Complex Adaptive Systems Framework for Developmental Potential, Computational and Cognitive Modeling and Multi-level Emergence of Cognitive Functions.

This study examines the intersection of cognitive function analysis, developmental psychology, and artificial intelligence-assisted evaluation within the framework of Dabrowski’s Theory of Positive Disintegration (TPD). Through a mixed-methods approach, it evaluates the distribution of cognitive functions among undergraduate students in different academic disciplines, analyzes their developmental narratives using Dabrowski’s rating procedure, and assesses the viability of AI models in replicating human developmental assessment. Findings reveal patterns of cognitive function alignment with specific academic domains, highlight cultural and social biases in cognitive function expression, and demonstrate the potential of AI-driven developmental analysis. This research expands the applicability of Dabrowski’s work beyond the field of gifted education, incorporating machine learning and psycholinguistic models to refine our understanding of human developmental potential.