Continuity vs discontinuity in language development
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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. Erickson proposed a psychosocial developmental theory. Piaget proposed 4 stages of cognitive development, and Levinson proposed stages of passage from age 17 to 65 and over.
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. Erickson proposed a psychosocial developmental theory. Piaget proposed 4 stages of cognitive development, and Levinson proposed stages of passage from age 17 to 65 and over.
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