Nonlinear complex dynamical systems in developmental psychology

Introduction A good method for obtaining an idea of what a scientific discipline – developmental psychology in this particular case – entails is to browse through introductory student handbooks (Berger, 2003; Bukatko & Daehler, 2001; Cole & Cole, 1993; Kail, 2001; Newman & Newman, 2006; Sigelman & Rider, 2006; Seifert & Hoffnung, 1991; Vasta, Haith, & Miller, 1995). The consulted handbooks either focus on childhood to adolescence or on the human life span. The first chapters typically provide an overview of the “perspectives” on development and comprise a selection of theories ranging from psychodynamically (Freudean) inspired via learning theory to theories of Piaget and Vygotsky. Most handbooks address the nature-nurture problem, discussing the effect of genes and environment on development and present some sort of interactionist or trans-actionist approach. The main chapters are divided according to two dimensions. One is a content or domain dimension and comprises physical, cognitive, and social aspects of development. The other dimension refers to age and amounts to a distinction in phases or “ages.” The standard children-and-youth division encompasses prenatal development and birth; infancy (0-2 years); preschool years (2-6), childhood (6-12), and adolescence (12-21). For each phase or stage, typical developments are described, such as the development of attachment in the first year of life, the development of theory of mind at around 3 years, the emergence of logical thinking (including conservation and other Piagetian themes) around age 5, and so forth.