Processes, Relations, and Relational‐Developmental‐Systems
By W. Overton. 2015
330 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Management Science and Operations Research
View Paper: https://www.semanticscholar.org/paper/c334bb443b73a73dc9d9b1850e0d09793b35b512
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In Artificial Intelligence
In Management Science and Operations Research
Citations in the corpus
- The five Cs of positive youth development in Norway (2017, background): “The PYD perspective derives from a process-relational world view (e.g., Overton, 2015) and, accordingly, requires an explicit understanding that individuals cannot develop in a vacuum.”
- Testing multidimensional models of youth civic engagement: Model comparisons, measurement invariance, and age differences (2017, background): “Developmental science seeks to understand complex, multidimensional phenomena (Overton, 2015).”
- Drivers of human development: How relationships and context shape learning and development1 (2020, background): “Developmental Systems Theories (DST; e.g., Ford & Lerner, 1992; Overton, 2015) provide a framework to integrate the underlying processes of neural malleability and plasticity with the dynamic relational interconnectedness of children and the adults with whom they interact in their social, cultural,…”
- Developing together: The role of executive function and motor skills in children’s early academic lives (2019, neutral): “Perspectives such as Relational Developmental Systems (Overton, 2015), the Developmental Psychobiological perspective (Blair & Raver, 2015; Gottlieb, Wahlsten, & Lickliter, 2006), and Dynamic Systems Theories (Thelen & Smith, 2006), reflect current perspectives in the field of Developmental Science.”
- Adolescent–Parent Relationships: Progress, Processes, and Prospects (2019, background): “However, relational meta-theory (Lerner & Hilliard 2019, Overton 2015), which proposes an integration of contextual and organismic meta-theories, is gaining traction in developmental science, leading to renewed attention to both developmental processes and intraindividual change during adolescence.”
- Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, methodology): “Developmental systems theories (DST; e.g., Ford & Lerner, 1992; Overton, 2015), and associated dynamic systems mathematical models and methods, provide a rich architecture to do so (e.g., Cairns, Elder, & Costello, 1996; Fischer & Bidell, 2006; Mortimer & Shanahan, 2006; Overton, 2015).”