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Cited by 112Chaos, Complexity, and EducationLearning Styles and Cognitive DifferencesPsychology of Development and Education

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

The Science of the Individual

Rose, L. Todd, Rouhani, Parisa, Fischer, Kurt W.·2013·Mind, Brain, and Education
DOI 10.1111/mbe.12021
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Abstract

Our goal is to establish a science of the individual, grounded in dynamic systems, and focused on the analysis of individual variability. Our argument is that individuals behave, learn, and develop in distinctive ways, showing patterns of variability that are not captured by models based on statistical averages. As such, any meaningful attempt to develop a science of the individual necessarily begins with an account of the individual variability that is pervasive in all aspects of behavior, and at all levels of analysis. Using examples from fields as diverse as education and medicine, we show how starting with individual variability, not statistical averages, helped researchers discover two sources of ordered variability—pathways and contexts—that have implications for theory, research, and practice in multiple disciplines. We conclude by discussing three broad challenges—data, models, and the nature of science—that must be addressed to ensure that the science of the individual reaches its full potential.

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Crossref · 10.1111/mbe.12021

Cites

3 of 3 references verified0 citation errors · 0 not checkable

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  • The science of individuality is grounded in dynamic systems theories and starts with the premises that individuals vary in how they learn, behave, and develop; that these processes vary according to context; and that there are patterns within that variability.

    “The science of individuality is grounded in dynamic systems theories (e.g., Thelen & Smith, 2006) and starts with the premises that individuals vary in how they learn, behave, and develop; that these processes vary according to context; and that there are patterns within that variability”

    From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as Rose et al., 2013

  • The Specificity Principle addresses key questions about the moderating influence of practices and/or interventions, including the character of a specific effect, on a specific child, at a specific time, under a specific set of contextual conditions, to produce a specific set of competencies, behaviors, performance activities, or growth.

    “It addresses key questions about the moderating influence of practices and/or interventions -including the character of a specific effect, on a specific child, at a specific time, under a specific set of contextual conditions-to produce a specific set of competencies, behaviors, performance activities, or growth”

    From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as Rose et al., 2013

  • The constructive web framework positions the student as an active agent in his or her own learning; acknowledges relational, instructional, curricular, and environmental factors that support or undermine learning; recognizes that skills do not emerge in isolation or complete form but codevelop hierarchically through multiple domain-specific practices in context; assumes the need for effective

    “this framework positions the student as an active agent in his/her own learning; acknowledges the many relational, instructional, curricular, and environmental factors that support or undermine learning; recognizes that skills-derived from affective, cognitive, social, and emotional processes-do not emerge in isolation or a complete form, but rather codevelop hierarchically through multiple domain”

    From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as Rose et al., 2013

  • Learning is jagged-the multiple and nonlinear pathways that individual children take to develop complex skills and knowledge.

    “Such collaborations also should utilize dynamic quantitative and qualitative methods to address the jaggedness of learning-the multiple and nonlinear pathways that individual children take to develop complex skills and knowledge (Fischer, 2009;Molenaar & Nessleroade, 2014, 2015;Rose et al., 2013).”

    From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as Rose et al., 2013

Citations

Cites

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Metadata

Authors
Rose, L. T., Rouhani, P., & Fischer, K. W.
Affiliations
Harvard University (US)
Corresponding author
Rose, L. Todd
Venue
Mind, Brain, and Education
Publisher
Wiley
Published
2013-08-16
Volume
7
Issue
3
Pages
152-158
ISSN
  • 1751-2271 (ISSN-L)
  • 1751-228X
DOI
10.1111/mbe.12021
OpenAlex
W1540901501
Cited by
112
References
3
Citations by year
2026: 4 · 2025: 8 · 2024: 14 · 2023: 5 · 2022: 6 · 2021: 16 · 2020: 7 · 2019: 12 · 2018: 13 · 2017: 9 · 2016: 7 · 2015: 5 · 2014: 5 · 2013: 1
FWCI
6.58
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Mind Brain and Education (publishedVersion)
Topics
  • Social Sciences › Education › Chaos, Complexity, and Education
  • Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
  • Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
Keywords
interindividual variability, dynamical systems theory, statistical averages, individual differences, learning and development, nature of science

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