State space grids: Analyzing dynamics across development

By Tom Hollenstein. 2007

228 citations recorded by the source corpus.

Subfields: Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/6ed3ad04df7701f0bbd9251c6c9a9b913d8709e9

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In Management Science and Operations Research

Citations in the corpus

Examining coach-athlete interactions using state space grids: An observational analysis in competitive youth sport (2011, methodology): “…to traditional observational methodologies which are not well suited to the study of interactive systems with more than one actor, researchers (Hollenstein, 2007; Lewis, Lamey, & Douglas, 1999) have developed the State Space Grid (SSG) method to examine the structural features of interactions.”
A Model of Socioemotional Flexibility at Three Time Scales (2013, methodology): “, & Hollenstein, T. (2006). A survey of dynamic systems meth-”
The Contribution of Complex Dynamic Systems to Development (2011, methodology): “Tom Hollenstein’s work on the state space grid method (Hollenstein, 2007) has made important advances, as have the development of new statistical modeling techniques for developmental data (Boker & Nesselroade, 2002; Ferrer & Zhang, 2009; Molenaar & Newell, 2010; Molenaar, Sinclair, Rovine, Ram, & C”
Interpersonal Dynamics in Personality and Personality Disorders (2018, background): “…correlates at different timescales (Ferrer & Helm, 2013), be sensitive to variability in associations across time (Dermody, Thomas, Hopwood, Durbin, & Wright, 2017), and test specific sequences (Guastelo & Gregson, 2011; Hollenstein, 2007; Knobloch-Fedders et al., 2014), among other issues.”
Real-time teacher-student interactions : a dynamic systems approach (2014, unknown): “As explained in the Method section dispersion was expressed in a value between 0 (no variability) and 1 (maximum variability) (Hollenstein, 2007).”
Enhancing Students’ Engagement (2014, background): “Dynamic systems analysis and the use of SSGs (Hollenstein, 2007) complemented our theoretical framework because they allowed us to investigate how teachers and their students interacted and how interactions changed in real time.”
Positive teacher–student relationships go beyond the classroom, problematic ones stay inside (2017, unknown): “In dynamic systems theory prevalent behavioral patterns such as these are referred to as attractors (Hollenstein, 2007 ).”