Part of
Complexity Theory and Language Development: In celebration of Diane Larsen-FreemanEdited by Lourdes Ortega and ZhaoHong Han
[Language Learning & Language Teaching 48] 2017
► pp. xi–xii
Edited by Lourdes Ortega and ZhaoHong Han
[Language Learning & Language Teaching 48] 2017
► pp. xi–xii
List of figures
Figure 4.1A narrative-based representation of the psychology of the language learner.
Figure 6.1Cattell’s covariation chart (after Cattell 1952), showing two different dimensions of analysis along the three coordinates of the cube: Person, Variable, and Occasion.
Figure 6.2Simplified schematic representation of coupled growers in dynamic modeling: Each step in development depends on the preceding steps of the same subsystem. But in addition, the state of the system at one point in time is affect by the preceding steps in other subsystems.
Figure 6.3A comparison between smoothed empirical data (left) and a computer simulation of interacting lexical and syntactic subsystems (right) in Caspi’s (2010) modelling study (taken from Caspi, 2010: 150) for one of the four learners in this study.
Figure 8.1Selected measures on subset of Diary study participants.
Figure 8.2Ian’s ‘with’ constructions.
Figure 10.1The deviation parameter.
Figure 10.2Three scenarios of ultimate attainment.
Figure 10.3Effective potential U
eff
with different values of η: Three scenarios of asymptotic attainment in SLA.
