{"id":8888,"date":"2019-05-22T16:12:36","date_gmt":"2019-05-22T16:12:36","guid":{"rendered":"http:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/quantitative_and_qualitative_change\/"},"modified":"2019-05-22T16:12:36","modified_gmt":"2019-05-22T16:12:36","slug":"quantitative_and_qualitative_change","status":"publish","type":"post","link":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/quantitative_and_qualitative_change\/","title":{"rendered":"Quantitative and qualitative change"},"content":{"rendered":"<p>Change that is continuous, and which follows certain trends over time (e.g., asymptotic, exponential, logistic, monotonic) is considered to be quantitative. &nbsp;Appositional growth is a good example of this type of change. &nbsp;Allometric growth is an example of qualitative change, with metamorphosis being its most extreme expression. &nbsp;It not only signifies changes in form and function, but also the emergence of new properties via transitional periods of reorganisation. &nbsp;The problem here is to know when a qualitative change represents something really new. &nbsp;Catastrophe theory has developed a number of signifiers (termed &#8216;flags&#8217;) for detecting such evidence. &nbsp;The distinction between &#8216;quantitative&#8217; and &#8216;qualitative&#8217; and between &#8216;continuous&#8217; and &#8216;discontinuous&#8217; are abstractions from reality as both forms of change interrelate during both growth and ontogenetic development. &nbsp;Thus, quantitative change at one level of the system (referred to as the &#8216;micro-level&#8217; by physicists) can, when it exceeds some critical value, bring about a discontinuous qualitative transformation at another level (the macro-level).&nbsp;<\/p>\n<p>See <a href=\"allometry\">Allometry<\/a>, <a href=\"balance_scale_task\">Balance scale task<\/a>, <a href=\"bifurcation\">Bifurcation<\/a>, <a href=\"catastrophe_theory\">Catastrophe theory<\/a>, <a href=\"control_parameter\">Control parameter<\/a>, <a href=\"developmental_bootstrapping\">Developmental bootstrapping<\/a>, <a href=\"emergence\">Emergence<\/a>, <a href=\"growth\">Growth<\/a>, <a href=\"hysteresis\">Hysteresis<\/a>, <a href=\"dissipative_system\">Dissipative system<\/a>, <a href=\"order_parameter\">Order parameter<\/a>, <a href=\"metamorphosis_-or_indirect_development-\">Metamorphosis (or indirect development)<\/a>, <a href=\"ontogenetic_adaptation\">Ontogenetic adaptation<\/a>, <a href=\"open_system\">Open system<\/a>, <a href=\"progress\">Progress<\/a>, Quantitative and quantitative change, <a href=\"quantitative_and_qualitative_regressions\">Quantitative and qualitative regressions<\/a><\/p>\n<p><\/body><\/html><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Change that is continuous, and which follows certain trends over time (e.g., asymptotic, exponential, logistic, monotonic) is considered to be quantitative. &nbsp;Appositional growth is a good example of this type of change. &nbsp;Allometric growth is an example of qualitative change, with metamorphosis being its most extreme expression. &nbsp;It not only signifies changes in form and &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/quantitative_and_qualitative_change\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Quantitative and qualitative change&#8221;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[2],"class_list":["post-8888","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-glossary","entry"],"_links":{"self":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/8888","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/comments?post=8888"}],"version-history":[{"count":0,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/8888\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/media?parent=8888"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/categories?post=8888"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/tags?post=8888"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}