Dynamic Development of Thinking, Feeling, and Acting
Abstract
Models of psychological development have taken a relational turn. From this view, human psychological development is an integrative, dynamic, emergent, and coactive process. It is integrative in the sense that psychological processes never operate in isolation of each other. There is no such thing as a purely cognitive, emotional, or behavioral act. Any given instance of psychological activity necessarily involves the structured integration of multiple component psychological systems. Despite their organization, psychological structures are dynamic processes rather than fixed states. Their structure varies as a function of person, task, time, context, emotional state, culture, and many other variables. Psychological development is coactive in the sense that novel psychological structures emerge over time as a product of the dynamic interplay between and among elements of a hierarchically nested person ←→ environment system. In this chapter, we show how integrated structures of thinking, feeling, and action arise in both real and developmental time through complex coactions that occur between biological, psychological, and sociocultural processes. Drawing on a theory of the dynamic development of skills, the discussion first addresses the coactive nature of sensorimotor‐affective development in infancy. It then illustrates alternative trajectories in the coactive development of integrative structures of moral thinking, feeling, and acting as they occur within particular moral…
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Individual and cross-cultural developmental diversity can be understood as alternative pathways for growth, rather than as deficits.
“the web metaphor enables an understanding of individual and cross-cultural developmental diversity as alternative pathways for growth, rather than as deficits”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Mascolo & Fischer, 2015
Skills are built up through practice in context in a constructive process over time rather than emerging fully formed.
“rather than emerging fully formed, skills are built up through practice in context in a constructive process over time”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Mascolo & Fischer, 2015
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The Science of Wisdom in a Polarized World: Knowns and Unknowns
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Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup>
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“Developing brain and dynamic skill development3 Dynamic skill development refers to the human brain’s capacity to act in an organized way in a specific context (Fischer & Bidell, 2006; Mascolo & Fischer, 2015).”
BackgroundMethodInfluential
- Authors
- Mascolo, M. F., & Fischer, K. W.
- Affiliations
- Merrimack College (US)
- Harvard University (US)
- ORCID
- Mascolo, Michael F.
- Venue
- Handbook of Child Psychology and Developmental Science
- Publisher
- Wiley
- Published
- 2015-03-23
- Pages
- 1-49
- OpenAlex
- W1524792205
- Cited by
- 115
- References
- 18
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 7 · 2023: 7 · 2022: 12 · 2021: 8 · 2020: 26 · 2019: 15 · 2018: 4 · 2017: 11 · 2016: 7 · 2015: 4 · 2014: 1 · 2013: 1
- Type
- other
- Language
- en
- Open access
- closed
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Psychology › Clinical Psychology › Ego Development and Educational Practices
- Keywords
- dynamic development, person-environment interaction, infancy, moral development, moral thought, joint interaction
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