Perseveration on suicidal thoughts and images in daily life: An examination of the cognitive model of suicide through a dynamic systems lens.

According to the cognitive model of suicide, interactions between hopelessness and attentional biases toward suicidal information create a narrowed attentional focus on suicide as a viable solution, particularly in the presence of life stress, leading to increased suicide risk. This study used a dynamic systems approach to examine the short-term temporal patterns between stress, hopelessness, suicide-specific rumination, and suicidal intent. Adults (N = 237; M = 27.12 years; 62% cisgender women; 87% White/European American) with elevated suicidal ideation completed ecological momentary assessments six times a day for 14 days. A multilevel model approach informed by dynamic systems theory was used to simultaneously assess stable and dynamic temporal processes underlying perceived stress, hopelessness, suicide-specific rumination, and suicidal intent. Each variable demonstrated temporal stability. In support of the cognitive model of suicide, we observed (1) a reciprocal relationship between stress and hopelessness such that stress and hopelessness amplified each other (early-stage processes), and (2) reinforcing loops such that hopelessness, suicide-specific rumination, and suicidal intent amplified each other (later-stage processes). A dynamic systems modeling approach underscored the negative impact of a perpetuating cycle of suicide-specific rumination, deepening hopelessness, and escalating suicidal intent on increasing suicide risk, which may be targets for intervention.

Differences in Lower-Extremity Joint Coordination During Two Landing Phases of a Drop Jump Task.

The aim of the present study was to compare the differences in joint coordination patterns and variability in the lower extremity between the first and second landing phases of the drop jump. Eighteen resistance-trained men (age: 22.8 ± 1.8 years) performed drop jumps from a height of 0.40 m. An eight-camera motion capture system was utilized to record kinematic trajectories. Modified vector coding technique and circular statistics were used to determine the coordination pattern and variability of the following joint couples during the first and second landings: hip frontal-knee frontal (HfKf), hip sagittal-knee frontal (HsKf), hip sagittal-knee sagittal (HsKs), knee frontal-ankle frontal (KfAf), knee sagittal-ankle frontal (KsAf), and knee sagittal-ankle sagittal (KsAs). Statistical differences in the distribution frequencies of coupling angles and variability between the dominant and nondominant limbs across the two landing phases were compared using two-way repeated analysis of variance and Wilcoxon rank-sum tests. During the second landing phase, the proportion of HsKs, KfAf, and KsAs showing in-phase coordination was reduced but the proportion of KfAf and KsAs showing proximal joint (knee) coordination was increased (p < .05). Significant differences in bilateral asymmetry were observed only for the HfKf and KfAf patients (p < .05). HsKs, KfAf, and KsAf varied considerably during the second landing phase (p < .05). Joint coordination patterns during the second landing phase of the drop jump differed considerably from those during the first landing phase, thereby increasing the risk of knee and ankle injuries.

Age-related differences in the interplay of fluency and complexity in Chinese-speaking seniors' oral narratives.

BACKGROUND: Previous studies on language production in normal ageing have primarily focused on distinct dimensions of older adults' spoken language performance, such as fluency and complexity. However, little attention has been paid to the complex, interconnected relations between these dimensions. Additionally, older adults have been treated as a homogeneous group, with little consideration for the differential characteristics of language performance across different stages of ageing. AIMS: This study aims to investigate how increasing age impacts Chinese seniors' oral language performance, focusing on fluency (articulation rate and dysfluency rate), complexity (lexical and syntactic) and the potential interactions between these dimensions. METHODS & PROCEDURES: Spontaneous oral narratives were collected from 60 normally ageing individuals, who were categorised into three groups: young-old (60-69 years old), middle-old (70-79 years old) and old-old (≥80 years old). Four measures for assessing language performance, namely, articulation rate, dysfluency rate, lexical complexity and syntactic complexity, were derived from the oral narratives. Dynamic systems techniques, including moving correlations, locally estimated scatterplot smoothing and Monte Carlo simulations, were employed for data analysis. OUTCOMES & RESULTS: This study revealed two major findings. First, across different age groups, the seniors' oral narratives significantly differed in the aspect of articulation rate and syntactic complexity. Specifically, both the young-old and the middle-old groups exhibited significantly higher articulation rates than the old-old group; the middle-old group also demonstrated significantly higher syntactic complexity compared to the old-old group. Second, the distinct subsystems (i.e., articulation rate, dysfluency rate, lexical and syntactic complexity) of seniors' oral narratives demonstrated varying interactions across different stages of ageing. While these subsystems tended to coordinate with each other in young-old individuals, they exhibited a greater tendency to compete in middle-old and old-old individuals. CONCLUSIONS & IMPLICATIONS: The findings reveal that subsystems of older adults' oral narratives display varying interactions with the increase of age, indicating that focusing solely on one dimension of language performance may result in inaccurate or misleading conclusions. Therefore, a multi-index comprehensive assessment should be employed for the enhancement of clinical evaluations of language performance in older adults. Additionally, it is vital to consider the interactional patterns (i.e., support or competition) between language subsystems when assessing language performance in normal ageing. WHAT THIS PAPER ADDS: What is already known on the subject Previous research on language production in normal ageing has primarily focused on distinct dimensions of older adults' spoken language performance, such as fluency, vocabulary richness and grammatical complexity, overlooking the intricate interconnections between these dimensions. However, investigating these connections is significant for a thorough and in-depth understanding of language production in late adulthood, which operates as a system comprising interconnected components. Furthermore, existing studies have predominantly treated older adults as a homogeneous group, comparing their language use to that of young people. This approach lacks justification, given the substantial variations in language use among seniors at different stages of ageing. What this paper adds to existing knowledge The present findings illuminate the dynamic nature of language production in normal ageing. Not only do the distinct dimensions or subsystems of older adults' oral narratives (e.g., articulation rate, dysfluency rate, syntactic complexity) change with age, but more important, the ways in which these subsystems interact with each other also evolve with age, resulting in changing states of spoken language production in the ageing process. More specifically, our study provides evidence that the interactions among subsystems of older adults' oral narratives predominately transition from supportive relationships in earlier stages to competitive ones at later stages of ageing. What are the potential or actual clinical implications of this work? The present study suggests the use of multiple linguistic indices related to various aspects of language performance to assess the spoken language production of older adults. This is highlighted by the observation that various dimensions of older adults' oral narratives continuously interact with one another across different stages of ageing, and hence focusing solely on one dimension of language performance tends to lead to inaccurate or misleading results. Additionally, the patterns of interaction (i.e., support or competition) between different dimensions of language performance may reflect older adults' capacity to coordinate and control attentional resources and therefore should be taken into consideration in clinical evaluations of language performance in older adults.

The ecological dynamics of trumpet improvisation.

The nature of music improvisation continues to provide an interesting showcase of the multifaceted and skilful ways we engage with and act within our environments. Improvising musicians are somehow able to generate musical material in real time that adaptively navigates musical situations. In this article I explore the broader aspects of improvised activity-such as our bodily interactions with the instrument and environment-as they relate to improvised music-making. I do so by drawing upon principles from the embodied cognitive sciences, namely ecological and dynamical systems approaches. Firstly, I introduce the concept of affordances to illustrate the bidirectional relationship between improvisor and environment. I then take a dynamical view, exploring the ways that a trumpet player coordinates their body with their instrument and engages with trumpet affordances in order to navigate musical situations. I continue this dynamical view, taking the improviser to be an adaptive system whose behaviours are self-organised responses to a set of constraints. To conclude, I situate my research within the wider 4E approach. I advocate that 'E' approaches, which take seriously the role of the body-instrument-environment relationship, provide an insightful perspective on the nature of improvisation.

Dynamical Analyses Show That Professional Archers Exhibit Tighter, Finer and More Fluid Dynamical Control Than Neophytes.

Quantifying the dynamical features of discrete tasks is essential to understanding athletic performance for many sports that are not repetitive or cyclical. We compared three dynamical features of the (i) bow hand, (ii) drawing hand, and (iii) center of mass during a single bow-draw movement between professional and neophyte archers: dispersion (convex hull volume of their phase portraits), persistence (tendency to continue a trend as per Hurst exponents), and regularity (sample entropy). Although differences in the two groups are expected due to their differences in skill, our results demonstrate we can quantify these differences. The center of mass of professional athletes exhibits tighter movements compared to neophyte archers (6.3 < 11.2 convex hull volume), which are nevertheless less persistent (0.82 < 0.86 Hurst exponent) and less regular (0.035 > 0.025 sample entropy). In particular, the movements of the bow hand and center of mass differed more between groups in Hurst exponent analysis, and the drawing hand and center of mass were more different in sample entropy analysis. This suggests tighter neuromuscular control over the more fluid dynamics of the movement that exhibits more active corrections that are more individualized. Our work, therefore, provides proof of principle of how well-established dynamical analysis techniques can be used to quantify the nature and features of neuromuscular expertise for discrete movements in elite athletes.

Studying Nonlinear Change in Music Therapy Applying Dynamic Systems Theory.

Change in music therapy is often modeled linearly. In linear analysis, change is represented as the difference between the scores recorded before and after treatment, where changes in the input are proportional to the output. However, changes in complex systems are often not linear and depend on time. We propose Dynamic Systems Theory (DST) as a means to overcome the shortcomings of linear analysis and enrich the study of change in music therapy. This article aims to introduce and critically discuss the applications of DST in music therapy, focusing on its theoretical and methodological aspects. DST offers a meta-framework to model nonlinear change in music therapy, considering time as continuous. The application of DST can further enhance the understanding of how music therapy works, the shape of the change, and how the relevant therapeutic processes within music therapy support therapeutic change. An introduction to DST theory is provided along with its history, implications, assessment methods, statistical analyses, mathematical modeling, and implementation examples in music therapy research.

Time series analysis as an emerging method for researching L2 affective variables.

In language studies, marked by a myriad of psychological and social, and linguistic factors, linear modeling fails to represent the creativity, irregularity and emergent patterns of behavior. To adequately represent the dynamicity and complexity of psychological or affective variables, time-sensitive non-linear modeling is needed, especially the time series analysis (TSA), which accommodates incompatibility over time. TSA is a mathematical framework that can effectively show whether and to what degree the measured time series represent nonlinear variation through time. TSA makes prediction or retrodiction of complex and dynamic phenomena possible in future or past and, thus, can significantly contribute to the unraveling of the nuanced changes in the progress of different learner-related constructs during learning a new language. The present paper, at first, offers an introductory overview of the TSA, and then pinpoints its technical features and procedures. Exemplary works of research in language studies will be reviewed next, followed by useful conclusive remarks about the subject. Finally, suggestions will be made for further investigation of language-related affective variables using this innovative method.

An introduction to retrodictive qualitative modeling as an emerging method on affective variables in SLA research.

Investigating second language acquisition (SLA) via a complex dynamic systems theory (CDST) involves much intuition, and operationalizing the dynamic constructs is hard in research terms. In the present study, we contend that the commonly used quantitative data analysis methods such as correlational works or structural equation modeling fail to examine variables as part of a system or network. They are mostly based on linear rather than non-linear associations. Considering the major challenges of dynamic systems research in SLA, we recommend that innovative analytical models such as retrodictive qualitative modeling (RQM) be used more. RQM manages to reverse the usual direction of research by actually beginning from the end. More especially from certain outcomes and then moves backward to find why specific elements of the system led to one outcome rather than the others. The analytical procedures of RQM will be elaborated on and also exemplified in the SLA research, more specifically for investigating language learners' affective variables. The limited body of research using RQM in the SLA domain is also reviewed followed by some conclusive remarks and suggestions for further research into the variables of interest.

Ecological and Convergent Validity of Experimentally and Dynamically Assessed Capacity for Social Contingency Detection Using the Perceptual Crossing Experiment in Adolescence.

The Perceptual Crossing Experiment (PCE) captures the capacity for social contingency detection using real-time social interaction dynamics but has not been externally validated. We tested ecological and convergent validity of the PCE in a sample of 208 adolescents from the general population, aged 11 to 19 years. We expected associations between PCE performance and (a) quantity and quality of social interaction in daily life, using Experience Sampling Methodology (ESM; ecological validity) and (b) self-reported social skills using a questionnaire (convergent validity). We also expected PCE performance to better explain variance in ESM social measures than self-reported social skills. Multilevel analyses showed that only self-reported social skills were positively associated with social experience of company in daily life. These initial results do not support ecological and convergent validity of the PCE. However, fueled by novel insights regarding the complexity of capturing social dynamics, we identified promising methodological advances for future validation efforts.

Principal Component Analysis can Be Used to Discriminate Between Elite and Sub-Elite Kicking Performance.

Contemporary descriptions of motor control suggest that variability in movement can be indicative of skilled or unskilled performance. Here we used principal component analysis to study the kicking performance of elite and sub-elite soldiers who were highly familiar with the skill in order to compare the variability in the first and second principal components. The subjects kicked a force plate under a range of loaded conditions, and their movement was recorded using optical motion capture. The first principal component explained >92% of the variability across all kinematic variables when analyzed separately for each condition, and both groups and explained more of the variation in the movement of the elite group. There was more variation in the loading coefficient of the first principal component for the sub-elite group. In contrast, for the second principal component, there was more variation in the loading coefficient for the elite group, and the relative magnitude of the variation was greater than for the first principal component for both groups. These results suggest that the first principal component represented the most fundamental movement pattern, and there was less variation in this mode for the elite group. In addition, more of the variability was explained by the hip than the knee angle entered when both variables were entered into the same PCA, which suggests that the movement is driven by the hip.

A Nonlinear Dynamic Approach of the Notion of Interaction.

Although it is not so obvious reading many of the interactionist works, interactionist theories can be tightly linked with a nonlinear dynamic approach of the psychological and social processes. The mathematical theory of dynamic systems (DST) could offer a more systematic conceptual and methodological outlook over the notion of interaction. From a DST perspective, interaction may be conceived as an interdependent continuous evolution in time of two or more dynamic variables, which are paradoxically simultaneously separated (as independent sources of variation), and undistinguishable, being united in a new, emergent, source of variation. This conception differs from the popular conception of the interaction as a succession of action and reaction. The key notion that, from a dynamic systems perspective, is linked with interaction is that of coupling, which is rarely used in the interactionist works. Future studies should specify the link between the dynamic approach of interaction and action theories.

Motor competence interventions in children and adolescents - theoretical and atheoretical approaches: A systematic review.

This study aimed to compare for the first time the immediate and retention effects of theory-based and atheoretical motor competence (MC) interventions, by conducting a systematic review to determine which intervention approach resulted in the most improvements for motor outcomes. In accordance with PRISMA guidelines, studies were identified from searches across seven databases, for articles relating to theory-based (Achievement Goal Theory, Dynamic Systems Theory, and Social-Cognitive Theory) and atheoretically-derived MC interventions in typically developing children and adolescents. Publication bias was assessed using an adapted form of Consolidated Standards of Reporting Trials statement. Of the thirty two included studies, seventeen utilized theory-based intervention approaches. The majority of studies were grounded in Achievement Goal Theory. Also, the majority of MC interventions elicited immediate (short) and/or long-term effects for children and adolescents. Studies varied with regards to intervention components and MC assessment. Many studies scored poorly for risk of bias items. Overall, the levels of success for theoretical and atheoretical intervention programmes were not distinguishable. Findings open up new horizons for motor skills instruction to be taught using developmentally appropriate pedagogy, a research field which has gained significant traction among stakeholders in recent years.

Introducing a multimodal perspective to emotional variables in second language acquisition education: Systemic functional multimodal discourse analysis.

A systemic functional theory applied to multimodal discourse analysis (SF-MDA) is related to the theoretical and practical meaning extraction from the data showing how multiple semiotic resources are used in different modes of discourse ranging from textual, printed, and electronic texts to visual language and those existing alive as embedded in reality. In the present paper, we provide an introduction to the SF-MDA approach and then justify how it can benefit the second language acquisition (SLA) domain and more specifically the exploration of L2 affective variables. We will show how the SF-MDA approach fits in with the complexity and dynamic systems theory (CDST), and is capable of revealing the nuances of the developmental nature of the affective variables involved in language learning. The exemplary works of research in the SLA domain using the SF-MDA approach are reviewed here as well as those exploring L2 affective variables. The further benefits of this approach will be emphasized at the end along with the implications it can have for the CDST-led line of research in applied linguistics.

Exploring an EAP writing teacher's adaptive expertise and adaptive teaching practices from a CDST perspective.

Teachers' adaptive expertise (TAE) has received increasing attention in the current English as foreign language (EFL) teaching field, however, it has seldom been examined with adaptive practices by teachers in on-going classes among existing literature. Adopting a mixed-method design with data triangulation, this study was conducted to explore the complexity of teachers' adaptive expertise (TAE) and adaptive teaching practices that an EAP writing teacher demonstrated in academic writing courses, from a Complex Dynamic Systems Theory (CDST) perspective. Semi-structured interviews, classroom observations, and questionnaires were arranged to collect qualitative and quantitative data from an EAP writing teacher and 43 EFL learners in a Chinese university. Thematic analysis and SPSS were mainly used in the current work for data analysis. Our findings confirmed (1) the complexity of TAE and ATP with specific features of non-linearity, interconnectedness, and self-organization, which are classic CDST characteristics; (2) the TAE evolved with meta-cognitive, cognitive, affective and social components that are intertwined and contributed to the teacher's adaptive teaching practices (ATP) in her academic writing course; (3) being facilitated by TAE, the teacher's adaptive teaching practices significantly enhanced EFL learners, learning motivation of academic writing and their learning efficiency. Findings of the current work pave the way for future studies in researching TAE and ATP with a thorough consideration of language teachers, students and contexts from the CDST perspective. Moreover, pedagogical contributions are highlighted through the detailed examinations of the EAP writing teacher's ATP, including the class design, teaching plans, and methods, which would be fruitful for the development of tertiary EAP writing research.

The significance of Q-methodology as an innovative method for the investigation of affective variables in second language acquisition.

Q methodology has been used in a variety of fields to employ a scientific approach to dealing with subjectivity; yet, its use has just gained momentum in the second language acquisition (SLA) domain recently (Damio, 2016). The present paper argues that Q methodology is remarkably efficient in representing the dynamic quality of complex systems involved in the language learning process, which is, thus, compatible with the complexity and dynamic systems theory (CDST). As Q methodology enjoys advantages of both qualitative and quantitative lines of research (Irie, 2014), it helps to explore and reflect L2 learners' subjective views and perceptions about their emotions in an L2 class in a comprehensive manner. With the current growing attention to individuals' emotional experiences in recent years, SLA research domain is ripe for many scientific inquiries about L2 learners' affective variables benefiting from this method. The few existing studies in the L2 domain have had interesting findings, which show the Q methodology should be more extensively used in the field to reveal facts about how learners feel in class from a within-individual point of view. Q methodology can hopefully be capable of representing the dynamicity and complexity of the affective variables language learners experience in the interactive network of classroom learning. Thus, it is expected that innovative research methods such as the Q methodology be employed significantly more than before in the dynamic phase of SLA research in the upcoming years.

A review of the idiodynamic method as an emerging research method for the investigation of affective variables in second language acquisition.

Recent years have witnessed the influence of the complex dynamic systems theory (CDST) in the field of second language acquisition (SLA). Thus, new research methods have also been introduced to meet the requirements of investigating the dynamic nature of learner-related factors including L2 affective variables. Among the innovative quantitative research methods which is compatible with the CDST is the idiodynamic method, the application of which is on the rise in SLA research. In this paper, an overall introduction to the idiodynamic method is presented first, followed by a review of the existing literature in SLA studies. Then, it is discussed why this innovative research method is suitable to investigate the dynamic nature of L2 learners' affective variables in the complex network of classroom learning. Also, several relevant research questions that can potentially be formulated and answered using the idiodynamic method are discussed. The paper ends with conclusive remarks on the need for more extensive use of innovative CDST-compatible research methods such as the idiodynamic method in the prospective SLA line of inquiry.

In search of well-established evaluative criteria for the emerging qualitative methods of L2 affective variables.

Qualitative research is marked by context sensitivity with an inclusion of the participants' points of view and setting, how they can affect how participants feel and how this feeling is captured and interpreted by researchers (Yardley, 2017). This is the value of exploring affective variables through qualitative research. The present study focuses on the qualitative studies of L2 affective variables in recent years led by the complexity dynamic systems theory (CDST). This new line of research has employed innovative research methods compatible with the CDST, and has had useful findings. Yet, they seem to lack rigor and systematicity of research. Thus, this observed lack of consistency is problematized in the present study and attempts are made to set evaluative criteria for the judgment of the burgeoning studies and guiding the future line of qualitative and dynamic inquiry in the L2 affective domain. To this aim, the different sets of evaluative criteria proposed for qualitative research are derived from the mostly cited scholars in the research methodology. The relevance of each to the dynamic qualitative investigations of L2 affective variables is discussed. Then these evaluative criteria are abstracted and put forth for the qualitative research in the dynamic phase of second language acquisition (SLA) research. The overall goal is to guide future researchers with an interest in investigating the dynamic and developmental nature of L2 affective variables qualitatively. These evaluative criteria can pave the way for the emergence of more rigorous and systematic qualitative studies of L2 affective factors in the future.

The need for social network analysis for the investigation of affective variables in second language acquisition.

Considering the inherent developmental nature of language learners' affective variables (e.g., their motivation, grit, foreign language enjoyment, and boredom), nuances of the development of these constructs need to be approached from a complex dynamic systems theory (CDST) perspective. Among the qualitative research methodologies compatible with the CDST is the social network analysis (SNA) with the interconnectedness and interdependence of systems within a social network at its core. In this article, an overall introduction to SNA is presented first and then followed by a review of the limited existing literature on second language acquisition (SLA) studies. Then, I argue why this innovative research method is suitable to investigate the dynamic nature of L2 learners' affective variables in the social network of classroom learning. I also suggest several relevant research questions that can potentially be formulated and answered using the SNA. The article ends with conclusive remarks on the need for a more extensive use of innovative CDST-compatible research methods such as SNA in the prospective SLA line of research.

A Dynamic Systems Study on Complexity, Accuracy, and Fluency in English Writing Development by Chinese University Students.

This study investigated the development of lexical complexity, sentence complexity, accuracy, and fluency in the English writing of 22 Chinese university students from the perspective of Complex Dynamic Systems Theory (CDST). Compositions were assigned 30 times over the course of one academic year through Pigaiwang, an online platform that automatically evaluates writing. A modified retrodictive modeling approach was adopted. Specifically, a longitudinal cluster analysis was used to examine emergent prototypes. A moving correlation analysis and retrodictive interviews were conducted to study the signature dynamics that produce each prototype. At each collection, the 22 student compositions were classified into two clusters. One cluster contained those students who performed better than average in accuracy, but worse in the other three variables. The other cluster comprised those students with the opposite performance. Students moved continuously between the two clusters; and their change trajectories can be categorized into three prototypes: a continuously stable type, an initially variable and then stable type, and a continuously variable type. Case studies of three students representing the three emergent prototypes indicated that the signature dynamics for the three prototypes were related to dynamic interactions among different variables and dynamic changes in affect-related elements in the form of writing interests, motivation, and strategies. The initial conditions and the feedback from Pigaiwang acted as key control parameters in shaping the prototypes. The continuously variable prototype developed their writing proficiency to the greatest extent and had the most variability. Based upon the findings, implications for teaching L2 writing are discussed.

The effects of virtual reality immersion on drop landing mechanics.

Virtual reality (VR) can be used to alter the environment and challenge sensory calibration which rehabilitation and return-to-sport testing lack. The purpose was to establish how VR manipulation of the environment changes knee landing biomechanics. Twenty-nine healthy active adults (22 males; 20.52 ± 1.21 years; 1.75 ± 0.09 m; 78.34 ± 14.33 kg) were recruited. Three drop landing trials (31 cm height box) were performed for three conditions: eyes-open (EO), eyes-closed (EC), and VR, consisting of a head-mounted display of a 360° photo of a steep man-made edge or drop. Knee kinematics and kinetics were evaluated using 3D motion capture. The VR condition significantly increased Landing Error Score System errors relative to EO (1.28 ± 0.20, p < 0.001) and EC (0.98 ± 0.22, p < 0.001) and increased vertical ground reaction force relative to EO (0.41 ± 0.09 N·bw-1, p < 0.001) and EC (0.34 ± 0.07 N·bw-1, p < 0.001). The VR condition had less knee flexion at initial contact compared to EO (4.39 ± 0.75°, p = 0.001) and EC (1.83 ± 0.63°, p = 0.021). The VR condition had more knee abduction at initial contact compared to EO (0.71 ± 0.24°, p = 0.002) and EC (0.69 ± 0.22°, p = 0.002) and increased knee abduction at maximum flexion compared to EO (2.01 ± 0.58°, p = 0.026). Landing in VR increased injury risk landing biomechanics, indicating that VR may option to incorporate into return-to-play or injury risk assessment.