Paul van Geert (1950) holds a doctoral degree from the University of Ghent (Belgium) and is currently honorary professor of developmental psychology at the University of Groningen in the Netherlands. He has had a pioneering role in the application of dynamic systems and complexity theory to a broad range of developmental areas, including early language development and second language acquisition; cognitive development; learning-teaching processes; and social development including social interaction and identity. His main aim is to better understand the general nature of developmental dynamics, i.e. nature of the mechanism(s) that drive and shape a developmental process in an individual, as the individual, given his or her biological properties and potentialities interacts with his or her actively explored environment. He has held visiting professorships at the Unversities of Torino (Italy), Paris V and Reims (France), Trondheim (Norway) and Harvard University (Mind-Brain-Education program) and has been a fellow at the Center for Advanced Studies in the Behavioral Sciences at Stanford University. Paul van Geert is also an artist painter who paints life-size free-standing portraits of people in his environment.
With this link you can go to his personal website
- Van Geert, P. (1991). A dynamic systems model of cognitive and language growth. Psychological Review, 98, 3-53.
- Van Geert, P. (1994). Dynamic systems of development. Change between complexity and chaos. Harvester, New York, 1994, 300 pp.
- Van Geert, P. (1998). A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky and beyond. Psychological Review, 105, Vol. 5, No. 4, 634–677
- de Ruiter, N. M. P., van Geert, P. L. C., & Kunnen, E. S. (2017). Explaining the “How” of Self-Esteem Development: The Self-Organizing Self-Esteem Model. Review of General Psychology, 21(1), 49-68.
- Den Hartigh, R. J. R., Van Dijk, M. W. G., Steenbeek, H. W., & Van Geert, P. L. C. (2016). A Dynamic Network Model to Explain the Development of Excellent Human Performance. Frontiers in Psychology, 7, . DOI: 10.3389/fpsyg.2016.00532