approach. The biomass follows a logistic growth where the pollution emerging from aquaculture is accounted for by means of a retardation term. We investigate the existence and stability of the equilibrium states of this model as a function of the growth-retardation parameter and find that a necessary (but not sufficient) condition for stability is low and moderate values of the emission-remediation ratio. Three intervals of the growth-retardation parameter are identified in this regime of the emission-remediation ratio. The regime of low and negligible influence of the pollution on the biomass evolution gives rise to the existence of an asymptotically stable equilibrium state characterized by a finite biomass and a finite effort in the fishery. In the same regime we identify two unstable equilibrium states of which the former one is characterized by no effort in the fishery, whereas the latter one is characterized by no biomass and no effort. When the growth retardation parameter exceeds a certain threshold, the fishery becomes unprofitable and the equilibrium state characterized by no effort in the fishery becomes asymptotically stable. By a further increase in this parameter above a higher threshold value, also the biomass is wiped out and the equilibrium state characterized by no biomass and no effort becomes asymptotically stable.

Theoretical foundations of analytical psychology: recent developments and controversies

This article gives an introductory overview of the papers in this volume originally given at the Joint Conference of the IAAP and the University of Basel, Basel, October 18-20, 2018. The aim of the conference was to bring core concepts of analytical psychology together with theorizing and research from academic sciences, at the very place where Jung started his academic career, the University of Basel. The conference focussed on three fields: the relationship of consciousness and the unconscious and the theory of complexes; the theory of archetypes; and the status of analytical psychotherapy in contemporary psychotherapy research. The aim of the conference was to further the development of theory in analytical psychology in relation to results and insights in contiguous areas of knowledge. In the first area, contributors pointed to the solid evidence especially from the neurosciences for the psychodynamic conceptualizations of the unconscious, and also for the concept of complexes. In contrast to this, the concept of archetypes is controversial, with a majority of contributors questioning Jung's biological conceptualizations of archetypes, and speaking instead for reformulations from the perspective of cultural theory, dynamic systems theory and other approaches. In the field of psychotherapy research, contributors pointed to the profound need for conducting more empirical studies on the outcome of Jungian psychotherapy, but also for a thorough reconsideration of standard research designs in the field.

Exploring Learning Context Effects and Grapho(-Phonic)-Phonological Priming in Trilinguals

A growing body of research on bilingual word recognition suggests that lexical access is language non-selective in nature. This claim aligns with the Dynamic Systems Theory (DST) approach to (multilingual) language acquisition, according to which complex systems involve a large number of elements that interact. In language learners, these interactions lead to the creation and dissolution of patterns as the tasks and environments around them change. In this study, we extend the scope from previous research on word recognition to include the role immersion plays on the transfer of grapho(-phonic)-phonological patterns among (Brazilian Portuguese–French–English) trilinguals. Two groups of participants—one group living in their L1 environment and the other in an L2 setting—were presented with a primed lexical decision task. Besides revealing a high impact of L2 immersion on the processing of grapho(-phonic)-phonological related primes, our results provide further support for the notion of language non-selective access to the lexicon, which seems to generalize to trilingual word recognition. Implications for the DST view of multiple language acquisition are briefly discussed.

Accumulated marine pollution and fishery dynamics

We analyze the possible impacts of pollution on a fishery by means of a dynamical systems theory approach. The proposed model presupposes that activities stimulating economic growth also cause higher emissions that remediate or accumulate in the oceans. The density of pollution is assumed to affect the fishery negatively by reducing biological growth potential and decreasing marginal willingness to pay for the fish in the market. Additionally, economic growth increases the general income and may also increase the demand for fish. We show that the modelling framework permits a unique stable equilibrium state in the regime of moderate values of the emission-remediation ratio. We also investigate how the ecological and market impacts alter both the steady state and dynamics of an open access fishery.

Mindfulness and its relevance for sports coaches adopting nonlinear pedagogy

Nonlinear pedagogy is an approach for structuring skills acquisition that is underpinned by dynamical systems theory and ecological psychology approach of appreciating motor behavior. Given that nonlinear pedagogy calls for a different set of coaching strategies that departs from the traditional prescriptive approach, a heightened level of mindfulness—underpinned by attention/awareness and acceptance (Bishop et al., Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice 2004; 11(3): 230–241)—on coaches’ part may be particularly pertinent for facilitating this creativity-based and learner-centered approach. In this paper, the relevance of the mindfulness construct is discussed with reference to the need for coaches implementing nonlinear pedagogy to (a) develop sensitivity towards the dynamics of the movement system, (b) be open about impending variability and creativity in learner’s behavior, and (c) be accepting towards learners for who they are. The case for how coaches with heightened mindfulness might be better apt to accomplish the above is put forth. Some suggestions for future work in this area are also suggested. In line with the complex systems perspective in skills acquisition, perhaps it is not too far-fetched to consider a coach’s level of mindfulness during the coaching session as an important control parameter within a larger movement system that has a role in determining learner’s success in skill acquisition.

Exploring the temporal dynamics of the interpersonal theory of suicide constructs: A dynamic systems modeling approach.

The interpersonal theory of suicide has contributed to advances in the understanding and prevention of suicidal behavior, with over a decade of empirical examination. Few studies, however, have used a longitudinal design with repeated short-term follow-ups to examine the temporal trajectories of perceived burdensomeness, thwarted belongingness, and suicidal ideation, nor have any studies to our knowledge investigated the propositions of the interpersonal theory of suicide using a dynamic systems theory approach. The present study examined the temporal dynamics of perceived burdensomeness, thwarted belongingness, and suicidal ideation, as moderated by capability for suicide, using dynamic systems modeling analyses in a sample of 91 adults at high risk for suicide (Mage = 27.03 years, SD = 8.64; 53.8% female, 44.0% male, 1.1% nonbinary, 1.1% transgender female). Participants completed brief online self-report measures at 6 time-points, each 3 days apart. Results were generally in support of the interpersonal theory of suicide: perceived burdensomeness, thwarted belongingness, and suicidal ideation exhibited patterns of temporal stability that were accentuated at high levels of capability for suicide; perceived burdensomeness and thwarted belongingness exhibited a reciprocal temporal pattern, as did perceived burdensomeness and suicidal ideation. However, thwarted belongingness did not have an incremental influence on suicidal ideation. Overall, these findings provide additional information about the nature of suicidal ideation and interpersonal risk factors over time and point to nonlinear dynamic systems modeling as an analytic technique that may prove useful in understanding trajectories of suicidal thoughts and behaviors. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

EFL Writing Development through Repetition of a Literature-Reading-Writing Task

Our study focused on the effects of input frequency through reading-writing connections on students’ emerging accurate use of specific English forms. Taking a dynamic usage based (DUB) perspective, we investigated whether any changes occurs through repeating reading-to-writing tasks over one semester. We also traced writing development of students individually over time from a dynamic systems theory (DST) approach. All four participants in this study were EFL college students enrolled in an English reading and writing course at a Korean university. To repeat the same reading-to-writing tasks, students read an assigned picture book at home in advance. In class, students were asked to write a narrative for 30 minutes. The four students developed their writing skills in terms of syntactic complexity, lexical diversity, cohesion, and fluency as they repeated the same type of writing tasks over one semester. Particularly, task repetition had a marked effect on the fluency of the written texts. Another conclusion was that both high and low performance groups non-linearly developed their writing and showed different developmental trajectories.

Reasoning across continuous landscapes: A nonlinear dynamical systems theory approach to reasoning

Dual-processing theories of reasoning have gained renewed attention in recent years, particularly in the fields of decision-making under uncertainty, learning, and social judgment. Although the various accounts differ, the common thread is the distinction between two qualitatively different reasoning processes, such as automatic/controlled, fast/slow, and unconscious/conscious. Accordingly, much research is focused on elucidating the nature of the two processes in terms of the kinds of information they process and respond to. Less extensive are attempts to identify mediators that underlie changes between the two reasoning strategies. We argue that nonlinear dynamical systems theory may be able to provide a fresh perspective on reasoning. Nonlinear dynamical systems theory allows us to shift the perspective to the dynamic interactions and transitions among continuous yet qualitatively different reasoning processes. We apply the approach to reasoning in decision-making and judgment under uncertainty. Our primary claim is that using different reasoning strategies is better understood as phase transitions among a landscape of continuous reasoning capacities.

Investigating L2 Learners’ Writing Self-efficacy as a Complex Dynamic System

There has been a growing interest in SLA in studying second language (L2) writing development and change from a complex perspective, taking into consideration the full combination of learning processes, learners and contexts of learning. Thus, the research reported here applies a Dynamic Systems Theory (DST) approach to investigate L2 writers’ sense of self-efficacy. Although self-efficacy is usually viewed as task-specific, and therefore measured in relation to specific situations, such an approach tends to lead to the production of cross-sectional research looking at one time and one context only. This study moves instead to consider L2 writing self-efficacy as a complex dynamic system that evolves in response to the environment as well as internal re-organisation. Changes in L2 learners’ writing self-efficacy were traced over a six-week period through the use of writing self-efficacy questionnaires and introspective journals. Results suggest that L2 writing self-efficacy is best perceived as a dynamic, rather than a fixed, construct, and as complex rather than one-dimensional. Students’ perception of their abilities to write is changeable, decentralised, open to influences from the environment and from other external factors, displays non-linear development and tends to settle down in attractor states.

Why Context Matters: Social Inclusion and Multilingualism in an Austrian School Setting

This article draws attention to language choice and language use of Austrian bi- and multilingual school children. We explore some implications of their linguistic practices with regard to social inclusion in an Austrian educational school setting. Pursuing a Dynamic Systems and Complexity Theory approach, we hypothesise that before language users actually use a language within a certain context, they have to evaluate the respective communicative situation by taking multiple contextual factors into consideration, meaning language users choose to use, or not to use, a language based on the socio-contextual information at hand. We consider these contextual factors to be most relevant as they provide the basis on which speakers can actually make use of a certain language within a given context. By drawing on examples of empirical data obtained through a language background survey, we examine some of the complex and dynamic interactions of contextual parameters influencing language choice and language use in the formal educational setting of classroom instruction. Based on the results of this study, we display a selection of the dynamic and complex interactions of pupils’ language use in one specific context as well as their language preferences and how these relate to social inclusion.

A dynamic systems theory approach to development of listening strategy use and listening performance

This study investigated the developmental trajectories of an EFL learner's listening strategy use and listening performance and explored the dynamic correlation between the two variables from a dynamic systems perspective. A Chinese EFL learner's listening strategy use and listening performance were traced and examined every two weeks over a forty-week span. The data were analyzed using dynamic systems techniques including the moving min-max graph, Loess smoothing, variability, Monte Carlo technique, spline interpolation, moving window correlation and linear regression. It was found that the learner's listening strategy use and listening performance showed non-linear developmental patterns; regression in listening performance could predict progress to some extent; and the proximity of a new phase was characterized by great fluctuations and variability; there was a downward trend in the relationship between listening strategy use and listening performance over the study period. The analysis of the dynamic complex developmental path of individual listening strategies suggests a simplification, self-organization and self-adaptation process. The developmental patterns and dynamic correlations can provide insights into the interaction between listening strategies and listening performance in a dynamic system. The findings have valuable implications for theory construction and pedagogical practice relating to the development of listening strategies and performance.

Make Task Constraints Work for You: Teaching Object-control Skills to Students with Autism Spectrum Disorder

Teaching object-control skills to students with autism spectrum disorder (ASD) can be difficult due to the unique challenges posed by the individual; however, it is necessary for the students' future success and ability to perform physical activities. Utilizing concepts from dynamic systems theory and Newell's constraint approach, object-control tasks can be broken into teachable components that are easier to achieve. Through utilization of task constraints, students' motor movements are influenced into the correct pattern. Ulrich's Test of Gross Motor Development was used as a framework for selecting six object-control skills to demonstrate how a task constraint model can be used to teach these skills to students with ASD.

Developmental transitions across the lifespan: selected works of Leo B. Hendry

Choice Recommended Read Leo B. Hendry is one of the foremost developmental psychologists of his generation. His diverse range of interests have included studies on young people’s involvement in competitive sports, investigations into teacher and pupil relations in school, adolescents’ leisure pursuits and their family relations, parenting styles, youth workers and mentoring, youth unemployment, adolescent health behaviours, and transition to early adulthood. His research interests now include work on ageing and retirement. Developmental Transitions across the Lifespan is the first collection of Hendry’s works, and essentially joins the dots to provide an overarching perspective on lifespan development through a dynamic systems theory approach. Underpinned by empirical research, this collection of journal articles and book chapters is linked by a contemporary commentary which not only contextualises each piece within today’s research climate, but builds to provides an unorthodox, comprehensive but above all compelling perspective on human development from childhood to old age. Leo B. Hendry’s research output has been significant and influential. This is an important book that will provide students and researchers in developmental psychology not only with an opportunity to view his contribution holistically, but in connecting his range of research interests, provides a new contribution to our understanding of lifespan development in its own right.

Grounding cognitive-level processes in behavior: the view from dynamic systems theory.

Marr's seminal work laid out a program of research by specifying key questions for cognitive science at different levels of analysis. Because dynamic systems theory (DST) focuses on time and interdependence of components, DST research programs come to very different conclusions regarding the nature of cognitive change. We review a specific DST approach to cognitive-level processes: dynamic field theory (DFT). We review research applying DFT to several cognitive-level processes: object permanence, naming hierarchical categories, and inferring intent, that demonstrate the difference in understanding of behavior and cognition that results from a DST perspective. These point to a central challenge for cognitive science research as defined by Marr-emergence. We argue that appreciating emergence raises questions about the utility of computational-level analyses and opens the door to insights concerning the origin of novel forms of behavior and thought (e.g., a new chess strategy). We contend this is one of the most fundamental questions about cognition and behavior.

An Outline of Processability Theory and Its Relationship to Other Approaches to SLA

In this article I make the point that there has been a continuous focus on second language development in second language acquisition research for over 40 years and that there is clear empirical evidence for generalizable developmental patterns. I will both summarize some of the core assumptions of Processability Theory (PT) as an approach to explaining developmental patterns and learner variation and compare the position assumed by PT with the Dynamic Systems Theory approach proposed by de Bot, Lowie, and Verspoor and with O'Grady's processing‐based approach to Emergentism. In addition, I will summarize the Teachability Hypothesis and describe its limited relationship to PT in order to respond briefly to the article on the same issue by Zhang and Lantolf in this Special Issue.