Formalizing developmental phenomena as continuous‐time systems: Relations between mathematics and language development

Driver, Charles C.; Tomasik, Martin J.

doi:10.1111/cdev.13990

Cited by 3 publications

(1 citation statement)

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“…Using the interaction between development of language and mathematics skills as a case in point, Driver and Tomasik (2023) implement different theoretical views on how language and mathematics skills are related: (a) the thinking function hypothesis, which views both language and mathematics development as being influenced by a common factor, analogous to the g-factor of intelligence, (b) the medium function hypothesis, which suggests that improvements in language skills facilitate the development of mathematics skills, and (c) the specialization hypothesis, which specifies a trade-off whereby greater investments into one skill negatively affect the other (similar to the resource competition model of de Ron et al, 2023). Applying the framework of continuous time structural equation modeling to a large developmental dataset, Driver and Tomasik (2023) show how the different hypotheses may be represented in a common modeling framework. The paper is a valuable contribution, as it is both a substantial contribution to the literature, as well as a tutorial on how to translate theories into statistical models that can be used in the analysis of empirical data.…”

Section: T H E Pa Per S I N T H E Sect Ionmentioning

confidence: 99%

Formalizing theories of child development: Introduction to the special section

Frankenhuis,

Borsboom,

Nettle

et al. 2023

Child Development

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Here we introduce a Special Section of Child Development entitled “Formalizing Theories of Child Development.” This Special Section features five papers that use mathematical models to advance our understanding of central questions in the study of child development. This landmark collection is timely: it signifies growing awareness that rigorous empirical bricks are not enough; we need solid theory to build the house. By stating theory in mathematical terms, formal models make concepts, assumptions, and reasoning more explicit than verbal theory does. This increases falsifiability, promotes cumulative science, and enables integration with mathematical theory in allied disciplines. The Special Section contributions cover a range of topics: the developmental origins of counting, interactions between mathematics and language development, visual exploration and word learning in infancy, referent identification by toddlers, and the emergence of typical and atypical development. All are written in an accessible manner and for a broad audience.

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Section: T H E Pa Per S I N T H E Sect Ionmentioning

confidence: 99%

Formalizing theories of child development: Introduction to the special section

Frankenhuis,

Borsboom,

Nettle

et al. 2023

Child Development

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Iconic models in science and psychology

Grice,

Jones

2024

Theory & Psychology

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Scientists use a wide variety of models to formally represent their theories, including computational, quantitative, and mathematical models. A type of model often overlooked in discussions of modeling is an iconic model, which is a visual or physical representation of the structures and processes comprising some natural phenomenon. In the current paper, we present a brief history of iconic models as they have been employed in other sciences such as astronomy, physics, biology, and chemistry. We then present several iconic models that are well known to psychologists and show how they played important roles in theory construction and evaluation. Modern methods of iconic modeling are next presented and demonstrated with several examples. Finally, we close with a discussion of how iconic models can be used in tandem with computational, quantitative, or mathematical modeling procedures in the quest for rigorous theories of the human psyche.

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Keel bone fractures affect laying hens’ mobility, but no evidence for reciprocal effects

Montalcini,

Toscano,

Asher

et al. 2024

PLoS ONE

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Keel bone fractures (KBF) are prevalent in commercial laying hens and are considered one of the greatest welfare concerns in the egg-production industry. While clear associations exist between KBF and animal mobility, suggesting that KBF impair mobility, the effect of mobility on KBF remains unclear. We combined data from three studies that assessed keel bone fracture severity through radiographs and monitored hens’ transitions between different zones of a multi-tier aviary system (the three tiers, a littered floor, and a winter garden) the week prior to radiograph. For each hen, we extracted two daily movement behaviours: the vertical distance travelled and the mean number of zones crossed within one transition; and two daily space-use behaviours: the time spent in the top tier and the unevenness of time spent across zones. We used hierarchical Bayesian continuous time dynamic modelling to estimate how a change in a behaviour predicted a later change in keel bone fracture severity, and vice versa. Increased fracture severity did not predict later changes in space-use behaviours, but it did predict changes in movement behaviours. Specifically, increased fracture severity led to decreased vertical travelled distance and a tendency to cross more zones within one transition, suggesting impaired mobility in hens with increased fracture severity. In contrast, we found no evidence that movement or space-use behaviours predict later change in fracture severity, challenging previous literature suggesting that vertical locomotion through jumping and flying may exacerbate keel bone fractures in complex three-dimensional systems due to increased risk of collisions. However, similar efforts accounting for the location of fractures on the keel could unveil the potential influence of movement and space-use behaviours in the formation and change (healing or worsening) of KBF and increase our ability to mitigate their effects.

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Formalizing developmental phenomena as continuous‐time systems: Relations between mathematics and language development

Cited by 3 publications

References 65 publications

Formalizing theories of child development: Introduction to the special section

Formalizing theories of child development: Introduction to the special section

Iconic models in science and psychology

Keel bone fractures affect laying hens’ mobility, but no evidence for reciprocal effects

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