Processes, Relations, and Relational‐Developmental‐Systems
Abstract
Any science, including developmental science, functions within a broad set of concepts that generally go unnoticed during day to day research activities. These background ideas constitute the conceptual framework or context within which day‐to‐day research activities operate. A conceptual framework that has until recently dominated virtually all of science has been termed the Cartesian‐Split‐Mechanistic scientific research paradigm. In a number of scientific fields, including developmental science the inadequacies of this paradigm have become crystal clear, and new data has increasingly been highlighting these inadequacies. In this chapter this research paradigm is compared and contrasted with a newly emerged alternative scientific research paradigm termed the Process‐Relational and Relational‐Developmental‐Systems paradigm. It has been said that science is taking a relational turn. This chapter explores the nature of this turn, and its implications for theory and methods, especially in developmental science.
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Recent scientific advances include the accumulation of research, theory, and practice-based knowledge about the constructive, socially, and culturally embedded nature of development.
“On the one hand, recent scientific advances include the accumulation of research, theory, and practice-based knowledge about the constructive, socially, and culturally embedded nature of development (e.g., Osher et al., 2016;Overton, 2015)”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Overton, 2015
Developmental systems theories and associated dynamic systems mathematical models and methods provide a rich architecture for integrating knowledge about development.
“Developmental systems theories (DST; e.g., Ford & Lerner, 1992;Overton, 2015), and associated dynamic systems mathematical models and methods, provide a rich architecture to do so”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Overton, 2015
DST informs and makes use of mathematical methods and models from dynamical systems theory that allow for the study of mutually influential individual-context relations across the life span.
“To generate meaningful, applicable data about patterns of human stability and variability, DST informs and makes use of mathematical methods and models from dynamical systems theory that allow for the study of mutually influential individual-context relations across the life span”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Overton, 2015
The brain's drive to complexity is consistent with the principles of nonlinear dynamic systems, which have self-organizing properties, are nonlinear, and are recursive over time.
“The brain's drive to complexity is consistent with the principles of nonlinear dynamic systems; such systems have self-organizing properties, are nonlinear, and are recursive over time”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Overton, 2015
Students' affective, cognitive, social, and emotional processes are anatomically cross-wired and functionally interrelated.
“The constructive web highlights the integrative character of students' affective, cognitive, social, and emotional processes, which are both anatomically cross-wired and functionally interrelated (e.g., Overton, 2015).”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Overton, 2015
The DWBH intervention was anchored to an integrative relational developmental system approach to human development.
“This intervention was anchored to an integrative relational developmental system approach to human development, promoting mutually beneficial relationships for everyone involved [17].”
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References 212 · Cited by 471
- Authors
- Overton, W. F.
- Affiliations
- Temple University (US)
- Corresponding author
- Overton, Willis F.
- Venue
- Handbook of Child Psychology and Developmental Science
- Publisher
- Wiley
- Published
- 2015-03-23
- Pages
- 1-54
- OpenAlex
- W1577516548
- Cited by
- 471
- References
- 212
- Citations by year
- 2026: 23 · 2025: 39 · 2024: 31 · 2023: 41 · 2022: 40 · 2021: 66 · 2020: 71 · 2019: 76 · 2018: 26 · 2017: 17 · 2016: 25 · 2015: 15 · 2014: 1
- Type
- other
- Language
- en
- Open access
- closed
- Topics
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Philosophy and History of Science
- Physical Sciences › Computer Science › Computational Theory and Mathematics › Chaos, Complexity, and Education
- Social Sciences › Psychology › General Psychology › Academic and Historical Perspectives in Psychology
- Keywords
- relational developmental systems, conceptual framework
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