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Two of the more highly debated issues in life‐span development psychology today are continuity versus discontinuity and nature versus nurture.
At the heart of the continuity versus discontinuity debate lies the question of whether development is solely and evenly continuous, or whether it is marked by age‐specific periods. Developmentalists who advocate the continuous model describe development as a relatively smooth process, without sharp or distinct stages, through which an individual must pass. Meanwhile, supporters of the discontinuous model describe development as a series of discrete stages, each of which is characterized by at least one task that an individual must accomplish before progressing to the next stage. For example, Freud, in his stage model of psychosexual development, theorized that children systematically move through oral, anal, phallic, and latency stages before reaching mature adult sexuality in the genital stage. Theories of human development, according to Freud and Erikson, appear in Table . Table shows Piaget's stages of cognitive development, and Table outlines Levinson's stages of passage from age 17 to 65 and over.
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