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

2017 ◽  
Vol 64 (6) ◽  
pp. 616-625 ◽  
Author(s):  
Jonathan E. Butner ◽  
Carlene Deits-Lebehn ◽  
Alexander O. Crenshaw ◽  
Travis J. Wiltshire ◽  
Nicholas S. Perry ◽  
...  
Keyword(s):  
Dynamic Systems ◽  
Systems Model

Elements of a dynamic systems model of canopy photosynthesis

2012 ◽  
Vol 15 (3) ◽  
pp. 237-244 ◽  
Author(s):  
Xin-Guang Zhu ◽  
Qingfeng Song ◽  
Donald R Ort
Keyword(s):  
Dynamic Systems ◽  
Canopy Photosynthesis ◽  
Systems Model

Dynamic appraisals: A paper with promises

2005 ◽  
Vol 28 (2) ◽  
pp. 205-206 ◽  
Author(s):  
Nico H. Frijda
Keyword(s):  
Dynamic Systems ◽  
Linear Models ◽  
Self Organization ◽  
Systems Model ◽  
Complex Interactions ◽  
Psychological Evidence ◽  
Emotion Generation ◽  
Neurobiological Research

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.

Tests of Theories of Crime in Female Prisoners

2016 ◽  
Vol 61 (3) ◽  
pp. 282-309 ◽  
Author(s):  
Marc A. Lindberg ◽  
April Fugett ◽  
Ashtin Adkins ◽  
Kelsey Cook
Keyword(s):  
Dynamic Systems ◽  
Risk Taking ◽  
Path Modeling ◽  
Clinical Issues ◽  
Female Prisoners ◽  
New Approaches ◽  
Systems Model ◽  
Adverse Childhood ◽  
Path Models ◽  
And Control

Several general theories of crime were tested with path models on 293 female prisoners in a U.S. State prison. The theories tested included Social Bond and Control, Thrill/Risk Seeking, and a new attachment-based Developmental Dynamic Systems model. A large battery of different instruments ranging from measures of risk taking, to a crime addiction scale, to Childhood Adverse Events, to attachments and clinical issues were used. The older general theories of crime did not hold up well under the rigor of path modeling. The new dynamic systems model was supported that incorporated adverse childhood events leading to (a) peer crime, (b) crime addiction, and (c) a measure derived from the Attachment and Clinical Issues Questionnaire (ACIQ) that takes individual differences in attachments and clinical issues into account. The results were discussed in terms of new approaches to Research Defined Criteria of Diagnosis (RDoC) and new approaches to intervention.

A Dynamic Systems Model of Musically Induced Emotions

2001 ◽  
Vol 930 (1) ◽  
pp. 452-456 ◽  
Author(s):  
JULIAN F. THAYER ◽  
MEREDITH L. FAITH
Keyword(s):  
Dynamic Systems ◽  
Systems Model

scholarly journals Locating Continuing Professional Development within a Proposed Complex Dynamic Systems Model for Today's English Language Teaching Profession

2018 ◽  
Vol 35 (2) ◽  
pp. 179-193
Author(s):  
Dianne Tyers ◽  
Judy Sillito
Keyword(s):  
Professional Development ◽  
Dynamic Systems ◽  
English Language ◽  
Language Teaching ◽  
Continuing Professional Development ◽  
English Language Teaching ◽  
Nous Pouvons ◽  
Complex Dynamic ◽  
Complex Dynamic Systems ◽  
Systems Model

For novice and expert English language teaching professionals alike, it is important to understand the dynamic complexity of the context in which we workto intentionally and strategically forge a relevant and personally meaningful, continuing professional development path. English language teaching has longoutgrown a “one-size-fi ts-all” continuing professional development model. Rather, the context in which we teach influences the knowledge and skills weneed to develop and maintain as we move through our careers. This, in turn, drives the strategic choices we make for our continuing professional development.However, what does context in English language teaching actually mean, and how do we unpack its elements to locate ourselves within it? Using a proposedmodel of nested complex dynamic systems, we can first locate ourselves within a broad socioeconomic, complex dynamic system created by the ongoing interaction of a society’s economy, politics, history, geography, technology, culture, language, and education. We can then locate ourselves within multiple complex dynamic systems in the professional, program, and classroom contexts that give shape to and, at times, constrain our agency. Finally, we can consider ourselves, English language teachers, as complex dynamic systems. Each of us is the unique creation of our interacting education and training, professional experience, and self. This complex dynamic systems model can be used to guide teachers, administrators, and funders to intentionally and strategically select, design, or support continuing professional development, leading to teachers’ building knowledge and practice for ongoing success in a rapidly evolving profession. Qu’il s’agisse de débutants ou de professeurs expérimentés, il est important que les professionnels de l’enseignement de l’anglais comprennent la complexité dynamique du contexte dans lequel nous travaillons afin de pouvoir ouvrir intentionnellement et stratégiquement la voie à un mode de perfectionnement professionnel continu qui soit à la fois pertinent et significatif sur le plan personnel. Il y a longtemps que l’enseignement de l’anglais ne tient plus dans un modèle unique de perfectionnement professionnel continu. Il faut plutôt reconnaître que le contexte dans lequel nous enseignons influe sur les connaissances et les compétences que nous devons développer et entretenir au fil de notre carrière, ce qui a pour effet d’orienter les choix stratégiques que nous effectuons pour notre perfectionnement professionnel continu. Mais que signifie réellement le contexte de l’enseignement de l’anglais, et comment en dégageons-nous les éléments afin de nous y inscrire personnellement? À l’aide d’un modèle suggéré de systèmes dynamiques complexes imbriqués, nous pouvons commencer par nous situer dans un vaste système socioéconomique complexe créé par l’interaction continue de l’économie, de la politique, de l’histoire, de la géographie, de la technologie, de la culture, de la langue, et de l’éducation. Nous pouvons ensuite nous situer à l’intérieur de multiples systèmes dynamiques complexes dans les contextes de la profession, du programme, et de la salle de classe qui donnent forme à notre agentivité et parfois la limitent. Enfin, nous pouvons nous considérer nous-mêmes, en tant que professeurs d’anglais, comme des systèmes dynamiques complexes. Nous sommes toutes et tous le produit unique d’une interaction entre notre éducation et notre formation, notre expérience professionnelle et notre identité. Ce modèle de système dynamique complexe peut être utilisé pour amener les enseignants, les administrateurs, et les bailleurs de fonds à sélectionner, concevoir et appuyer intentionnellement et stratégiquement une forme de perfectionnement professionnel continu susceptible d’amener les enseignantes et les enseignants à accumuler des connaissances et des pratiques qui assureront leur succès dans une profession en évolution rapide.

Updating the dual systems model of temporal cognition: Reasoning with dynamic systems theory

2019 ◽  
Vol 42 ◽  
Author(s):  
Annette Hohenberger
Keyword(s):  
Systems Theory ◽  
Time Scales ◽  
Dynamic Systems ◽  
Systems Approach ◽  
Temporal Reasoning ◽  
Dynamic Systems Theory ◽  
Dual Systems ◽  
Temporal Cognition ◽  
Systems Model ◽  
Two Systems

Abstract This commentary construes the relation between the two systems of temporal updating and temporal reasoning as a bifurcation and tracks it across three time scales: phylogeny, ontogeny, and microgeny. In taking a dynamic systems approach, flexibility, as mentioned by Hoerl & McCormack, is revealed as the key characteristic of human temporal cognition.

Sign in / Sign up

Export Citation Format

Share Document