Moving Toward a Grand Theory of Development: In Memory of Esther Thelen

• John P. Spencer ^[1] ; Melissa Clearfield ^[2] ; Daniela Corbetta ^[5] ; Beverly Ulrich ^[3] ; Patricia Buchanan ^[4] ; Gregor Schöner ^[6]
  1. [1] University of Iowa

     University of Iowa

     City of Iowa City, Estados Unidos

     
  2. [2] Whitman College

     Whitman College

     Estados Unidos

     
  3. [3] University of Michigan–Ann Arbor

     University of Michigan–Ann Arbor

     City of Ann Arbor, Estados Unidos

     
  4. [4] Bowling Green State University

     Bowling Green State University

     City of Bowling Green, Estados Unidos

     
  5. [5] University of Tennessee
  6. [6] Ruhr-Universität-Bochum

  Mostrar afiliaciones +
• Localización: Child development, ISSN 0009-3920, Vol. 77, Nº. 6, 2006, págs. 1521-1538
• Idioma: inglés
• DOI: 10.1111/j.1467-8624.2006.00955.x
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 2 Citas
• Resumen

  • This paper is in memory of Esther Thelen, who passed away while President of the Society for Research in Child Development. A survey of Esther Thelen's career reveals a trajectory from early work on simple movements like stepping, to the study of goal-directed reaching, to work on the embodiment of cognition, and, ultimately, to a grand theory of development—dynamic systems theory. Four central concepts emerged during her career: (1) a new emphasis on time; (2) the proposal that behavior is softly assembled from the interaction of multiple subsystems; (3) the embodiment of perception, action, and cognition; and (4) a new respect for individuality. Esther Thelen communicated these ideas to scientists and practitioners alike, so the ultimate benefactors of her work were children.