Semester 1 - 2025 Analyse 4
Hoorcollege en
Literatuursamenvatting
Voorderhake, E. (Eline)
RADBOUD UNIVERSITEIT
,Inhoudsopgave
COLLEGE 1 – ZELFSTUDIE .................................................................................................................. 7
VIDEOCLIP ............................................................................................................................................ 7
3 principes voor een betere education ............................................................................................. 7
LITERATUUR – LORETAN, RADSTAAK & BOSMAN (2019) – DE TEST GETEST ............................................................. 7
Centrale these ................................................................................................................................ 7
Belangrijkste kernbegrippen ............................................................................................................ 7
Twee hoofdproblemen .................................................................................................................... 8
Klassieke Testtheorie (KTT) .............................................................................................................. 8
Casusvoorbeeld: Dolora en de SCARED-R........................................................................................ 8
Conclusie en implicaties ................................................................................................................. 8
LITERATUUR – SPEELMAN ET AL. (2024) – MOST PSYCHOLOGICAL RESEARCHERS ASSUME THEIR SAMPLES ARE ERGODIC . 9
Centrale these ................................................................................................................................ 9
Belangrijkste kernbegrippen ............................................................................................................ 9
Classificatie van artikelen: .............................................................................................................. 9
Resultaten ....................................................................................................................................10
Interpretatie ..................................................................................................................................10
Aanbevelingen voor toekomstig onderzoek ......................................................................................10
Overkoepelende link tussen beide artikelen ....................................................................................10
COLLEGE 1 – HOORCOLLEGE – HET INDIVIDU .................................................................................. 12
PRAKTISCHE INLEIDING ...........................................................................................................................12
LEERDOELEN ........................................................................................................................................12
ARTIKEL 1 ‘DE TEST GETEST’......................................................................................................................12
Belangrijke concepten ...................................................................................................................13
Problemen met assumpties van ‘sample-based statistical inference’ – Ergodiciteit – 1 .......................13
Problemen met assumpties van ‘sample-based statistical inference’ – Ergodiciteit – 2 .......................13
Problemen met assumpties van ‘sample-based statistical inference’ – Ergodiciteit – 3 .......................14
Statistische modellen – assumpties ................................................................................................14
HOE METEN WIJ? (IN GEDRAGSWETENSCHAPPEN) ..........................................................................................15
Gauss ...........................................................................................................................................15
Quetelet........................................................................................................................................15
De geboorte van de inferentiele statistiek ........................................................................................15
IDIOGRAFISCHE METHODEN EN TECHNIEKEN COMPLEXE SYSTEEMBENADERING ......................................................17
WAT IS DE “COMPLEXE SYSTEEM BENADERING”?...........................................................................................17
COLLEGE 2 – ZELFSTUDIE ................................................................................................................ 19
LITERATUUR – BARBOT (2015) – NEW DIRECTIONS FOR THE STUDY OF WITHIN-INDIVIDUAL VARIABILITY IN DEVELOPMENT 19
Centrale these ...............................................................................................................................19
Waarom dit belangrijk is .................................................................................................................19
Belangrijke kernbegrippen ..............................................................................................................19
Probleem in huidig onderzoek ........................................................................................................20
Waarom WIV cruciaal is voor ontwikkelingspsychologie ...................................................................20
Methodologische aanbevelingen ....................................................................................................20
Praktisch voorbeeld: Emotionele ontwikkeling in adolescentie .........................................................21
Nieuwe theoretische richting ..........................................................................................................21
Conclusies en implicaties ..............................................................................................................21
LITERATUUR – ALAN E. KAZDIN (2019) – SINGLE-CASE EXPERIMENTAL DESIGNS; EVALUATING INTERVENTIONS IN RESEARCH
AND CLINICAL PRACTICE .......................................................................................................................... 22
Achtergrond en doel ......................................................................................................................22
Belangrijkste kenmerken van SCEDs ...............................................................................................22
Drie kernontwerpen .......................................................................................................................22
Data-analyse .................................................................................................................................24
Ethische en praktische overwegingen .............................................................................................24
Conclusie .....................................................................................................................................24
LITERATUUR – LEONID TIOKHIN & DANIEL HRUSCHKA (2017) – NO EVIDENCE THAT AN EBOLA OUTBREAK INFLUENCED
VOTING PREFERENCES ............................................................................................................................24
Achtergrond ..................................................................................................................................24
1
, Originele studie (Beall et al., 2016) ..................................................................................................24
Probleem: Temporal autocorrelation ...............................................................................................25
Heranalyse door Tiokhin & Hruschka ..............................................................................................25
Conclusies ....................................................................................................................................25
Aanbevelingen voor toekomstig onderzoek ......................................................................................25
Belang voor psychologie en sociale wetenschappen ........................................................................26
COLLEGE 2 – HOORCOLLEGE – N=1 DESIGNS ................................................................................... 27
LEERDOELEN ........................................................................................................................................27
DEEL 1 COLLEGE ...................................................................................................................................27
VERANDERPROCESSEN VANUIT NOMOTHETISCHE BENADERING ..........................................................................27
Wie is gebaat bij de interventie? ......................................................................................................27
Idiografisch: individuele veranderprocessen ....................................................................................27
N=1 designs ..................................................................................................................................27
Multiple baseline design ................................................................................................................28
Rekening houden met trend in veranderpatroon ..............................................................................28
N=1 design ....................................................................................................................................28
TAU-U ...........................................................................................................................................28
Interpretatie TAU-U effectgrootte ....................................................................................................28
INTRODUCTIE TOT TIJDSERIEANALYSE ...........................................................................................................29
Tijdserieanalyse ............................................................................................................................29
Soorten tijdseries ..........................................................................................................................29
Toetsende statistiek vs. tijdserieanalyse ..........................................................................................30
Voorbeeld depressieonderzoek: nomothetisch ................................................................................30
Voorbeeld depressieonderzoek: idiografisch ...................................................................................30
Wanneer is het gemiddelde inzichtelijk? ..........................................................................................31
Intermezzo ....................................................................................................................................31
Surrograatanalyse .........................................................................................................................32
Surrograatanalyse: data shuffling ...................................................................................................32
Correlatie ......................................................................................................................................32
Autocorrelatie ...............................................................................................................................32
Auto-Correlatie Functie (ACF) ........................................................................................................33
Autocorrelatie ...............................................................................................................................33
Cross-Correlatie Functie (XCF) .......................................................................................................34
COLLEGE 3 – ZELFSTUDIE ................................................................................................................ 35
LITERATUUR – FREDE ET AL. (2025) – THE COMPLEXITY OF MATHEMATICAL COGNITION: CHILDREN'S VERSUS EXPERTS'
NUMERICAL COMPARISON .......................................................................................................................35
Theoretische achtergrond & kernbegrippen .....................................................................................35
Onderzoeksvragen en hypothesen ..................................................................................................35
Methode .......................................................................................................................................36
Resultaten ....................................................................................................................................36
Discussie en implicaties ................................................................................................................37
Beperkingen ..................................................................................................................................37
Toepassing en vervolgonderzoek ....................................................................................................37
Kernpunten voor tentamen .............................................................................................................37
LITERATUUR – MOULDER ET AL. (2018) – DETERMINING SYNCHRONY BETWEEN BEHAVIORAL TIME SERIES: AN APPLICATION
OF SURROGATE DATA GENERATION FOR ESTABLISHING FALSIFIABLE NULL-HYPOTHESES .......................................... 37
Theoretische achtergrond & kernbegrippen .....................................................................................37
Onderzoeksvraag ...........................................................................................................................38
Methode .......................................................................................................................................38
Resultaten ....................................................................................................................................39
Discussie en implicaties ................................................................................................................39
Beperkingen ..................................................................................................................................39
Kernpunten voor tentamen .............................................................................................................39
VERGELIJKING TUSSEN DE ARTIKELEN ..........................................................................................................40
LITERATUUR – GENERAL INTRODUCTION CHAPTER 1 .......................................................................................40
Probleemstelling ...........................................................................................................................40
Kritiek op het traditionele model .....................................................................................................40
2
, Alternatief: Interaction dominance .................................................................................................40
1/fα-noise (fractal patronen in gedrag).............................................................................................41
Betekenis van 1/f-scaling ...............................................................................................................41
Conclusie .....................................................................................................................................41
COLLEGE 3 – HOORCOLLEGE – FLUCTUATIEANALYSE ....................................................................... 42
AUTO-CORRELATIE FUNCTIE (ACF) ............................................................................................................42
Het geval van Ebola en stemvoorkeur ..............................................................................................42
RELATIVE ROUGHNESS ............................................................................................................................44
DETRENDED FLUCTUATION ANALYSIS ..........................................................................................................46
TOEPASSING: WOORDHERKENNING ............................................................................................................48
TOEPASSING: VERGELIJKEN VAN GETALLEN ...................................................................................................48
COLLEGE 4 – ZELFSTUDIE ................................................................................................................ 49
LITERATUUR – GRANIC ET AL. (2003) – LONGITUDINAL ANALYSIS OF FLEXIBILITY AND REORGANIZATION IN EARLY
ADOLESCENCE: A DYNAMIC SYSTEMS STUDY OF FAMILY INTERACTIONS ...............................................................49
Doel..............................................................................................................................................49
Methode .......................................................................................................................................49
Resultaten ....................................................................................................................................49
Interpretatie ..................................................................................................................................49
Bijdrage ........................................................................................................................................50
Conclusie .....................................................................................................................................50
LITERATUUR - HOLLENSTEIN (2007) – STATE SPACE GRIDS: ANALYZING DYNAMICS ACROSS DEVELOPMENT ....................50
Doel..............................................................................................................................................50
Dynamisch-systeemkader .............................................................................................................50
State space grids (SSGs) ................................................................................................................51
Empirische bevindingen uit eerdere studies ....................................................................................51
Conclusies ....................................................................................................................................51
Voor- en nadelen van SSGs.............................................................................................................51
Toepassing in praktijk .....................................................................................................................52
Samenvattend ...............................................................................................................................52
COLLEGE 4 – HOORCOLLEGE – STATE SPACE GRIDS ......................................................................... 53
LEERDOELEN ........................................................................................................................................53
SYSTEMATISCH PERSPECTIEF .....................................................................................................................53
Interpersoonlijke patronen .............................................................................................................53
Het type data.................................................................................................................................53
STATE GRIDS ........................................................................................................................................53
Concept state space grid: T1-T4 ......................................................................................................54
Concept state space grid: T8-T11 ....................................................................................................54
Wat is een State Space Grid ...........................................................................................................54
Codes en regio’s ............................................................................................................................54
Wat kun je ermee? .........................................................................................................................55
(COMPLEX) DYNAMISCH SYSTEEMTHEORIE....................................................................................................55
Enkele karakteristieken: .................................................................................................................55
Abrupte, kwalitatieve verandering in gedragspatroon ........................................................................55
Menselijk gedrag als dynamisch systeem ........................................................................................56
Implicaties voor de praktijk op een rijtje ...........................................................................................56
Attractor landschap voor dyadisch systeem ....................................................................................56
Grid-naar-grid veranderingen ..........................................................................................................56
Kwantificeren state space grids ......................................................................................................57
Identificeren mogelijke attractor(en) ...............................................................................................57
Windowing procedure ....................................................................................................................57
Sterkte acttractor duiden ...............................................................................................................57
Longitudinaal onderzoek met state space grids ...............................................................................58
Dynamische systeemanalyses combineren met nomothetisch onderzoek ........................................58
Idiografische en nomothetische benadering integreren is mogelijk ....................................................58
Toepassing state space grids in scriptie-onderzoek ..........................................................................58
HERHALING STATE SPACE GRIDS ...............................................................................................................59
3
Hoorcollege en
Literatuursamenvatting
Voorderhake, E. (Eline)
RADBOUD UNIVERSITEIT
,Inhoudsopgave
COLLEGE 1 – ZELFSTUDIE .................................................................................................................. 7
VIDEOCLIP ............................................................................................................................................ 7
3 principes voor een betere education ............................................................................................. 7
LITERATUUR – LORETAN, RADSTAAK & BOSMAN (2019) – DE TEST GETEST ............................................................. 7
Centrale these ................................................................................................................................ 7
Belangrijkste kernbegrippen ............................................................................................................ 7
Twee hoofdproblemen .................................................................................................................... 8
Klassieke Testtheorie (KTT) .............................................................................................................. 8
Casusvoorbeeld: Dolora en de SCARED-R........................................................................................ 8
Conclusie en implicaties ................................................................................................................. 8
LITERATUUR – SPEELMAN ET AL. (2024) – MOST PSYCHOLOGICAL RESEARCHERS ASSUME THEIR SAMPLES ARE ERGODIC . 9
Centrale these ................................................................................................................................ 9
Belangrijkste kernbegrippen ............................................................................................................ 9
Classificatie van artikelen: .............................................................................................................. 9
Resultaten ....................................................................................................................................10
Interpretatie ..................................................................................................................................10
Aanbevelingen voor toekomstig onderzoek ......................................................................................10
Overkoepelende link tussen beide artikelen ....................................................................................10
COLLEGE 1 – HOORCOLLEGE – HET INDIVIDU .................................................................................. 12
PRAKTISCHE INLEIDING ...........................................................................................................................12
LEERDOELEN ........................................................................................................................................12
ARTIKEL 1 ‘DE TEST GETEST’......................................................................................................................12
Belangrijke concepten ...................................................................................................................13
Problemen met assumpties van ‘sample-based statistical inference’ – Ergodiciteit – 1 .......................13
Problemen met assumpties van ‘sample-based statistical inference’ – Ergodiciteit – 2 .......................13
Problemen met assumpties van ‘sample-based statistical inference’ – Ergodiciteit – 3 .......................14
Statistische modellen – assumpties ................................................................................................14
HOE METEN WIJ? (IN GEDRAGSWETENSCHAPPEN) ..........................................................................................15
Gauss ...........................................................................................................................................15
Quetelet........................................................................................................................................15
De geboorte van de inferentiele statistiek ........................................................................................15
IDIOGRAFISCHE METHODEN EN TECHNIEKEN COMPLEXE SYSTEEMBENADERING ......................................................17
WAT IS DE “COMPLEXE SYSTEEM BENADERING”?...........................................................................................17
COLLEGE 2 – ZELFSTUDIE ................................................................................................................ 19
LITERATUUR – BARBOT (2015) – NEW DIRECTIONS FOR THE STUDY OF WITHIN-INDIVIDUAL VARIABILITY IN DEVELOPMENT 19
Centrale these ...............................................................................................................................19
Waarom dit belangrijk is .................................................................................................................19
Belangrijke kernbegrippen ..............................................................................................................19
Probleem in huidig onderzoek ........................................................................................................20
Waarom WIV cruciaal is voor ontwikkelingspsychologie ...................................................................20
Methodologische aanbevelingen ....................................................................................................20
Praktisch voorbeeld: Emotionele ontwikkeling in adolescentie .........................................................21
Nieuwe theoretische richting ..........................................................................................................21
Conclusies en implicaties ..............................................................................................................21
LITERATUUR – ALAN E. KAZDIN (2019) – SINGLE-CASE EXPERIMENTAL DESIGNS; EVALUATING INTERVENTIONS IN RESEARCH
AND CLINICAL PRACTICE .......................................................................................................................... 22
Achtergrond en doel ......................................................................................................................22
Belangrijkste kenmerken van SCEDs ...............................................................................................22
Drie kernontwerpen .......................................................................................................................22
Data-analyse .................................................................................................................................24
Ethische en praktische overwegingen .............................................................................................24
Conclusie .....................................................................................................................................24
LITERATUUR – LEONID TIOKHIN & DANIEL HRUSCHKA (2017) – NO EVIDENCE THAT AN EBOLA OUTBREAK INFLUENCED
VOTING PREFERENCES ............................................................................................................................24
Achtergrond ..................................................................................................................................24
1
, Originele studie (Beall et al., 2016) ..................................................................................................24
Probleem: Temporal autocorrelation ...............................................................................................25
Heranalyse door Tiokhin & Hruschka ..............................................................................................25
Conclusies ....................................................................................................................................25
Aanbevelingen voor toekomstig onderzoek ......................................................................................25
Belang voor psychologie en sociale wetenschappen ........................................................................26
COLLEGE 2 – HOORCOLLEGE – N=1 DESIGNS ................................................................................... 27
LEERDOELEN ........................................................................................................................................27
DEEL 1 COLLEGE ...................................................................................................................................27
VERANDERPROCESSEN VANUIT NOMOTHETISCHE BENADERING ..........................................................................27
Wie is gebaat bij de interventie? ......................................................................................................27
Idiografisch: individuele veranderprocessen ....................................................................................27
N=1 designs ..................................................................................................................................27
Multiple baseline design ................................................................................................................28
Rekening houden met trend in veranderpatroon ..............................................................................28
N=1 design ....................................................................................................................................28
TAU-U ...........................................................................................................................................28
Interpretatie TAU-U effectgrootte ....................................................................................................28
INTRODUCTIE TOT TIJDSERIEANALYSE ...........................................................................................................29
Tijdserieanalyse ............................................................................................................................29
Soorten tijdseries ..........................................................................................................................29
Toetsende statistiek vs. tijdserieanalyse ..........................................................................................30
Voorbeeld depressieonderzoek: nomothetisch ................................................................................30
Voorbeeld depressieonderzoek: idiografisch ...................................................................................30
Wanneer is het gemiddelde inzichtelijk? ..........................................................................................31
Intermezzo ....................................................................................................................................31
Surrograatanalyse .........................................................................................................................32
Surrograatanalyse: data shuffling ...................................................................................................32
Correlatie ......................................................................................................................................32
Autocorrelatie ...............................................................................................................................32
Auto-Correlatie Functie (ACF) ........................................................................................................33
Autocorrelatie ...............................................................................................................................33
Cross-Correlatie Functie (XCF) .......................................................................................................34
COLLEGE 3 – ZELFSTUDIE ................................................................................................................ 35
LITERATUUR – FREDE ET AL. (2025) – THE COMPLEXITY OF MATHEMATICAL COGNITION: CHILDREN'S VERSUS EXPERTS'
NUMERICAL COMPARISON .......................................................................................................................35
Theoretische achtergrond & kernbegrippen .....................................................................................35
Onderzoeksvragen en hypothesen ..................................................................................................35
Methode .......................................................................................................................................36
Resultaten ....................................................................................................................................36
Discussie en implicaties ................................................................................................................37
Beperkingen ..................................................................................................................................37
Toepassing en vervolgonderzoek ....................................................................................................37
Kernpunten voor tentamen .............................................................................................................37
LITERATUUR – MOULDER ET AL. (2018) – DETERMINING SYNCHRONY BETWEEN BEHAVIORAL TIME SERIES: AN APPLICATION
OF SURROGATE DATA GENERATION FOR ESTABLISHING FALSIFIABLE NULL-HYPOTHESES .......................................... 37
Theoretische achtergrond & kernbegrippen .....................................................................................37
Onderzoeksvraag ...........................................................................................................................38
Methode .......................................................................................................................................38
Resultaten ....................................................................................................................................39
Discussie en implicaties ................................................................................................................39
Beperkingen ..................................................................................................................................39
Kernpunten voor tentamen .............................................................................................................39
VERGELIJKING TUSSEN DE ARTIKELEN ..........................................................................................................40
LITERATUUR – GENERAL INTRODUCTION CHAPTER 1 .......................................................................................40
Probleemstelling ...........................................................................................................................40
Kritiek op het traditionele model .....................................................................................................40
2
, Alternatief: Interaction dominance .................................................................................................40
1/fα-noise (fractal patronen in gedrag).............................................................................................41
Betekenis van 1/f-scaling ...............................................................................................................41
Conclusie .....................................................................................................................................41
COLLEGE 3 – HOORCOLLEGE – FLUCTUATIEANALYSE ....................................................................... 42
AUTO-CORRELATIE FUNCTIE (ACF) ............................................................................................................42
Het geval van Ebola en stemvoorkeur ..............................................................................................42
RELATIVE ROUGHNESS ............................................................................................................................44
DETRENDED FLUCTUATION ANALYSIS ..........................................................................................................46
TOEPASSING: WOORDHERKENNING ............................................................................................................48
TOEPASSING: VERGELIJKEN VAN GETALLEN ...................................................................................................48
COLLEGE 4 – ZELFSTUDIE ................................................................................................................ 49
LITERATUUR – GRANIC ET AL. (2003) – LONGITUDINAL ANALYSIS OF FLEXIBILITY AND REORGANIZATION IN EARLY
ADOLESCENCE: A DYNAMIC SYSTEMS STUDY OF FAMILY INTERACTIONS ...............................................................49
Doel..............................................................................................................................................49
Methode .......................................................................................................................................49
Resultaten ....................................................................................................................................49
Interpretatie ..................................................................................................................................49
Bijdrage ........................................................................................................................................50
Conclusie .....................................................................................................................................50
LITERATUUR - HOLLENSTEIN (2007) – STATE SPACE GRIDS: ANALYZING DYNAMICS ACROSS DEVELOPMENT ....................50
Doel..............................................................................................................................................50
Dynamisch-systeemkader .............................................................................................................50
State space grids (SSGs) ................................................................................................................51
Empirische bevindingen uit eerdere studies ....................................................................................51
Conclusies ....................................................................................................................................51
Voor- en nadelen van SSGs.............................................................................................................51
Toepassing in praktijk .....................................................................................................................52
Samenvattend ...............................................................................................................................52
COLLEGE 4 – HOORCOLLEGE – STATE SPACE GRIDS ......................................................................... 53
LEERDOELEN ........................................................................................................................................53
SYSTEMATISCH PERSPECTIEF .....................................................................................................................53
Interpersoonlijke patronen .............................................................................................................53
Het type data.................................................................................................................................53
STATE GRIDS ........................................................................................................................................53
Concept state space grid: T1-T4 ......................................................................................................54
Concept state space grid: T8-T11 ....................................................................................................54
Wat is een State Space Grid ...........................................................................................................54
Codes en regio’s ............................................................................................................................54
Wat kun je ermee? .........................................................................................................................55
(COMPLEX) DYNAMISCH SYSTEEMTHEORIE....................................................................................................55
Enkele karakteristieken: .................................................................................................................55
Abrupte, kwalitatieve verandering in gedragspatroon ........................................................................55
Menselijk gedrag als dynamisch systeem ........................................................................................56
Implicaties voor de praktijk op een rijtje ...........................................................................................56
Attractor landschap voor dyadisch systeem ....................................................................................56
Grid-naar-grid veranderingen ..........................................................................................................56
Kwantificeren state space grids ......................................................................................................57
Identificeren mogelijke attractor(en) ...............................................................................................57
Windowing procedure ....................................................................................................................57
Sterkte acttractor duiden ...............................................................................................................57
Longitudinaal onderzoek met state space grids ...............................................................................58
Dynamische systeemanalyses combineren met nomothetisch onderzoek ........................................58
Idiografische en nomothetische benadering integreren is mogelijk ....................................................58
Toepassing state space grids in scriptie-onderzoek ..........................................................................58
HERHALING STATE SPACE GRIDS ...............................................................................................................59
3
