Dynamic appraisals: A paper with promises

The proposed dynamic systems model of emotion generation indeed appears considerably more plausible and descriptively adequate than traditional linear models. It also comes much closer to the complex interactions observed in neurobiological research. The proposals regarding self-organization in emerging appraisal-emotion interactions are thought-provoking and attractive. Yet, at this point they are more in the nature of promises than findings, and are clearly in need of corroborating psychological evidence or demonstrated theoretical desirability.

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The Dynamics of General Developmental Mechanisms

Current Directions in Psychological Science ◽

10.1111/1467-8721.00062 ◽

2000 ◽

Vol 9 (2) ◽

pp. 64-68 ◽

Cited By ~ 34

Author(s):

Paul van Geert

Keyword(s):

Dynamic Systems ◽

Developmental Process ◽

Self Organization ◽

Simulation Studies ◽

Dynamic Systems Theory ◽

Systems Model ◽

Equilibrium Level ◽

Learning And Change ◽

Progressive Force ◽

Dual Mechanism

Dynamic systems theory conceives of development as a self-organizational process. Both complexity and order emerge as a product of elementary principles of interaction between components involved in the developmental process. This article presents a dynamic systems model based on a general dual developmental mechanism, adapted from Piaget and Vygotsky. The mechanism consists of a conservative force, further strengthening the already-consolidated level, and a progressive force, consolidating internal contents and procedures at more advanced levels. It is argued that this dual mechanism constitutes one of the few basic laws of learning and change, and is comparable to the laws of effect and of contiguity. Simulation studies suggest that this dual mechanism explains self-organization in developmental paths, including the emergence of discrete jumps from one equilibrium level to another, S-shaped growth, and the occurrence of co-existing levels.

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A multivariate dynamic systems model for psychotherapy with more than one client.

Journal of Counseling Psychology ◽

10.1037/cou0000238 ◽

2017 ◽

Vol 64 (6) ◽

pp. 616-625 ◽

Cited By ~ 8

Author(s):

Jonathan E. Butner ◽

Carlene Deits-Lebehn ◽

Alexander O. Crenshaw ◽

Travis J. Wiltshire ◽

Nicholas S. Perry ◽

...

Keyword(s):

Dynamic Systems ◽

Systems Model

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Research of Self-organization Processes in Socio-technical Multivariable Dynamic Systems

10.1109/summa53307.2021.9632156 ◽

2021 ◽

Author(s):

Barri Ilyasov ◽

Ilmira Gerasimova ◽

Anastasia Karamzina

Keyword(s):

Dynamic Systems ◽

Self Organization

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Motivational dynamics in English classes at a Brazilian public school

Revista Brasileira de Linguística Aplicada ◽

10.1590/1984-6398201710970 ◽

2017 ◽

Vol 17 (2) ◽

pp. 219-246 ◽

Cited By ~ 1

Author(s):

Raquel Bambirra

Keyword(s):

Data Analysis ◽

Dynamic Systems ◽

Student Motivation ◽

Teacher Motivation ◽

Self Organization ◽

English Teacher ◽

Pedagogical Practice ◽

Systems Perspective ◽

English Classes ◽

English Classroom

ABSTRACT This paper seeks to discuss the interrelations between the motivation of an English teacher at a public federal high school in Brazil and that of her students from a dynamic systems perspective. Three teachers’ oral narratives and 14 students’ logbook entries were used for the data analysis. The teacher’s descriptions and comments on her pedagogical practice were compared to the students’ impressions and motivational levels in an attempt to understand this English classroom-system motivational dynamics and self-organization processes, focusing on how this teacher’s and her students’ motivation co-adapt and soft-assemble, influencing and being influenced by the context. The results seem to confirm not only that student motivation and teacher motivation are deeply interrelated, but also that they interact organically and continually, revealing that the context is contingent.

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