Developmental systems theory provides powerful tools for predicting complex, dynamic interactions among biological and environmental processes in human behavior and health. This groundbreaking handbook provides a roadmap for integrating key concepts of developmental systems theory (such as self-organization, reciprocal dynamic interaction, and probabilistic epigenesis) and simulation models (connectionist and agent-based models) with advanced dynamic modeling approaches for testing these theories and models. Premier developmental science scholars present innovations in research design, measurement, and analysis that offer new means of generating evidence-based decisions to optimize the course of health and positive functioning across the life span. Topics include epigenetic development and evolution; the relationship between neural systems growth and psychological development; the role of family environments in shaping children's cognitive skills and associated adult outcomes, and more. --- from the publisher Reviews: “Development is complex and extends over the entire life course, but early developmental scholarship tended to focus on narrow constructs and restricted portions of the life span. In contrast, this volume offers integrative, relational approaches to human development, assembling cutting-edge work on dynamic systems theory. The contributors identify and solve methodological challenges posed by systems theory, illuminate how new methodologies are grounded in metatheoretical concepts, and illustrate how new methods may be applied to understand and optimize human development. This is an excellent resource for faculty, staff researchers, and doctoral students who wish to study development in all its complexity.” —Lynn S. Liben, PhD, Distinguished Professor of Psychology, The Pennsylvania State University “Developmental systems theory provides an integrative theoretical foundation for the future of developmental science in a postgenomic world. This handbook provides key lessons about relevant cutting-edge methods along with a multitude of examples of how these methods can be applied. It is an invaluable resource for established developmental systems researchers as well as those seeking to apply this approach to their own work.” —Peter J. Marshall, PhD, Department of Psychology, Temple University
“This volume makes good on a promise of developmental systems theory that has long gone unfulfilled: real confluence of the many scientific streams that flow into the developmental analysis of behavior. All of the great dichotomies that once characterized nature and nurture—biological and quantitative genetics, individual differences and species-typical characteristics, experimental and nonexperimental approaches, the lab bench and purely virtual simulations of quantitative models—are allowed here to flourish side by side without intellectual rancor. The result is an enriching synthesis that provides a model for the next generation of developmental scientists.” —Eric Turkheimer, PhD, Department of Psychology, University of Virginia
“This handbook covers topics at the leading edge of the developmental sciences. If the study of development over the last century has taught us anything, it's that development is enormously complicated—and disentangling it requires methodological and analytic approaches that mirror its complexity. This volume will serve researchers and students of development for years to come.” —John Colombo, PhD, Department of Psychology and Director, Life Span Institute, University of Kansas Contents: I. Introduction
1. Developmental Systems Theory and Methodology: A View of the Issues, Peter C. M. Molenaar, Richard M. Lerner, and Karl M. Newell
II. Relational Developmental Systems Theory
2. Relational Developmental Systems and Developmental Science: A Focus on Methodology, Willis F. Overton
3. Relational Developmental Systems Theories of Positive Youth Development: Methodological Issues and Implications, G. John Geldhof, Edmond P. Bowers, Sara K. Johnson, Rachel Hershberg, Lacey Hilliard, Jacqueline V. Lerner, and Richard M. Lerner
4. Developmental Systems Science: Extending Developmental Science with Systems Science Methodologies, Jennifer Brown Urban, Nathaniel Osgood, Janet Okamoto, Patricia Mabry, and Kristen Hassmiller Lich
III. Epigenetic Development and Evolution
5. Epigenetics and Generative Dynamics: How Development Directs Evolution, Mae-Wan Ho
6. Dynamical Systems, the Epigenetic Landscape, and Punctuated Equilibria, Peter T. Saunders
IV. Neural Networks and Development
7. Nonlinear Epigenetic Variance in Developmental Processes, Maartje E. J. Raijmakers, Kees Jan Kan, Annemie Ploeger, and Han L. J. van der Maas
8. Dynamical Systems Thinking: From Metaphor to Neural Theory, Gregor Schöner
V. Dynamics of Development
9. Estimating the Technology of Cognitive and Noncognitive Skill Formation: The Linear Case, Flavio Cunha and James J. Heckman
10. Dynamics of Development: A Complex Systems Approach, Han L. J. van der Maas, Kees Jan Kan, Abe Hofman, and Maartje E. J. Raijmakers
11. Dynamic Development of Brain and Behavior, Kurt W. Fischer and Paul van Geert
12. Dynamics of Motor Learning and Development across the Life Span, Karl M. Newell and Yeou-Teh Liu
VI. Dynamics of Social Interaction
13. Differential Equations for Evaluating Theoretical Models of Dyadic Interactions, Emilio Ferrer and Joel Steele
14. A Differential Equations Model for the Ovarian Hormone Cycle, Steven M. Boker, Michael C. Neale, and Kelly L. Klump
VII. Nonlinear Dynamical Models of Development
15. A Regimen-Switching Longitudinal Model of Alcohol Lapse-Relapse, Sy-Miin Chow, Katie Witkiewitz, Raoul Grasman, R. Shane Hutton, and Stephen A. Maisto
VIII. Nonergodic Developmental Systems
16. Idiographic Applications: Issues of Ergodicity and Generalizability, Wayne F. Velicer, Steven F. Babbin, and Richard Palumbo
17. New Trends in the Inductive Use of Relational Developmental Systems Theory: Ergodicity, Nonstationarity, and Heterogeneity, Peter C. M. Molenaar and John R. Nesselroade
IX. Complex Systems Model in Human Development: Reevaluation and Future Directions
18. The Landscape of Inductive Developmental Systems, Phillip K. Wood Contributors: Steven F. Babbin, MA, Department of Psychology, University of Rhode Island, Kingston, Rhode Island Steven M. Boker, PhD, Department of Psychology, University of Virginia, Charlottesville, Virginia Edmond P. Bowers, PhD, Institute for Applied Research in Youth Development, Tufts University, Medford, Massachusetts Sy-Miin Chow, PhD, Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania Flavio Cunha, PhD, Department of Economics, University of Pennsylvania, Philadelphia, Pennsylvania Emilio Ferrer, PhD, Department of Psychology, University of California, Davis, Davis, California Kurt W. Fischer, PhD, Harvard Graduate School of Education, Cambridge, Massachusetts G. John Geldhof, PhD, Institute for Applied Research in Youth Development, Tufts University, Medford, Massachusetts Raoul Grasman, PhD, Department of Psychological Methods, University of Amsterdam, Amsterdam, The Netherlands James J. Heckman, PhD, Department of Economics, University of Chicago, Chicago, Illinois Rachel Hershberg, PhD, Institute for Applied Research in Youth Development, Tufts University, Medford, Massachusetts Lacey Hilliard, PhD, Institute for Applied Research in Youth Development, Tufts University, Medford, Massachusetts Mae-Wan Ho, PhD, Institute of Science in Society, London, United Kingdom Abe Hofman, MSc, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands R. Shane Hutton, MA, Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina Sara K. Johnson, PhD, Institute for Applied Research in Youth Development, Tufts University, Medford, Massachusetts Kees Jan Kan, PhD, Department of Biological Psychology, VU University, Amsterdam, The Netherlands Kelly L. Klump, PhD, Department of Psychology, Michigan State University, East Lansing, Michigan Jacqueline V. Lerner, PhD, Department of Counseling, Developmental, and Educational Psychology, Boston College, Boston, Massachusetts Richard M. Lerner, PhD, Institute for Applied Research in Youth Development, Tufts University, Medford, Massachusetts Kristen Hassmiller Lich, PhD, Department of Health Policy and Management, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina Yeou-Teh Liu, PhD, Department of Athletic Performance, National Taiwan Normal University, Taipei City, Taiwan Patricia Mabry, PhD, Office of Behavioral and Social Sciences Research, National Institutes of Health, Bethesda, Maryland Stephen A. Maisto, PhD, Department of Psychology, Syracuse University, Syracuse, New York Peter C. M. Molenaar, PhD, Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania Michael C. Neale, PhD, Departments of Psychiatry and Human Genetics, Virginia Commonwealth University, Richmond, Virginia John R. Nesselroade, PhD, Department of Psychology, University of Virginia, Charlottesville, Virginia Karl M. Newell, PhD, Department of Kinesiology, The Pennsylvania State University, University Park, Pennsylvania Janet Okamoto, PhD, Mayo Clinic, Scottsdale, Arizona Nathaniel Osgood, PhD, Departments of Computer Science and Community Health and Epidemiology, University of Saskatchewan, Saskatoon, Saskatchewan, Canada Willis F. Overton, PhD, Department of Psychology, Temple University, Philadelphia, Pennsylvania Richard Palumbo, MA, Department of Psychology, University of Rhode Island, Kingston, Rhode Island Annemie Ploeger, PhD, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands Maartje E. J. Raijmakers, PhD, Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands Peter T. Saunders, PhD, Department of Mathematics, King’s College London, and Institute of Science in Society, London, United Kingdom Gregor Schöner, PhD, Institut für Neuroinformatik, Ruhr-Universität Bochum, Bochum, Germany Joel Steele, PhD, Department of Psychology, Portland State University, Portland, Oregon Jennifer Brown Urban, PhD, Department of Family and Child Studies, Montclair State University, Montclair, New Jersey Han L. J. van der Maas, PhD, Department of Psychology, University of Amsterdam, The Netherlands Paul van Geert, PhD, Department of Developmental Psychology and Heijmans Institute, University of Groningen, Groningen, The Netherlands Wayne F. Velicer, PhD, Cancer Prevention Research Center, University of Rhode Island, Kingston, Rhode Island Katie Witkiewitz, PhD, Department of Psychology, University of New Mexico, Albuquerque, New Mexico Phillip K. Wood, PhD, Department of Psychological Sciences, University of Missouri, Columbia, Missouri About the Editors: Peter C. M. Molenaar, PhD, is Distinguished Professor of Human Development and Psychology at The Pennsylvania State University (Penn State). His research focuses on the development, testing and application of person-centered analysis techniques; psychophysiological research; and psychological process modeling. Dr. Molenaar is co-founder of the SuperCenter for Methodology (University of Virginia, Penn State, and University of Amsterdam) and of the annual Behavior Genetics Association Summer School in quantitative genetic modeling. He is a recipient of awards including the Pauline Schmitt Russell Distinguished Research Career Award from Penn State and the Aston-Gottesman Award from the University of Virginia. Richard M. Lerner, PhD, is the Bergstrom Chair in Applied Developmental Science and Director of the Institute for Applied Research in Youth Development at Tufts University. Dr. Lerner's research focuses on the relations between lifespan human development and social change, and the relations between adolescents and their peers, families, schools, and communities. He is a Fellow of the American Association for the Advancement of Science, the American Psychological Association (APA), and the Association for Psychological Science, and is a recipient of the Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society from Division 7 of the APA. Karl M. Newell, PhD, is the Marie Underhill Noll Chair of Human Performance and Professor of Kinesiology and Biobehavioral Health at Penn State. His research focuses on the coordination, control, and skill of normal and abnormal human movement across the life span; developmental disabilities and motor skills; and the influence of drugs and exercise on movement control. Dr. Newell was named an Alliance Scholar by the American Alliance for Health, Physical Education, Recreation, and Dance, and is a recipient of the Distinguished Scholar Award from the North American Society for the Psychology of Sport and Physical Activity.
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