Dynamic instabilities as mechanisms for emergence
That competences may emerge given appropriate environmental and behavioral context is a long‐standing theme in developmental research. Work in the motor domain, but also in cognitive development, has made it possible to transform this idea into a mechanistic account closely linked to empirical evide...
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| Published in | Developmental science Vol. 10; no. 1; pp. 69 - 74 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.01.2007
Wiley-Blackwell |
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| Abstract | That competences may emerge given appropriate environmental and behavioral context is a long‐standing theme in developmental research. Work in the motor domain, but also in cognitive development, has made it possible to transform this idea into a mechanistic account closely linked to empirical evidence. In dynamic systems thinking, such capacities as keeping a motor goal in mind, remembering a location, or resisting a motor habit, are all understood in terms of the generation of stable patterns of neuronal activation. These may be input‐driven, but also be stabilized by interactions within neuronal representations. A key theoretical insight is that whether a particular pattern of activation is stable or not is not determined by any single factor, learning process, or structural parameter. Instead, ongoing activity, recent activation history, current input, all may affect when a particular dynamic regime is reachable. In spite of such broad interdependence, sharp transitions may characterize the onset of a skill in any given context. Dynamic instabilities are the mechanistic basis for this phenomenon and thus form the basis for understanding development in terms of emergence. We exemplify the concepts of instability and emergence around the phenomenon of infant perseverative reaching and discuss implications for identifying key markers of development and their link to neuronal processes. |
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| AbstractList | That competences may emerge given appropriate environmental and behavioral context is a long‐standing theme in developmental research. Work in the motor domain, but also in cognitive development, has made it possible to transform this idea into a mechanistic account closely linked to empirical evidence. In dynamic systems thinking, such capacities as keeping a motor goal in mind, remembering a location, or resisting a motor habit, are all understood in terms of the generation of stable patterns of neuronal activation. These may be input‐driven, but also be stabilized by interactions within neuronal representations. A key theoretical insight is that whether a particular pattern of activation is stable or not is not determined by any single factor, learning process, or structural parameter. Instead, ongoing activity, recent activation history, current input, all may affect when a particular dynamic regime is reachable. In spite of such broad interdependence, sharp transitions may characterize the onset of a skill in any given context. Dynamic instabilities are the mechanistic basis for this phenomenon and thus form the basis for understanding development in terms of emergence. We exemplify the concepts of instability and emergence around the phenomenon of infant perseverative reaching and discuss implications for identifying key markers of development and their link to neuronal processes. That competences may emerge given appropriate environmental and behavioral context is a long-standing theme in developmental research. Work in the motor domain, but also in cognitive development, has made it possible to transform this idea into a mechanistic account closely linked to empirical evidence. In dynamic systems thinking, such capacities as keeping a motor goal in mind, remembering a location, or resisting a motor habit, are all understood in terms of the generation of stable patterns of neuronal activation. These may be input-driven, but also be stabilized by interactions within neuronal representations. A key theoretical insight is that whether a particular pattern of activation is stable or not is not determined by any single factor, learning process, or structural parameter. Instead, ongoing activity, recent activation history, current input, all may affect when a particular dynamic regime is reachable. In spite of such broad interdependence, sharp transitions may characterize the onset of a skill in any given context. Dynamic instabilities are the mechanistic basis for this phenomenon and thus form the basis for understanding development in terms of emergence. We exemplify the concepts of instability and emergence around the phenomenon of infant perseverative reaching and discuss implications for identifying key markers of development and their link to neuronal processes. [PUBLICATION ABSTRACT] That competences may emerge given appropriate environmental and behavioral context is a long-standing theme in developmental research. Work in the motor domain, but also in cognitive development, has made it possible to transform this idea into a mechanistic account closely linked to empirical evidence. In dynamic systems thinking, such capacities as keeping a motor goal in mind, remembering a location, or resisting a motor habit, are all understood in terms of the generation of stable patterns of neuronal activation. These may be input-driven, but also be stabilized by interactions within neuronal representations. A key theoretical insight is that whether a particular pattern of activation is stable or not is not determined by any single factor, learning process, or structural parameter. Instead, ongoing activity, recent activation history, current input, all may affect when a particular dynamic regime is reachable. In spite of such broad interdependence, sharp transitions may characterize the onset of a skill in any given context. Dynamic instabilities are the mechanistic basis for this phenomenon and thus form the basis for understanding development in terms of emergence. We exemplify the concepts of instability and emergence around the phenomenon of infant perseverative reaching and discuss implications for identifying key markers of development and their link to neuronal processes.That competences may emerge given appropriate environmental and behavioral context is a long-standing theme in developmental research. Work in the motor domain, but also in cognitive development, has made it possible to transform this idea into a mechanistic account closely linked to empirical evidence. In dynamic systems thinking, such capacities as keeping a motor goal in mind, remembering a location, or resisting a motor habit, are all understood in terms of the generation of stable patterns of neuronal activation. These may be input-driven, but also be stabilized by interactions within neuronal representations. A key theoretical insight is that whether a particular pattern of activation is stable or not is not determined by any single factor, learning process, or structural parameter. Instead, ongoing activity, recent activation history, current input, all may affect when a particular dynamic regime is reachable. In spite of such broad interdependence, sharp transitions may characterize the onset of a skill in any given context. Dynamic instabilities are the mechanistic basis for this phenomenon and thus form the basis for understanding development in terms of emergence. We exemplify the concepts of instability and emergence around the phenomenon of infant perseverative reaching and discuss implications for identifying key markers of development and their link to neuronal processes. |
| Author | Dineva, Evelina Schöner, Gregor |
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| References | Thelen, E., Fisher, D.M., & Ridley-Johnson, R. (1984). The relationship between physical growth and a newborn reflex. Infant Behavior and Development, 7 (4), 479-493. Thelen, E., & Smith, L.B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: The MIT Press, A Bradford Book. Elman, J.L., Bates, E.A., Johnson, M.H., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1997). Rethinking innateness - A connectionist perspective on development. Cambridge, MA: The MIT Press. Bastian, A., Schöner, G., & Riehle, A. (2003). Preshaping and continuous evolution of motor cortical representations during movement preparation. European Journal of Neuroscience, 18, 2047-2058. Morton, J.B., & Munakata, Y. (2002, April). Active versus latent representations: a neural network model of perseveration, dissociation, and decalage. Developmental Psychobiology, 40, 255-265. Thelen, E., Schöner, G., Scheier, C., & Smith, L. (2001). The dynamics of embodiment: a field theory of infant perseverative reaching. Brain and Behavioral Sciences, 24, 1-33. Blumberg, M.S. (2005). Basic instinct: The genesis of behavior. New York: Thunder's Mouth Press. Smith, L.B., Thelen, E., Titzer, R., & McLin, D. (1999). Knowing in the context of acting: the task dynamics of the a-not-b error. Psychological Review, 106 (2), 235-260. Thelen, E. (1986). Treadmill-elicited stepping in seven-month-old infants. Child Development, 57, 1498-1506. Erlhagen, W., Bastian, A., Jancke, D., Riehle, A., & Schöner, G. (1999). The distribution of neuronal population activation (DPA) as a tool to study interaction and integration in cortical representations. Journal of Neuroscience Methods, 94, 53-66. Jancke, D. (2000). Orientation formed by a spot's trajectory: a two-dimensional population approach in primary visual cortex. Journal of Neuroscience, 20 (14), U13-U18. Diamond, A. (1985). Development of the ability to use recall to guide action, as indicated by infants' performance on A-not-B. Child Development, 56, 868-883. Spencer, J.P., & Hund, A.M. (2003). Developmental continuity in the processes that underlie spatial recall. Cognitive Psychology, 47, 432-480. Wellman, H.M., & Gelman, S.A. (1992). Cognitive development: foundational theories of core domains. Annual Review of Psychology, 43, 337-375. Schutte, A.R., Spencer, J.P., & Schöner, G. (2003). Testing the dynamic field theory: working memory for locations becomes more spatially precise over development. Child Development, 74, 1393-1417. Spencer, J.P., & Schöner, G. (2003). Bridging the representational gap in the dynamical systems approach to development. Developmental Science, 6, 392-412. Munakata, Y., McClelland, J.L., Johnson, M.H., & Siegler, R.S. (1997). Rethinking infant knowledge: toward an adaptive process account of successes and failures in object permanence tasks. Psychological Review, 104, 686-719. Marcovitch, S., & Zelazo, P.D. (1999). The A-not-B error: results from a logistic meta-analysis. Child Development, 70, 1297-1313. Munakata, Y. (1998). Infant perseveration and implications for object permanence theories: a PDP model of the A-not-B task. Developmental Science, 1 (2), 161-184. Schöner, G., & Thelen, E. (2006). Using dynamic field theory to rethink infant habituation. Psychological Review, 113 (2), 273-299. Spelke, E.S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99 (4), 605-632. 1997; 104 2002; 40 2003; 6 1986; 57 1984; 7 2000; 20 1998 1997 2003; 47 2006 2005 1994 2003; 18 1998; 1 1999; 94 1999; 106 1985; 56 1999; 70 1992; 43 1992; 99 2001; 24 2003; 74 2006; 113 e_1_2_2_14_1 e_1_2_2_13_1 e_1_2_2_24_1 e_1_2_2_12_1 e_1_2_2_7_1 e_1_2_2_11_1 e_1_2_2_22_1 e_1_2_2_10_1 e_1_2_2_21_1 e_1_2_2_20_1 e_1_2_2_3_1 Spelke E.S. (e_1_2_2_17_1) 1998 e_1_2_2_19_1 Thelen E. (e_1_2_2_23_1) 1994 e_1_2_2_9_1 e_1_2_2_18_1 Anderson J. (e_1_2_2_2_1) 2006 e_1_2_2_16_1 e_1_2_2_15_1 Diamond A. (e_1_2_2_5_1) 1985; 56 Elman J.L. (e_1_2_2_6_1) 1997 Blumberg M.S. (e_1_2_2_4_1) 2005 Jancke D. (e_1_2_2_8_1) 2000; 20 |
| References_xml | – reference: Blumberg, M.S. (2005). Basic instinct: The genesis of behavior. New York: Thunder's Mouth Press. – reference: Marcovitch, S., & Zelazo, P.D. (1999). The A-not-B error: results from a logistic meta-analysis. Child Development, 70, 1297-1313. – reference: Munakata, Y. (1998). Infant perseveration and implications for object permanence theories: a PDP model of the A-not-B task. Developmental Science, 1 (2), 161-184. – reference: Thelen, E., & Smith, L.B. (1994). A dynamic systems approach to the development of cognition and action. Cambridge, MA: The MIT Press, A Bradford Book. – reference: Munakata, Y., McClelland, J.L., Johnson, M.H., & Siegler, R.S. (1997). Rethinking infant knowledge: toward an adaptive process account of successes and failures in object permanence tasks. Psychological Review, 104, 686-719. – reference: Schöner, G., & Thelen, E. (2006). Using dynamic field theory to rethink infant habituation. Psychological Review, 113 (2), 273-299. – reference: Spelke, E.S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99 (4), 605-632. – reference: Spencer, J.P., & Hund, A.M. (2003). Developmental continuity in the processes that underlie spatial recall. Cognitive Psychology, 47, 432-480. – reference: Wellman, H.M., & Gelman, S.A. (1992). Cognitive development: foundational theories of core domains. Annual Review of Psychology, 43, 337-375. – reference: Schutte, A.R., Spencer, J.P., & Schöner, G. (2003). Testing the dynamic field theory: working memory for locations becomes more spatially precise over development. Child Development, 74, 1393-1417. – reference: Diamond, A. (1985). Development of the ability to use recall to guide action, as indicated by infants' performance on A-not-B. Child Development, 56, 868-883. – reference: Elman, J.L., Bates, E.A., Johnson, M.H., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1997). Rethinking innateness - A connectionist perspective on development. Cambridge, MA: The MIT Press. – reference: Morton, J.B., & Munakata, Y. (2002, April). Active versus latent representations: a neural network model of perseveration, dissociation, and decalage. Developmental Psychobiology, 40, 255-265. – reference: Erlhagen, W., Bastian, A., Jancke, D., Riehle, A., & Schöner, G. (1999). The distribution of neuronal population activation (DPA) as a tool to study interaction and integration in cortical representations. Journal of Neuroscience Methods, 94, 53-66. – reference: Jancke, D. (2000). Orientation formed by a spot's trajectory: a two-dimensional population approach in primary visual cortex. Journal of Neuroscience, 20 (14), U13-U18. – reference: Bastian, A., Schöner, G., & Riehle, A. (2003). Preshaping and continuous evolution of motor cortical representations during movement preparation. European Journal of Neuroscience, 18, 2047-2058. – reference: Spencer, J.P., & Schöner, G. (2003). Bridging the representational gap in the dynamical systems approach to development. Developmental Science, 6, 392-412. – reference: Thelen, E., Fisher, D.M., & Ridley-Johnson, R. (1984). The relationship between physical growth and a newborn reflex. Infant Behavior and Development, 7 (4), 479-493. – reference: Thelen, E. (1986). Treadmill-elicited stepping in seven-month-old infants. Child Development, 57, 1498-1506. – reference: Smith, L.B., Thelen, E., Titzer, R., & McLin, D. (1999). Knowing in the context of acting: the task dynamics of the a-not-b error. Psychological Review, 106 (2), 235-260. – reference: Thelen, E., Schöner, G., Scheier, C., & Smith, L. (2001). The dynamics of embodiment: a field theory of infant perseverative reaching. Brain and Behavioral Sciences, 24, 1-33. – volume: 113 start-page: 273 issue: 2 year: 2006 end-page: 299 article-title: Using dynamic field theory to rethink infant habituation publication-title: Psychological Review – volume: 1 start-page: 161 issue: 2 year: 1998 end-page: 184 article-title: Infant perseveration and implications for object permanence theories: a PDP model of the A‐not‐B task publication-title: Developmental Science – volume: 40 start-page: 255 year: 2002 end-page: 265 article-title: Active versus latent representations: a neural network model of perseveration, dissociation, and decalage publication-title: Developmental Psychobiology – year: 2005 – volume: 47 start-page: 432 year: 2003 end-page: 480 article-title: Developmental continuity in the processes that underlie spatial recall publication-title: Cognitive Psychology – volume: 24 start-page: 1 year: 2001 end-page: 33 article-title: The dynamics of embodiment: a field theory of infant perseverative reaching publication-title: Brain and Behavioral Sciences – year: 2006 – year: 1997 – volume: 74 start-page: 1393 year: 2003 end-page: 1417 article-title: Testing the dynamic field theory: working memory for locations becomes more spatially precise over development publication-title: Child Development – start-page: 275 year: 1998 end-page: 340 – volume: 57 start-page: 1498 year: 1986 end-page: 1506 article-title: Treadmill‐elicited stepping in seven‐month‐old infants publication-title: Child Development – volume: 104 start-page: 686 year: 1997 end-page: 719 article-title: Rethinking infant knowledge: toward an adaptive process account of successes and failures in object permanence tasks publication-title: Psychological Review – volume: 18 start-page: 2047 year: 2003 end-page: 2058 article-title: Preshaping and continuous evolution of motor cortical representations during movement preparation publication-title: European Journal of Neuroscience – volume: 106 start-page: 235 issue: 2 year: 1999 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| Snippet | That competences may emerge given appropriate environmental and behavioral context is a long‐standing theme in developmental research. Work in the motor... That competences may emerge given appropriate environmental and behavioral context is a long-standing theme in developmental research. Work in the motor... |
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| SubjectTerms | Child Child Development - physiology Cognition & reasoning Cognition - physiology Cognitive Development Developmental psychology Humans Learning - physiology Learning Processes Models, Neurological Motor ability Motor Development Motor Skills - physiology Neurosciences Physical Activity Level Psychological Theory Psychomotor Performance - physiology Theory Thinking Skills |
| Title | Dynamic instabilities as mechanisms for emergence |
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