The Science of the Individual

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Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “…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 (e.g., Rose et al., 2013).”
Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value (2020, background): “…self-organize (see also Lowie & Verspoor, 2015) and are characterized by nonfinality as what appears to be an end point in L2 motivation or development is just one of many relatively stable points in an ongoing and dynamic trajectory within the state landscape (Rose, Rouhani, & Fischer, 2013).”
Implications for educational practice of the science of learning and development (2019, background): “Children’s developmental and learning trajectories vary as a product of the interactions of their attributes and social contexts as well as over time (Fischer & Bidell, 2006; Rose et al., 2013).”