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List of Publications |
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Major Publications |
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Van Geert, P.
(1983). The development of perception, cognition and language. A theoretical
approach. London: Routledge and Kegan Paul. ..................................................The book can be downloaded by clicking here. It's a BIG file.... Click here for a fully searchable version ..................................................Please
note that all models are based on the old Lotus program, but it shouldn't be
too difficult to translate the models into Excel.... Van Geert, P. and Steenbeek, H. (2006). The dynamics of scaffolding. New Ideas in Psychology, 23 (3), 115–128. Bassano, D. and Van Geert, P. (2007). Modeling Continuity and Discontinuity in Utterance Length: A quantitative approach to changes, transitions and intra-individual variability in early grammatical development. Developmental Science, 10(5), 588-612. Steenbeek. H.
and Van Geert, P. (2007). A
Dynamic Systems Approach to Dyadic Interaction in Children: Emotional
Expression, Action, Dyadic Play, and Sociometric
Status. Developmental Review, 27 (1), 1-40. van Geert, P. L. C. (2020). Dynamic systems,
process and development. Human Development,
63(3-4), 153-179.
https://doi.org/10.1159/000503825 |
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Publications |
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2020 - 2019 - 2018 |
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Breeuwsma, G., & van Geert, P. (2018). Developmental
psychology and decision-making by minor patients. In J. H. H. M. Dorscheidt, & J. E. Doek
(Eds.), Children's rights in health
care (pp. 111-149). Leiden/Boston: Brill /
Nijhoff. https://doi.org/10.1163/9789004327573_008 Dalenberg, W. G., Timmerman, M. C., & van Geert, P.
L. C. (2018). Dutch
Adolescents’ Everyday Expressions of Sexual Behavior Trajectories Over a
2-Year Period: A Mixed-Methods Study. Archives of Sexual Behavior, 47(6), 1811–1823 .
https://doi.org/10.1007/s10508-018-1224-5 De Ruiter, N. M. P., Hollenstein, T., Geert, van, P. L.
C., & Kunnen, E. S. (2018). Self-esteem
as a complex dynamic system: intrinsic and extrinsic microlevel dynamics.
Complexity, 2018, 1-19. [4781563]. https://doi.org/10.1155/2018/4781563 Den
Hartigh, R. J. R., Hill, Y., & van Geert, P. L.
C. (2018). The
development of talent in sports: A dynamic network approach. Complexity, 2018, [9280154].
https://doi.org/10.1155/2018/9280154 Gaag, van der, M., Kunnen, S., & Geert, van, P.
(2019). Trajectories
preceding student dropout: an intra-individual process approach. In E. S. Kunnen, N. M. P. de Ruiter, B.
F. Jeronimus, & M. A. E. van der Gaag (Eds.), Psychosocial
Development in Adolescence: Insights from the Dynamic Systems Approach (Studies
in Adolescent Development). Routledge. Hesp, C., Steenbeek, H. W., & van Geert, P. L. C.
(2019). Socio-Emotional
Concern Dynamics in a Model of Real-Time Dyadic Interaction: Parent-Child
Play in Autism. Frontiers in Psychology, 10, [1635]. https://doi.org/10.3389/fpsyg.2019.01635 Kupers, E., Lehmann-Wermser, A., McPherson, G., &
van Geert, P. (2019). Children's
creativity: a theoretical framework and systematic review. Review of Educational Research, 89(1), 93-124.
https://doi.org/10.3102/0034654318815707 Mata, S., van Geert, P., & van der Aalsvoort, G.
(2017). Scaffolding
Young Children: The Utility of Mediation in a Classification Test. Electronic Journal of Research in
Educational Psychology, 15(2),
441-466. https://doi.org/10.14204/ejrep.42.16117https://www.redalyc.org/pdf/2931/293152484010.pdf Menninga, A., van Dijk, M., Cox, R., Steenbeek, H.,
& van Geert, P. (2019). Co-Adaptation Processes of Syntactic Complexity in
Real-Time Kindergarten Teacher-Student Interactions. Nonlinear dynamics, psychology, and life sciences, 23(2), 229-260. Merlone, U., Panchuk,
A., & van Geert, P. (2019). Modeling
learning and teaching interaction by a map with vanishing denominators: Fixed
points stability and bifurcations. Chaos
solitons & fractals, 126,
253-265. https://doi.org/10.1016/j.chaos.2019.06.008 Papera, M., Richards, A., van Geert, P., & Valentini, C. (2019). Development of
second-order theory of mind: Assessment of environmental influences using a
dynamic system approach. International Journal of Behavioral Development, 43(3), 245-254.
https://doi.org/10.1177/0165025418824052 van der Steen, S., Steenbeek, H., den Hartigh, J. R.,
& van Geert, P. (2019). The
Link between Microdevelopment and Long-Term Learning Trajectories in Science
Learning. Human Development,
63(1), 4–32. https://doi.org/10.1159/000501431 van Geert, P. L. C. (2020). Dynamic systems,
process and development. Human
Development, 63(3-4), 153-179.
https://doi.org/10.1159/000503825 |
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2017 |
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Dalenberg, W. G., Timmerman, M. C., Kunnen, E. S., & Van Geert, P. L. C. (2016). Young people's everyday romance and sexual experiences in relation to sex-related conversations with parents: a diary study in the Netherlands. Sex education-Sexuality society and learning, 16(6), 692-706. DOI: 10.1080/14681811.2016.1192026 De
Ruiter, N. M. P., Van der Steen, S., Den Hartigh, R. J. R., & Van Geert, P. L. C. (2017). Capturing
moment-to-moment changes in multivariate human experience. International
Journal of Behavioral Development, 41(5), 611-620. DOI: 10.1177/0165025416651736 De Ruiter, N. M. P., van Geert, P. L. C., & Kunnen, E. S. (2017). Explaining the “How” of Self-Esteem Development: The Self-Organizing Self-Esteem Model. Review of General Psychology, 21(1), 49-68. DOI: 10.1037/gpr0000099 Den Hartigh, R. J. R., Van Yperen, N. W., & Van Geert, P. L. C. (2017). Embedding the psychosocial biographies of Olympic medalists in a (meta-)theoretical model of dynamic networks. Progress in brain research, 232, 137-140. DOI: 10.1016/bs.pbr.2016.11.007 den Hartigh, R.,
Cox, R., & van Geert, P. (2017). Complex
versus Complicated Models of Cognition. In L. Magnani,
& T. Bertolotti (Eds.), Springer Handbook of
Model-Based Science (pp. 657-669). (Springer
Handbook of Model-Based Science). Cham: Springer. DOI:
10.1007/978-3-319-30526-4_30 Geveke, C. H., Steenbeek, H. W.,
Doornenbal, J. M., & Van Geert, P. L. C. (2017). Attractor
States in Teaching and Learning Processes: A Study of Out-of-School Science
Education. Frontiers in Psychology, 8, [299]. DOI: 10.3389/fpsyg.2017.00299 Guevara, M., Cox, R. F. A., van Dijk, M., & van Geert, P. (2017). Attractor Dynamics of Dyadic Interaction: A Recurrence Based Analysis. Nonlinear dynamics, psychology, and life sciences, 21(3), 289-317. Kupers, E., & van Geert, P. (2017). Wat weten we over
creativiteit van kinderen op de basisschool? Een theoretisch model en recent
empirisch onderzoek. Cultuur+Educatie, 16(47). Kupers, E., van Dijk, M., & van Geert, P. (2017). Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach. Journal of the Learning Sciences, 26(1), 131-166. DOI: 10.1080/10508406.2016.1259624 Menninga, A., van Dijk,
M., Steenbeek, H., & van Geert, P. (2017).
Language use in real-time interactions during early elementary science
lessons: The bidirectional dynamics of the language complexity of teachers
and students. Language Learning, 67(2), 284-320. DOI: 10.1111/lang.12219 Menninga, A., van Dijk, M., Wetzels, A., Steenbeek, H., & van Geert, P. (2017). Language use in kindergarten science lessons: Language production and academic language during a video feedback coaching intervention in kindergarten science lessons. Educational Research and Evaluation, 23(1-2), 26-51. DOI: 10.1080/13803611.2017.1292920 Steenbeek, H. W., van Geert,
P. L. C., & van der Steen, S. (2018). Using a complex dynamic systems
approach to interaction research in education: The case of autism
interventions. In M. S. Schwartz & E. J. Paré-Blagoev
(Eds.), Research in mind, brain, and
education (p. 182–207). Routledge/Taylor &
Francis Group van Vondel, S., Steenbeek, H., van
Dijk, M., & van Geert, P. (2017). Ask, don’t tell: A complex dynamic systems
approach to improving science education by focusing on the co-construction of
scientific understanding . Teaching and Teacher Education, 63,
243-253. DOI: 10.1016/j.tate.2016.12.012 van Vondel, S., Steenbeek, H., van Dijk, M., & van
Geert, P. (2017). The
Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of
Primary Students. Research in science
education. DOI: 10.1007/s11165-016-9569-z Veenker, H., Steenbeek, H., van
Dijk, M., & van Geert, P. (2017). Talentgerichte ontwikkeling op de
basisschool: Een dynamische visie op leren en onderwijzen. Bussum:
Coutinho. |
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Roppolo, M., Kunnen, S., Mulasso, A., Rabaglietti, E., & van Geert, P. (2016). "How do I feel today?" An analysis of HRQOL variability among Institutionalized older adults. Nonlinear dynamics psychology and life sciences, 20(3), 319-352. Wetzels, A., Steenbeek, H., & van Geert, P. (2016). A complexity approach to investigating the effectiveness of an intervention for lower grade teachers on teaching science. Complicity: An International Journal of Complexity and Education, 13(1), 81-104. Geveke, C., Steenbeek,
H., Doornenbal, J., & van Geert, P. (2016). Improving
Pupils’ Conceptual Understanding by a Connected In-school and Out-of-school
Science Program: A Multiple Case Study. American Journal of Educational Research, 4(1), 115-125. Buruma, M., Hoogewys, E., Huyghen, A., Bezemer, M.,
& van Geert, P. (2016). De VSCG: De ontwikkeling van een vragenlijst voor
het meten van vroeg sociaal communicatief functioneren bij zeer jonge
kinderen met autisme. Wetenschappelijk Tijdschrift Autisme, (4),
159-170. van Dijk, M., Cox, R. F. A., & van Geert, P. (2016). Dyadic data. In The SAGE Encyclopedia of Lifespan Human Development SAGE Publications Inc.. Guevara, M., van Dijk, M., & van Geert, P. (2016). Microdevelopment of peer interactions and scientific
reasoning in young children. Infancia y
Aprendizaje, 39(4), 727-771. DOI:
10.1080/02103702.2016.1215083 Slijper, J., Kunnen, E., Onstenk, J., & van Geert,
P. (2016). The
Role of Time Perspective, Motivation, Attitude, and Preparation in
Educational Choice and Study Progress. Education Research International, [1382678]. DOI: 10.1155/2016/1382678 Dekovic, M., van den Bongardt, D., Baams, L., Doornwaard,
S., Dalenberg, W., Reitz, E., ... van Geert, P. (2016). Ontwikkeling van
romantische relaties en seksualiteit van Nederlandse adolescenten in context:
Project STARS. Tijdschrift voor Seksuologie, 40(4), 195-199. Dalenberg, W., Timmerman, G., Kunnen, S., & van
Geert, P. (2016). A True Love Story: De romantische en seksuele ontwikkeling
van adolescenten in het dagelijks leven . Tijdschrift voor Seksuologie,
40(4), 219-224. Dalenberg, W. G., Timmerman, M. C., van Geert, P. L.
C., & Kunnen, E. S. (2016). Young
Dutch people’s everyday experiences of romance and sexuality: A mixed-method
approach. Cogent Social Sciences, 2, [1242269]. DOI: 10.1080/23311886.2016.1242269 Den Hartigh, R. J. R., Van Dijk, M. W. G., Steenbeek,
H. W., & Van Geert, P. L. C. (2016). A
Dynamic Network Model to Explain the Development of Excellent Human
Performance. Frontiers in Psychology, 7, [532]. DOI: 10.3389/fpsyg.2016.00532 De Jonge-Hoekstra, L., Van der Steen, S., Van Geert,
P., & Cox, R. F. A. (2016). Asymmetric
Dynamic Attunement of Speech and Gestures in the Construction of Children’s
Understanding. Frontiers in
Psychology, 7, [473]. DOI: 10.3389/fpsyg.2016.00473 Den Hartigh, R. J. R., Van Geert, P. L. C., Van Yperen, N. W., Cox, R. F.
A., & Gernigon, C. (2016). Psychological
Momentum During and Across Sports Matches: Evidence for Interconnected Time
Scales. Journal of sport & exercise psychology, 38(1), 82-92. DOI: 10.1123/jsep.2015-0162 van Vondel, S., Steenbeek, H., van Dijk, M., & van
Geert, P. (2016).
‘Looking at’ Educational
Interventions: Surplus Value of a Complex Dynamic Systems Approach to Study
the Effectiveness of a Science and Technology Educational Intervention . In M. Koopmans,
& D. Stamovlasis (Eds.), Complex Dynamical
Systems in Education: Concepts, Methods and Applications (pp. 203-232). New York: Springer. DOI: 10.1007/978-3-319-27577-2 Boomstra, N., van Dijk, M., & van Geert, P. (2016). Mutuality in mother–child interactions in an Antillean intervention group. Early Child Development and Care, 186(2), 213-228. DOI: 10.1080/03004430.2015.1024241 Steenbeek, H., & van Geert, P. (2017). Assessing young children´s learning and behavior in the classroom: A complexity approach. In M. Fleer, & B. van Oers (Eds.), International Handbook of Early Childhood Education (Springer International handbooks of Education). Dordrecht: Springer. Mascolo, M., van Geert, P., & Steenbeek, H. (2016). What Can Dynamic Systems Models of Development Offer to the Study of Developmental Psychopathology? In D. Cicchetti (Ed.), Developmental psychopathology (3th ed., Vol. 1; Theory and Method, pp. 665-717). Hoboken, New Jersey: Wiley.
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2015 |
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Bassano, D., & van Geert, P. (2015, in press). New perspectives on input-output dynamics:
Example from the emergence of the noun category. In M. Hickmann,
E. Veneziano, & H. Jisa
(Eds.), Sources of variation in first language acquisition: Languages,
contexts and learners. Amsterdam: Benjamins. Boomstra, N. W., van Dijk, M. W., & van Geert, P. L. (2015). Mutuality in mother–child interactions in an Antillean intervention group. Early Child Development and Care, (ahead-of-print), 1-16. De
Ruiter, N. M., Den Hartigh,
R. J., Cox, R. F., Van Geert, P. L., & Kunnen,
E. S. (2015). The Temporal Structure of State Self-Esteem Variability During
Parent–Adolescent Interactions: More Than Random Fluctuations. Self and Identity, 14(3), 314-333. Den Hartigh, R. J., Cox, R. F., Gernigon, C., Van Yperen, N. W., & Van Geert, P. L. (2015). Pink Noise in Rowing Ergometer Performance and the Role of Skill Level. Motor control. DOI: http://dx.doi.org/10.1123/mc.2014-0071 Den Hartigh, J.R., Cox, R.F.A. & Van Geert, P.L.C. (2015, in press). What Model Should We Use to Explain the Complexity of Cognition? The Answer Is Not Complicated. In Raftopoulos, A., Lorenzo Magnani, L., Bertolotti, T. (Eds.) Handbook of Model-Based Science. New York: Springer (to appear) Hitzert, M. M., van Geert, P. L.,
Hunnius, S., Van Braeckel, K. N., Bos, A. F., & Geuze, R. H. (2015). Associations
between developmental trajectories of movement variety and visual attention
in fullterm and preterm infants during the first
six months postterm. Early human development, 91(1), 89-96. Kupers, E., van Dijk, M., & van
Geert, P. (2015). Within-teacher differences in one-to-one teacher–student
interactions in instrumental music lessons. Learning and Individual
Differences, 37, 283-289. Kupers, E., van Dijk, M., van Geert, P., & McPherson, G. E. (2015). A mixed-methods approach to studying co-regulation of student autonomy through teacher–student interactions in music lessons. Psychology of music, 43(3), 333-358. Mascolo, M., van Geert, P., Steenbeek, H. & Fischer, K. (2015). What Can Dynamic Systems Models of Development Offer to the Study of Developmental Psychopathology?. In Cichetti, D. (Ed.) Developmental psychopathology. New York: Wiley (to appear) Reitz, E., van de Bongardt, D., Baams, L., Doornwaard, S., Dalenberg, W., Dubas, J., van Aken, M., Overbeek, G., ter Bogt, T., van der Eijnden, R., Van Wesenbeekc, I., Kunnen, S., Timmerman, G., Van Geert, P. & Deković, M. (2015). Project STARS (Studies on Trajectories of Adolescent Relationships and Sexuality): A longitudinal, multi-domain study on sexual development of Dutch adolescents. European Journal of Developmental Psychology, (ahead-of-print), 1-14. Roppolo, M., Kunnen, S., van Geert, P., & Rabaglietti, E. (2015). Older Adults and Health Related Quality of Life: A Conceptual Model Based on Dynamic Systems. In Wolfe, R. (Ed). Psychological Health and Needs Research Developments. pp. 131-156. Hauppage NY: Nova Science Publishers Roppolo, M., Kunnen,
E.S., van Geert, P.L.C., Mulasso, A. & Rabaglietti, E. (2015). A quantitative dynamic
systems model of health- related quality of life among older adults. Clinical Interventions in Aging, 2015:10, 1755–1770. Steenbeek, H. W., & van Geert, P. L. (2015). A Complexity Approach Toward Mind–Brain–Education (MBE); Challenges and Opportunities in Educational Intervention and Research. Mind, Brain, and Education, 9(2), 81-86. Vallacher, R. R., Van Geert, P., & Nowak, A. (2015). The Intrinsic Dynamics of Psychological Process. Current Directions in Psychological Science, 24(1), 58-64. Van Geert, P.L.C. (2015). Constructivist Theories. In Hopkins, B. (Ed.). The Cambridge Encyclopedia of Child Development. Cambridge (MA): Cambridge University Press (to appear; file of the manuscript) van Vondel, S., Steenbeek, H., van Dijk M. & and van Geert P. (2015, in press). ‘Looking at’ Educational Interventions: Surplus Value of a Complex Dynamic Systems Approach to Study the Effectiveness of a Science and Technology Educational Intervention. In Koopmans, M. & Stamovlavis, D. (Eds.) Complex Dynamical Systems in Education: Concepts, Methods and Applications. New York: Springer. |
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2014 |
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Blijd-Hoogewys, E.
M. A., Bezemer, M. L.&
van Geert, P. L. C. (2014).Executive Functioning in Children with ASD: An
Analysis of the BRIEF. Journal
of Autism and Developmental Disorders, 44(12), 3089-3100 de Ruiter, N.; den Hartigh, R.; Cox, Ralf; van Geert,
P. & Kunnen, S. (2014). The Temporal Structure of
State Self-esteem Variability during Parent-Child Interactions: More Than
Random Fluctuations. Self
and Identity, 12/2014; DOI: 10.1080/15298868.2014.994026 Den Hartigh, R. J. R., Gernigon, C., Van Yperen, N. W.,
Marin, L., Van Geert, P. L. C. (2014). How
psychological and behavioral team states change during positive and negative
momentum. PLoS ONE, 9(5): e97887. doi: 10.1371/journal.pone.0097887 Den Hartigh, R. J. R., Van Der Steen, S., De Meij, M.,
Van Yperen, N. W., Gernigon, C., & Van Geert, P. L. C. (2014). Characterising expert representations
during real time action: A skill theory application to soccer. Journal of Cognitive Psychology, 26, 754-767. doi: 10.1080/20445911.2014.955028 Ensing, A. ; van der Aalsvoort, G. M.; van Geert, P.
& Voet, S. (2014). Learning Potential Is Related to the Dynamics of Scaffolding:
An Empirical Illustration of the Scaffolding Dynamics of 5-Year-Olds and
Their Teacher. Journal of Cognitive Education and Psychology, 13(3),
375-391 Fischer, K.W. & Van Geert, P. (2014). Dynamic
development of brain and behavior. In P.C.M. Molenaar, R.M. Lerner & K.M. Newell (Eds.) Handbook
of developmental systems theory and methodology. New York: Guilford
Press. Pp. 287-315. Küpers E., van Dijk, M. & van Geert, P. (2014). “Look
closely at what I’m doing!”; Scaffolding in Suzuki
string lessons: a multiple case study. International Journal of Music
Education. International Journal of Music Education, 32(3),
375-391 Küpers E., van Dijk, M. & van Geert, P. (2014). Individual
trajectories of scaffolding and autonomy in dyadic learning in instrumental
music lessons. Learning and Individual Differences, accepted for
publication. Küpers, E., van Dijk, M.,
McPherson, G. & van Geert, P. (2014). A dynamic model that links
skill acquisition with self-determination in instrumental music lessons. Musicae Scientiae, 18 (1), 17-34. Labrell, F., van Geert, P., Declercq, Chr. , Baltazart, V., Caillies, V., 3,
Olivier, M. & Le Sourn-Bissaoui, S. (2014). "Speaking
volumes": a longitudinal study of lexical and grammatical growth between
17 and 42 months. First Language, 34 (2), 97-124. Mascolo, M.
Steenbeek, H.W., Van Geert, P. & Fischer, K.W.
(to appear). What Can dynamic Systems Models of Development Offer to the
Study of Developmental Psychopathology? In Cichetti,
D. (ed.). Developmental Psychopathology (3d edition). New York: Wiley. Meindertsma, H. B., Van Dijk, M. W. G., Steenbeek, H.
W., & Van Geert, P. L. C. (accepted). Stability and variability in
young children’s understanding of floating and
sinking during one single task session. Mind, Brain and Education,
8(3), 149-158. Schuhmacher, N.
Ballato, L & Van Geert, P. (2014). Using an agent- based model
to simulate the development of risk behaviors during adolescence. Journal
of Artificial Societies and Social Simulation, 17 (3), 1;
<http://jasss.soc.surrey.ac.uk/17/3/1.html> Steenbeek, H.W. & Van Geert, P.L.C. (to appear). Assessing
young children´s learning and behavior in the classroom; a complexity
approach. In …. Steenbeek, H.W., van der Aalsvoort, D. & van Geert,
P. (2014). Collaborative
play in young children as a complex dynamic system; revealing gender-related
differences. Nonlinear Dynamics, Psychology, and Life Sciences, 18
(3), 251-276. Vallacher, R, Nowak, A. & Van Geert, P. (2014). The intrinsic dynamics of Psychological Process. Current Directions in Psychological Science, accepted for publication. Van Dijk, M.W.G. & Van Geert, P.L.C. (to appear). The
nature and meaning of intra-individual variability in development in the
early life span. In M. Diehl, K. Hooker & Sliwinski, M.(Eds.), The
Handbook of Intraindividual Variability across the Life Span. New York:
Taylor & Francis. Van Geert, P. & Steenbeek, H. (2014). The
good, the bad and the ugly? The dynamic interplay between educational
practice, policy and research. Complicity:
An International Journal of Complexity and Education, 11 (2). Van Geert, P. & Van Dijk, M. (to appear online
March 2015). The
intrinsic dynamics of development. Emerging Trends in the Social and
Behavioral Sciences. New York: Sage Publications. Van Geert, P. & Verspoor, M. (2014). Dynamic systems and language
development. In B. McWhinney & W. O'Grady. Handbook of Language Emergence. New
York: Wiley-Blackwell. Van Geert, P. (2014). Dynamic
modeling for development and education: from concepts to numbers. Mind, Brain and Education, 8 (2),
57-73. Van Geert, P. (2014). Group versus
individual data in a dynamic systems approach to development. Enfance, 2014
(3), 283-312. Van Geert, P. (2014). Unfolding
potential as dynamic emergence. A view
from the theory of complex, nonlinear dynamic systems. Journal
of Cognitive Education and Psychology, 13 (3), 324-356. [ Veenstra, B. , Steenbeek, H., Van Dijk, M. & Van
Geert. P (2014). Learning
through movement: A comparison of learning fraction skills on a digital
playful learning. Learning and
Individual Differences. 36, 101-109. doi:10.1016/j.lindif.2014.10.002 |
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2013 |
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Van Dijk, M., Van Geert, P., Korecky‐Kröll, K., Maillochon, I., Laaha, S., Dressler, W. U.,
& Bassano, D. (2013). Dynamic
adaptation in child–adult language interaction. Language Learning, 63
(2), 243-270. Bassano, D., Korecky-Kröll, K., Maillochon,
I., van Dijk, M., Laaha,
S., van Geert, P., & Dressler, W. U. (2013). Prosody
and animacy in the development of noun determiner
use: A cross-linguistic approach. First Language, 33(5), 476-503. Küpers, E., van Dijk, M., McPherson, G., & van
Geert, P. (2013). A
dynamic model that links skill acquisition with self-determination in
instrumental music lessons. Musicae Scientiae, 1029864913499181. Kupers, E., van Dijk, M., van Geert, P., &
McPherson, G. E. (2013). A
mixed-methods approach to studying co-regulation of student autonomy through
teacher–student interactions in music lessons. Psychology
of Music, 0305735613503180. Van der Steen, S., Steenbeek, H., Wielinski, J., &
Van Geert, P. (2013). A Comparison
between Young Students with and without Special Needs on Their Understanding
of Scientific Concepts. Education
Research International, doi:10.1155/2012/260403. Steenbeek,
H., & van Geert, P. (2013). The
Emergence of Learning-Teaching Trajectories in Education: a Complex Dynamic
Systems Approach. Nonlinear
Dynamics, Psychology, and Life Sciences, 17, 233-267. Van Geert, P. & Steenbeek, H. (2013). (P)(re)presentations: what are they and how do they develop?
Cognitive Development,
28(2), 138-143. Van Der Steen, S., Steenbeek, H., Van Dijk, M., &
Van Geert, P. (2013). A
process approach to children's understanding of scientific concepts: A
longitudinal case study. Learning
and Individual Differences.
http://dx.doi.org/10.1016/j.lindif.2013.12.004 Meindertsma, H. B., van Dijk, M. W., Steenbeek, H. W.,
& van Geert, P. L. (2013). Assessment
of Preschooler’s Scientific Reasoning in Adult–Child Interactions: What Is
the Optimal Context? Research in Science Education, 1-23. Ensing, A., van der Aalsvoort, G. & Van Geert, P. (2013). How dynamic patterns of teacher-child interaction can provide insight in the learning potential of five year olds. In Hjorne, E., van der Aalsvoort, G & de Abreu, G. (Eds.), Learning, Social Interaction and Diversity - Exploring Identities in School Practices. Rotterdam/Boston/Taipei: Sense Publishers. (pp. 189-202) |
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2012 |
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Steenbeek, H., Jansen, L., & van Geert, P. (2012). Scaffolding
dynamics and the emergence of problematic learning trajectories. Learning
And Individual Differences, 22(1), 64-75. Veenstra, B., van Geert, P. C., & van der Meulen, B. F. (2012). Distinguishing and improving mouse behavior with educational computer games in young children with autistic spectrum disorder or attention deficit/hyperactivity disorder: An executive function-based interpretation. Mind, Brain, And Education, 6(1), 27-40. Van Dijk, M., Hunnius, S. & van
Geert, P (2012). The dynamics of feeding during the introduction to solid
food. Infant Behavior and Development, 35, 226-239. Meindertsma, H., van Dijk, M., Steenbeek, H. & van
Geert, P. (2012). Application of Skill Theory to compare scientific reasoning of
young children in different tasks. Netherlands
Journal of Psychology, 67(1),
9-19. Boomstra, N., van Dijk, M., Jorna, R & van Geert, P (2012). Parent Reading Beliefs and Parenting Goals of Netherlands Antillean and Dutch Mothers in the Netherlands. Early Child Development and Care. Accepted for publication. |
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2011 |
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Van Dijk, M. & van Geert, P. (2011). Exploring patterns of adaptation in child directed speech during the process of early grammaticalization of child language. Language, Interaction and Acquisition, 2, 61-81. Van Dijk, M., Timmerman, M., Martel, C. & Ramsay, M.
(2011). Towards the development of a Dutch screening instrument for the
detection of feeding problems in young children. Netherlands Journal of Psychology 66(4), 112-119. Van Dijk, M. & van Geert, P. (2011). Heuristic
techniques for the analysis of variability as a dynamic aspect of change.
Infancia y Aprendizaje, 34(2) 151-168. Steenbeek, H, Van Geert, P. & van Dijk, M. (2011). The
dynamics of children’s science and technology talents: A conceptual framework
for early science education. Netherlands
Journal of Psychology, 66,
96-109. Steenbeek, H, Van Geert, P. & van Dijk, M. (2011). The
dynamics of children’s science and technology talents: A conceptual framework
for early science education. Netherlands
Journal of Psychology, 66,
96-109. Bassano, D., Maillochon, I., Korecky-Kröll, K., van Dijk, M., Laaha, S., Dressler W.U. & van Geert, P. (2011). The development of determiner use; A comparative and dynamic approach to the development of determiner use in three children from different languages. First Language, 31, 253-279. van
Geert, P. (2011). The
contribution of complex dynamic systems to development. Child Development Perspectives, 5(4), 273-278. Polman, A., Bouman, T. K., van Geert, P. C., de Jong,
P. J., & den Boer, J. A. (2011). Dysfunctional beliefs in the
process of change of cognitive treatment in obsessive compulsive checkers. Clinical Psychology & Psychotherapy, 18(3), 256-273. Van Geert, P., Steenbeek, H. & van Dijk, M. (2011).
A dynamic model of expert-novice co-adaptation during language
learning and acquisition. In: M. Smid & W. Lowie. Modeling
Bilingualism; from structure to chaos. Amsterdam: John Benjamins
Publishers. Van
Geert, P. (2012). Dynamic systems. In Laursen, B.,
Little, T.D. & Card, N.A. (Eds). Handbook of
developmental research methods. New York: the Guilford Press. Pp. 725-741. Kunnen, S. & van Geert, P (2011). A Dynamic
Systems Approach of Adolescent Development. In Kunnen,
E.S. (Ed.), A dynamic systems approach to adolescent development.
London-New York: Psychology Press (pp. 3-14) Kunnen, S. & van Geert, P (2011). General characteristics of a Dynamic Systems Approach. In Kunnen, E.S. (Ed.), A dynamic systems approach to adolescent development. London-New York: Psychology Press (pp. 15-34) van Geert, P, Steenbeek, H & Kunnen, S. (2011). Monte Carlo Techniques: statistical simulation for developmental data. In Kunnen, E.S. (Ed.), A dynamic systems approach to adolescent development. London-New York: Psychology Press (pp. 43-52) Kunnen, S., van Dijk, M. Lichtwarck-Aschoff, A, Visser, M & van Geert, P. (2011). The search for variability and change. In Kunnen, E.S. (Ed.), A dynamic systems approach to adolescent development. London-New York: Psychology Press (pp. 53-72) Van Geert, P., Steenbeek, H. & Kunnen, S. (2011). Agent-based modeling in developmental psychology. In Kunnen, E.S. (Ed.), A dynamic systems approach to adolescent development. London-New York: Psychology Press (pp. 131-152) Kunnen,
E.S., Lichtwarck-Aschoff, A & van Geert, P.
(2011). The search for relations between micro and macro development. In Kunnen, E.S. (Ed.), A dynamic systems approach to
adolescent development. London-New York: Psychology Press (pp. 153-162) Kunnen,
E.S., Steenbeek, H & van Geert, P. (2011).
Building simple growth models. In Kunnen, E.S.
(Ed.), A dynamic systems approach to adolescent development. London-New York:
Psychology Press (online book materials
www.psypress.com/dynamic-systems-approach/appendices) Van
Geert, P. (2011). De Ontwikkeling van het bewustzijn. In Vandermeulen,
J.A.M., den Boer, J.A. & Derix, M.M.A. (redactie), Onderzoek naar
Bewustzijn. Amsterdam: Boom (pp161-198) |
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2010 |
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Bassano,
D., Maillochon, I., Korecky-Kröll, K., Van Dijk, M., Laaha, S., Dressler, W.
U., & van Geert, P. (2011). A
comparative and dynamic approach to the development of determiner use in
three children acquiring different languages. First Language, 31(3), 253-279. Lichtwarck-Aschoff,
A., Kunnen, S., & van Geert, P. (2010). Adolescent girls’
perceptions of daily conflicts with their mothers: Within-conflict sequences
and their relationship to autonomy. Journal of Adolescent Research, 25(4), 527-556. Visser, M., Kunnen, S. & Van Geert, P. (2010). The Impact of Context on the Development of Aggressive Behavior in Special Elementary School Children. Mind, Brain and Education, 4(1), 34-43. |
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2009 |
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van
Geert, P. (2009). Transmission, self-organization, and the emergence of
language: A dynamic systems point of view. In Schonpflug, U. (Ed.): Cultural
transmission: Psychological, developmental, social, and methodological
aspects (pp. 48-69). New York, NY US: Cambridge University Press. Van Geert, P.L.C. and Fischer, K.W. (2009). Dynamic systems and the quest for individual-based models of change and development. In J.P. Spencer, M. S. C. Thomas, & J. McClelland (Editors), Toward a New Grand Theory of Development? Connectionism and Dynamic Systems Theory Reconsidered. Oxford: Oxford University Press. Van Geert, P. (2009). A comprehensive dynamic systems theory of language development. in De Bot, K. and Schrauf, R.W. (Eds.), Language development over the life span. (pp. 60-104). New York/London: Routledge. Lichtwarck-Aschoff, A., Kunnen, S. and
Van Geert, P. (2009). Here we go Again. A Dynamic
Systems Perspective on Emotional Rigidity Across Parent-Adolescent Conflicts. Developmental Psychology , 45, 1364-1375. van Dijk, M., Hunnius, S and Van Geert,
P. (2009). Variability in eating behavior throughout the weaning period. Appetite (2009),
52, 766-770. Veenstra, B., Van Geert, P. and Van der Meulen, B. (2009). Peuter achter de computer. In E. Rikvled, G. Goris and R. Heijnen (Eds), De ouder als partner: de rol van ouders van jonge risicokinderen tijdens opvang, zorg en onderwijs. Amsterdam: Uitgeverij SWP. pp.125-140. |
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2008 |
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Van Geert, P. & Steenbeek, H. (2008).
A complexity and dynamic systems approach
to developmental assessment, modeling and research. In
In A. M. Battro, K. W. Fischer & P. Léna (Eds.), The
educated brain: essays in neuro-education. Cambridge U.K.: Cambridge
University Press (pp. 71-94). Van Geert, P. and Steenbeek, H.
(2008). ''Brains and the dynamics of
'wants' and 'cans'; a commentary on Immordino-Yang's
A tale of two cases''. Mind, Brain and Education, 2(2), 62-66. Van Geert, P. (2008). Nonlinear-Complex-Dynamic-Systems in
developmental psychology. In Guastello,
S., Koopmans,
M. and Pincus, D. (Eds.). Chaos
and Complexity in Psychology - The Theory of Nonlinear Dynamical Systems
Cambridge: Cambridge University Press (pp. 242-281). Van Geert, P. (2008). Complex dynamic systems of
development. In R. A. Meyers (Red.), Encyclopedia
of Complexity and System Science. Vol. 2 Applications of physics and
mathematics to social science (A. Nowak, Red.). New York: Springer (in
press). Steenbeek. H. and Van Geert, P.
(2008). The Empirical Validation Of A
Dynamic Systems Model Of Interaction; Do Children Of Different Sociometric Statuses Differ In Their Dyadic Play
Interactions? Developmental Science, 11(2), 253-281. Van Geert, P. (2008). Dynamische
systeemtheorie van Ontwikkeling. In E.J. Knorth, H. Nakken, C.E.
Oenema-Mostert, A.J.M. Ruijssenaars & J. Strijker (red.)., De ontwikkeling van kinderen met
problemen: gewoon anders. Antwerpen-Apeldoorn: Garant (pp.28-44) Vleioras, G., Van Geert, P. and Bosma H.
A. (2008). Modeling the role of emotions in viewing oneself maturely. New Ideas in Psychology, 26 (1),
69-94. Van Geert, P. (2008). The Dynamic Systems approach in
the study of L1 and L2 acquisition: an introduction. The
Modern Language Journal, 92(2),
179-199. R.Renati, M. Boelhouwer , P.L.C. van
Geert (2008). L'osservazione nel contesto classe.OBOB un programma elettronico
per osservare le interazioni,
in D. Traficante,M.A. Zanetti (a cura di), Osservare lo sviluppo. Aspetti teorici, metodologici e applicativi.
Unicopli, Milano, pp 109-133. Lichtwarck-Aschoff, A., van Geert, P., Bosma,
H., & Kunnen, S. (2008). Time and identity: A framework for
research and theory formation. Developmental Review, 28(3), 370-400. Kunnen, E.S,, Sappa, V., Van Geert,
P.L.C. and Bonica, L. (2008). The Shapes of Commitment
Development in Emerging Adulthood. Journal
of Adult Development, accepted for publication and available online
http://dx.doi.org/10.1007/s10804-008-9042-y Blijd-Hoogewys , E. M. A., van Geert, P. L. C., Serra, M. & Minderaa, R. (2008). Measuring Theory of Mind in Children. Psychometric Properties of the ToM Storybooks. Journal of Autism and developmental disorders, 38, 1907-1030. |
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2007 |
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Bassano, D. and Van Geert, P. (2007). Modeling Continuity and Discontinuity in Utterance
Length: A quantitative approach to changes, transitions and intra-individual
variability in early grammatical development. Developmental
Science, 10(5), 588-612. Steenbeek, H. W., & van Geert, P. L. (2007). A theory and dynamic model of dyadic interaction:
Concerns, appraisals, and contagiousness in a developmental context. Developmental
Review, 27(1), 1-40. Steenbeek, H. and Van
Geert, P. (2007). ‘Do you still like to play with him?' Variability and the
dynamic nature of children’s sociometric ratings. Netherlands Journal of Psychology, 63
(3), 86-101. Van Dijk, M. and Van Geert, P. (2007). Wobbles, humps and sudden jumps: A case study of continuity,
discontinuity and variability in early language development. Infant and
Child Development, 16 (1), 7-33. Van Geert, P. (2007). Transmission,
self-organization and the emergence of language: a dynamic systems point of
view. In Schönpflug, U (ed.), Cultural transmission: Developmental, psychological, social, and
methodological perspectives. Cambridge(UK): Cambridge University Press
(in press). Van Geert, P. (2007). The Dynamic Systems approach in the study of L1 and L2
acquisition: an introduction.
The Modern Language Journal, 91
(accepted for publication). Van Geert, P. (2007). Dynamic Systems in
Second Language Learning: Some General Methodological Reflections. Bilingualism: Language and Cognition, 10
(1), 47-49. Van Geert, P. (2007). Hoe construeren kinderen hun wereld?
(pp. 22-37). In J. van Baak, J. Bartels, B. van Heusden en Ch. Wildevuur
(Red.), Cultuur en Cognitie: het
menselijk vermogen om betekenis te geven. Budel: Uitgeverij Damon. |
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2006 |
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Hunnius, S., Geuze, R. and Van Geert, P. (2006). Associations between the
developmental trajectories of visual scanning and disengagement of attention
in infants. Infant Behavior
& Development, 29,108-125. Van Geert, P. (2006). Time, models and narratives: Towards
understanding the dynamics of development. Culture and Psychology, 12 (4), 487-510 Van Geert, P. (2006). Een vrolijke chaos. In S.
Goorhuis-Brouwer en B. Levering (Red.). Dolgedraaid.
Mogen peuters nog peuteren en kleuters nog kleuteren (pp 96-113).
Amsterdam: Uitgeverij SWP. Van Geert, P. (2006). Dynamic Systems Theory and Early
Childhood Education. In J.J van Kuyk (Ed.), The quality of early childhood education
(pp. 33-44). Arnhem: CITO E.M.A. Blijd-Hoogewys, P.L.C. van
Geert P.L.C., Serra, M and Minderaa, R. (2006).
Measuring Theory of Mind in Children.
Psychometric Properties of the ToM
Storybooks. Journal of Autism,
currently under revision. E.M.A. Blijd-Hoogewys, P.L.C. van Geert P.L.C., Timmerman, M.E., Serra, M and Minderaa, R. (2006). Norming the ToM Storybooks: A comparison between two methods. European Journal of Psychological Assessment, currently under revision. |
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2005 |
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van Dijk, M. And van Geert, P.
(2005). Disentangling
behavior in early child development: Interpretability of early child language
and its effect on utterance length measures. Infant Behavior and Development, 28, 99–117. Steenbeek, H. and van Geert, P.
(2005). A Dynamic Systems Model of Dyadic Interaction during Play of Two
Children. European Journal of
Developmental Psychology, 2 (2), 105 – 145. Van Geert, P. & Steenbeek, H.
(2005). A complexity and dynamic systems approach to developmental
assessment, modeling and research. In K.W. Fischer, A. Battro
and P. Lena (Eds.),. Mind, Brain and Education. Cambridge: Cambridge University Press.
Van Geert, P. & Lichtwarck-Aschoff,
A. (2005). The Dynamic Systems Approach in Family Assessment: Understanding
and Modeling Family Dynamics. European
Journal of Psychological Assessment, 21 (4), 240-248. Van Geert, P. and Steenbeek, H.
(2005). Explaining
after by before. Basic aspects of a dynamic systems approach to the study of
development. Developmental Review,
25 (3-4), 408-442. Van Geert, P. and Steenbeek, H. (2006). The dynamics of scaffolding. New Ideas in Psychology, 23 (3), 115–128. |
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2004 |
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Maassen, G.H., Steenbeek, H. en Van
Geert, P. (2004). Stability of three methods for two-dimensional sociometric status determination based on the procedure
of Asher, Singleton, Tinsley and Hymel. Social
Behavior and Personality, 32 (6), 535-550. Van Geert, P. (2004). A dynamic systems approach to diagnostic
measurement of SLI. In L. Verhoeven and H. Van Balkom (Eds.), Classification
of developmental language disorders. Mawah
(NJ): Erlbaum. Pp.327-348. Blom, E. & van Geert, P. (2004). Signs
of a developing grammar: subject drop and inflection in early child Dutch.
Linguistics, 42,1,
195–234. Van Geert, P. (2004). Dynamic Modeling of Cognitive
Development. Time, Situatedness and Variability. In
Demetriou, A. and Raftopoulos,
A. (Eds.). Emergence and transformation
in the mind: Modeling and measuring cognitive change. Mawah
(NJ): Erlbaum. Pp. 354-378. Lichtwarck-Aschoff A. & Van Geert, P. (2004). A dynamic systems perspective on social cognition, problematic behaviour and intervention in adolescence. European Journal of Developmental Psychology, 1(4), 399-411. |
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2003 |
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van Geert, P. (2003). Measuring intelligence
in a dynamic systems and contextualist framework.
In Sternberg, R. J., Lautrey, J. and Lubart, T. (Eds), Models of intelligence: International
perspectives. (pp. 195-211). Washington, DC, US: American Psychological
Association. Van Geert, P. (2003). Dynamic
systems approaches and modeling of developmental processes. In J. Valsiner and K. J. Conolly
(Eds.), Handbook of developmental
Psychology. London: Sage. Pp. 640-672 Van Geert, P., & Van Dijk, M.
(2003). Ambiguity
in child language: the problem of interobserver
reliability in ambiguous observation data. First Language, 23(3), 259-284. Steenbeek, H.W.,van Geert, P., and van
Moorter, B. (2003 XE "Steenbeek, van Geert and van Moorter, 2003:ntp
artikel" ). Een dynamisch systeem model van interactie tijdens spel van twee kinderen. Nederlands Tijdschrift voor de Psychologie, 58,
141-157. Blijd-Hoogewys, E.M.A.; Huyghen,
A-M. N.; van Geert, P. L. C.; Serra, M.; Loth, F.L en
Minderaa, R. (2003). Het ToM
Takenboek: constructie en normering van een instrument voor het meten van 'theory of mind' bij jonge kinderen. Nederlands Tijdschrift voor de Psychologie en haar Grensgebieden,
58 (2), 19-33. |
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2002 |
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Serra, M., Loth, F.L., van Geert, P.L.C., Hurkens, E. En
Minderaa, R.B. (2002). Theory-of-Mind in children with ‘lesser variants’ of
autism: a longitudinal study. Journal
of Child Psychology and Psychiatry, 43(6), 1-16. Boosman,-K; van-der-Meulen,-M.;
van-Geert,-P.; Jackson,-S.(2002): Measuring young
children's perceptions of support, control, and maintenance in their own
social networks. Social-Development.
2002; Vol 11(3): 386-408 de-Weerth, C.
& van-Geert,-P. (2002). Changing
patterns of infant behavior and mother-infant interaction: Intra- and
interindividual variability. Infant-Behavior-and-Development.
2002; 24(4): 347-371. Weerth, C. de, Geert, P.L.C. van, A
longitudinal study of basal cortisol in infants: intra-individual
variability, circadian rhythm and developmental trends. Infant Behavior and Development,
25, 2002, 340-374. Steenbeek,-H.; van-Geert,-P. (2002). Variations
on dynamic variations. Human-Development.
2002 May-Jun; Vol 45(3): 167-173. Van Geert, P. (2002). Developmental dynamics, intentional
action and fuzzy sets. In N. Granott and J. Parziale (Eds.), Microdevelopmental
Clues: Transition Processes in Development and Learning. Cambridge:
Cambridge University Press. Pp 319-343. Van Geert, P. & van Dijk, M. (2002). Focus
on variability: New tools to study intra-individual variability in
developmental data. Infant Behavior
& Development, 25, 340-374. Blijd-Hoogewys, E., Serra, M., Loth, F,
Geert, P. van, Minderaa, R., Theory of Mind: Denken over gevoelens en
gedachten. Logopedie en Foniatrie 9, 2002, 231-236. Blijd-Hoogewys, E.M.A., Serra, M., Geert, P.L.C. van,
Minderaa, R.B., Theory of Mind: Denken over denken, willen en voelen. De ontwikkeling van een nieuwe test voor kinderen.Wetenschappelijk Tijdschrift Autisme,
jaargang 1, nummer 3, 2002, 4-13. Van Geert, P.L.C.(2002). Variabilité
intra-individuelle et recherche d'une approche nouvelle en psychométrie. In: Lautrey, J., Mazoyer, B.,
Geert, P.L.C. van (Eds), Invariants et variabilités dans les sciences cognitives. Éditions
de la Maison des sciences de l'homme, Paris, 2002,
335-354. Lautrey, J., Mazoyer,
B., Van Geert, P.L.C. (Eds)(2002).
Invariants et variabilités dans les
sciences cognitives. Éditions de la Maison des sciences de l'homme,
Paris, 2002, 398 pp's. ISBN 2-7351-0966-6. Lautrey, J., Mazoyer, B., Van Geert, P.L.C.(2002). Introduction. In: Lautrey, J., Mazoyer, B., Geert, P.L.C. van (Eds), Invariants et variabilités dans les sciences cognitives. Éditions de la Maison des sciences de l'homme, Paris, 2002, 11-21. |
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2001 |
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Van Geert, P. (2001). Fish, foxes, and talking in the
classroom: Introducing dynamic systems concepts and approaches. In Bosma, H. A. And Kunnen, E. S. Identity and emotion: Development through
self-organization. Studies in emotion and social interaction. (pp.
64-92). New York, NY, US: Cambridge University Press. Kunnen, E. S., Bosma, H. A., & van Geert, P. L. C. (2001). A dynamic systems approach to identity formation: theoretical background and methodological possibilities. In J.-E. Nurmi (Ed.), Navigating through adolescence: European perspectives (pp. 251-278). New York: Routledge Falmer. |
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2000 |
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Van Geert, P. (2000). The
dynamics of general developmental mechanisms: From Piaget and Vygotsky to
dynamic systems models. Current
Directions in Psychological Science, 9(2), 64-68. De Weerth, C. en Van Geert, P.L.C. (2000). The dynamics of emotion-related behaviors in infancy. In M. Lewis and I. Granic (Erds.), Emotion, development and self-organization. Dynamic systems approaches to emotional development. Cambridge: Cambridge University press (pp.324-348). |
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Before 2000 |
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1999 Serra,-M.; Minderaa,-R.-B.;
van-Geert,-P.-L.-C.; Jackson,-A.E. (1999). Social-cognitive
abilities in children with lesser variants of autism: Skill deficits or
failure to apply skills? European-Child-and-Adolescent-Psychiatry. 1999 Dec;
Vol 8(4): 301-311. Savelsbergh, G., Maas, H. van der en
Geert, P.L.C. van (1999), Non-linear developmental processes. New
York: Elsevier Science Publishers. Van Geert, P.L.C., Savelsbergh, G. en van
der Maas, H.(1999). Transitions and non-linear dynamics in developmental
psychology. In Savelsbergh, G., Maas, H. van der en Geert, P.L.C. van (editors),
Non-linear developmental processes. New York: Elsevier Science Publishers
(pp. XI-XX) De Weerth, C. en Van Geert, P.L.C.
(1999). Transitions and variability in infant behavior. In
Savelsbergh, G., Maas, H. van der en Geert, P.L.C. van (editors), Non-linear
developmental processes. New York: Elsevier Science Publishers (pp. 3-14) De Weerth, C., Van Geert, P. van en
Hoijtink, H. (1999). Intraindividual variability in infant behavior. Developmental
Psychology, 35, 4, 1102-1112. Geert, P. Van (1999). De relatie tussen denken en taal tijdens
de vroege ontwikkeling. In H.F.M. Peters (red.), Handboek Stem-, spraak- en
taalpathologie. Aflevering 9. (pp 3-22). Houten: Bohn, Stafleu en van Loghum. 1998 De Weerth, C., & Van Geert, P.
(1998). Emotional instability as an indicator of strictly timed
infantile developmental transitions. British Journal of Developmental Psychology,
16, 15-44 Ruhland, R. & Van Geert, P. (1998). Jumping
into syntax. British Journal of developmental psychology, 16, 65-95 Van Geert, P.L.C.(1998). We almost
had a great future behind us: the contribution of non-linear dynamics to
developmental-science-in-the-making. Developmental Science, 1, Van Geert, P.L.C. (1998). Dynamic modeling of cognitive and
language development: from growth processes to sudden jumps and
multi-modality. In K. Newell and P. Molenaar
(eds.), Dynamical systems in development. Mahwah (NJ): Erlbaum. Van Geert, P.L.C.(1998). Beeldspraak:
Kennisrepresentatie en informeel taalleren. In A. Harpman (red.), De taalwerkplaats.
Alphen a/d Rijn: Samsom H.D. Tjeenk Willink. Van Geert, P.L.C.(1998). A dynamic
systems model of basic developmental mechanisms: Piaget, Vygotsky and beyond.
Psychological Review, 105, Vol. 5, No. 4, 634–677 1997 Van Geert, P.L.C.(1997). Que Será Será: Determinism and
non-linear dynamic model building in developmental psychology. In A. Fogel, M.C.D.P. Lyra en J. Valsiner (red.), Dynamics and indeterminism in
developmental and social processes. Mahwah (NJ): Erlbaum. (pp. 13-38) Van Geert, P.L.C.(1997). Kernboek
Theorieën van leren en ontwikkeling. In: C. Dietvorst, R. van Velthoven
(red.), Begeleiden van ontwikkeling in theorie en onderwijspraktijk. Samson
HD Tjeenk Willink, Alphen aan den Rijn, 1997. ISBN 90 6092 754 0. pag. 23-96.
aantal pag. boek: 459. Van Geert, P.L.C.(1997), Werkboek
Cognitieve ontwikkeling. In: C. Dietvorst, R. van Velthoven (red.),
Begeleiden van ontwikkeling in theorie en onderwijspraktijk. Samson HD Tjeenk
Willink, Alphen aan den Rijn, 1997. ISBN 90 6092 754 0. pag. 97-170. aantal
pag. boek 459 Van Geert, P.L.C. (1997).Variability and fluctuation: a
dynamic view. In E. Amsel and K.A. Renninger (eds.), Change and Development: Issues of
Theory, Method and Application. Pp.193-212. Mahwah (NJ): Erlbaum. Van Geert, P.L.C. (1997). Time and Theory in Social
Psychology. Psychological Inquiry, 8(2), 143-151. Van Geert, P.L.C. (1997). Cognitie, intelligentie en
verstandelijke handicap. In G.H. van Gemert en R.B. Minderaa (red.), Zorg
voor mensen met een verstandelijke handicap. Assen: Van Gorcum (pp.57-68) Van Geert, P.L.C. (1997). Ontwikkelingspsychologie. In W. van
Berlo (red.). Handboek Klinische Psychologie. Houten: Bohn, Stafleu en Van Loghum. Van Geert, P.L.C. (1997). The draughtsman’s contract. New Ideas
in Psychology, 15, 227-234. Van Geert, P.L.C. (1997). Nonlinear dynamics and the
explanation of mental and behavioral development. The Journal of Mind and
Behavior, 18 (2/3), 269-290. 1996 Van Geert, P.L.C. (1996), A dynamic developmental model of
suicide. Commentary. Human Development 39 (3), 1996, 195-199. Van Geert, P.L.C. (1996), The dynamics of Father Brown. Essay
review of A dynamic systems approach to the development of cognition and
action by E. Thelen and L. Smith. Human Development
39 (2), 1996, 57-66. Van Geert, P.L.C. (1996), The development of attachment and
attachment-related competences. A dynamic model. In: W. Koops,
J. Hoelsma, J. van den Boom (Eds),
New developments in attachment research. North Holland, 1996, 181-199. Van Geert, P.L.C. (1996) Growth dynamics of language
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