The Science of the Individual

Abstract

Our goal is to establish a science of the individual, grounded in dynamic systems, and focused on the analysis of individual variability. Our argument is that individuals behave, learn, and develop in distinctive ways, showing patterns of variability that are not captured by models based on statistical averages. As such, any meaningful attempt to develop a science of the individual necessarily begins with an account of the individual variability that is pervasive in all aspects of behavior, and at all levels of analysis. Using examples from fields as diverse as education and medicine, we show how starting with individual variability, not statistical averages, helped researchers discover two sources of ordered variability-pathways and contexts-that have implications for theory, research, and practice in multiple disciplines. We conclude by discussing three broad challenges-data, models, and the nature of science-that must be addressed to ensure that the science of the individual reaches its full potential.

Drivers of human development: How relationships and context shape learning and development1

“…Dramatic improvements in outcomes and equity depend on public and political will, sound policy in service to whole-child practices based on rigorous science, implemented with quality (Wandersman, Alia, Cook, Hsu, & Ramaswamy, 2016), measured with an understanding of formative progression of individual development (Fischer & Kennedy, 1997;Rose, Rouhani, & Fischer, 2013); and adopted at scale (Dymnicki, Wandersman, Osher & Pakstis, 2016), with cultural competence and equitable outcomes as explicit goals. We already know enough to act: we can cease doing things that hurt children (e.g., exclusionary discipline) and start doing things that help children (e.g., providing access to high-quality child care to all children).…”

Leadership Development: An Outcome-Oriented Review Based on Time and Levels of Analyses

“…Dynamic skill theory is premised on the notion of individual variability, which is based in arguments that individuals behave, learn, and develop in distinctive ways (Rose et al 2013). Most approaches to leader development assume that individuals have relatively stable behavior and that development occurs along a single unidirectional dimension in a ladder-like fashion.…”

Ecological understanding of foreign language speaking anxiety: emerging patterns and dynamic systems

“…Thus, as individuals' patterns of variability should be explored in the learning process (Rose, Rouhani, & Fischer, 2013), the ecological exploration of speaking anxiety in EFL learners provides better understanding of how patterns of speaking anxiety might occur differently for different learners.…”