1 North clearly pointed out when explaining the difficulties of cooperation and public goods prov... more 1 North clearly pointed out when explaining the difficulties of cooperation and public goods provision: The so-called Prisoner's Dilemma that has been the mainstay of game theory is closely allied to [the] free-rider dilemma. Both suggest a discouraging perspective on the ...
International Journal of Behavioral Development, Feb 6, 2019
Theory of mind refers to the ability to attribute beliefs to oneself and others. The present stud... more Theory of mind refers to the ability to attribute beliefs to oneself and others. The present study used a dynamic systems approach to assess how environment may affect the development of second-order theory of mind (e.g., "John knows that Mary knows that he went out yesterday"). Theory of mind is divided into two major dimensions: comprehension (i.e., to understand a mental state) and prediction (i.e., to predict someone else's future behavior or mental state). Two age groups were assessed: 5-6-and 10-11-year-old children. In both age groups, participants were assigned to a condition of "support" (help provided) or "no support" (help not provided). Results show that second-order theory of mind follows a dynamic growth law that depends on support. Support facilitates performance in theory of mind production (i.e., to predict one's future behavior) for both the 5-6-and 10-11-year-old children. Interestingly, the 5-6-year-olds who received support presented an increase in the second-order prediction performance at the expense of the second-order comprehension, suggesting that a temporary dip in comprehension performance may facilitate the development of mental rules to predict one's future behavior. Keywords Development of second-order theory of mind, dynamic systems, environmental influences, comprehension of mental states, prediction of mental states
Originally published in 1983, the aim of this book was to discuss some fundamental problems of co... more Originally published in 1983, the aim of this book was to discuss some fundamental problems of cognitive developmental psychology at the time. The theme which underlies the discussion is that scientific knowledge of the cognitive characteristics of other people starts from the cognitive instruments that we psychologist employ, viz. our theories, models, assumptions, methods of enquiry etc. Thus our scientific cognitive equipment not only provides the format in which cognition in other people is expressed, it also exemplifies, in some abstract sense, this cognition. The first part of the book deals with the concept of development in relation to the structure of developmental theories. It is argued that theories originate from (implicit) conceptual analyses of (implicit) final state definitions. Starting from this specific view on the nature of developmental theories, the second part of the book discusses perception and perceptual development.
International Journal of Music Education, Jan 17, 2014
In this article, we provide a process description of scaffolding in music lessons based on the sc... more In this article, we provide a process description of scaffolding in music lessons based on the scaffolding model of Van Geert and Steenbeek (2005). Scaffolding is a form of socially mediated learning in which teacher and student constantly adapt their behavior to one another in order to reach a goal. To illustrate this process, data from video-observations of two teacher-student dyads in Suzuki string lessons were analyzed to see how well this data fits the Van Geert and Steenbeek model. Results show the dynamic connection between amount of instruction and instruction type on the one hand and performance level of the student on the other hand. Results also show that the process of socially mediated learning takes the form of an increasing overlap between student and teacher actions, i.e. an increase of the joint action over time.
... words. In the present article I shall sketch an alternative approach based on the modularity ... more ... words. In the present article I shall sketch an alternative approach based on the modularity theory (see Fodor 1983 for a general account, Van Geert 1983 for a developmental account). According ... months. (Van Geert 1983: 118-126). Further ...
... Citation. Database: PsycINFO. [Book; Authored Book]. Dynamic systems of development: Change b... more ... Citation. Database: PsycINFO. [Book; Authored Book]. Dynamic systems of development: Change between complexity and chaos. ... This study provides an introductory account of the new dynamicsystems approach and its view on developmental processes. ...
This paper argues for a shift in focus in psychology towards dynamic processes. It first draws on... more This paper argues for a shift in focus in psychology towards dynamic processes. It first draws on Embodied and Enactive Cognitive Science to theoretically develop psychological phenomena as emergent from interactions between embodied experience and sociocultural context. The paper, then, employs Complex Systems Theory to explain the intricacies of psychological processes and shows how they influence neural dynamics. The proposed approach emphasises the interactional processes underlying psychological phenomena and bridges the gap between different levels of abstraction in cognitive science.
1 North clearly pointed out when explaining the difficulties of cooperation and public goods prov... more 1 North clearly pointed out when explaining the difficulties of cooperation and public goods provision: The so-called Prisoner's Dilemma that has been the mainstay of game theory is closely allied to [the] free-rider dilemma. Both suggest a discouraging perspective on the ...
International Journal of Behavioral Development, Feb 6, 2019
Theory of mind refers to the ability to attribute beliefs to oneself and others. The present stud... more Theory of mind refers to the ability to attribute beliefs to oneself and others. The present study used a dynamic systems approach to assess how environment may affect the development of second-order theory of mind (e.g., "John knows that Mary knows that he went out yesterday"). Theory of mind is divided into two major dimensions: comprehension (i.e., to understand a mental state) and prediction (i.e., to predict someone else's future behavior or mental state). Two age groups were assessed: 5-6-and 10-11-year-old children. In both age groups, participants were assigned to a condition of "support" (help provided) or "no support" (help not provided). Results show that second-order theory of mind follows a dynamic growth law that depends on support. Support facilitates performance in theory of mind production (i.e., to predict one's future behavior) for both the 5-6-and 10-11-year-old children. Interestingly, the 5-6-year-olds who received support presented an increase in the second-order prediction performance at the expense of the second-order comprehension, suggesting that a temporary dip in comprehension performance may facilitate the development of mental rules to predict one's future behavior. Keywords Development of second-order theory of mind, dynamic systems, environmental influences, comprehension of mental states, prediction of mental states
Originally published in 1983, the aim of this book was to discuss some fundamental problems of co... more Originally published in 1983, the aim of this book was to discuss some fundamental problems of cognitive developmental psychology at the time. The theme which underlies the discussion is that scientific knowledge of the cognitive characteristics of other people starts from the cognitive instruments that we psychologist employ, viz. our theories, models, assumptions, methods of enquiry etc. Thus our scientific cognitive equipment not only provides the format in which cognition in other people is expressed, it also exemplifies, in some abstract sense, this cognition. The first part of the book deals with the concept of development in relation to the structure of developmental theories. It is argued that theories originate from (implicit) conceptual analyses of (implicit) final state definitions. Starting from this specific view on the nature of developmental theories, the second part of the book discusses perception and perceptual development.
International Journal of Music Education, Jan 17, 2014
In this article, we provide a process description of scaffolding in music lessons based on the sc... more In this article, we provide a process description of scaffolding in music lessons based on the scaffolding model of Van Geert and Steenbeek (2005). Scaffolding is a form of socially mediated learning in which teacher and student constantly adapt their behavior to one another in order to reach a goal. To illustrate this process, data from video-observations of two teacher-student dyads in Suzuki string lessons were analyzed to see how well this data fits the Van Geert and Steenbeek model. Results show the dynamic connection between amount of instruction and instruction type on the one hand and performance level of the student on the other hand. Results also show that the process of socially mediated learning takes the form of an increasing overlap between student and teacher actions, i.e. an increase of the joint action over time.
... words. In the present article I shall sketch an alternative approach based on the modularity ... more ... words. In the present article I shall sketch an alternative approach based on the modularity theory (see Fodor 1983 for a general account, Van Geert 1983 for a developmental account). According ... months. (Van Geert 1983: 118-126). Further ...
... Citation. Database: PsycINFO. [Book; Authored Book]. Dynamic systems of development: Change b... more ... Citation. Database: PsycINFO. [Book; Authored Book]. Dynamic systems of development: Change between complexity and chaos. ... This study provides an introductory account of the new dynamicsystems approach and its view on developmental processes. ...
This paper argues for a shift in focus in psychology towards dynamic processes. It first draws on... more This paper argues for a shift in focus in psychology towards dynamic processes. It first draws on Embodied and Enactive Cognitive Science to theoretically develop psychological phenomena as emergent from interactions between embodied experience and sociocultural context. The paper, then, employs Complex Systems Theory to explain the intricacies of psychological processes and shows how they influence neural dynamics. The proposed approach emphasises the interactional processes underlying psychological phenomena and bridges the gap between different levels of abstraction in cognitive science.
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Papers by Paul van Geert