The Discontinuity Hypothesis is a concept developed to explain the abrupt changes in the complexity of the brain and behavior that occur during normal development. This hypothesis was first proposed by the developmental psychologist Jean Piaget in the early 1970’s. According to the hypothesis, development is characterized by periodic “leaps” in the cognitive and behavioral abilities of children, rather than a gradual, linear process.
Piaget’s Discontinuity Hypothesis states that development does not occur in a continuous, gradual fashion. Instead, it is marked by periods of rapid change, followed by an extended period of relative stability. During these periods of rapid change, children experience dramatic increases in cognitive and behavioral complexity. These increases are thought to be due to the emergence of “qualitatively new cognitive structures and processes.”
The Discontinuity Hypothesis has been widely studied over the past several decades. Research has found evidence that supports the idea that development is punctuated by periods of rapid change. For example, studies have shown that children experience rapid changes in their ability to solve problems, understand language, and think abstractly during certain periods of development.
Although the Discontinuity Hypothesis has been widely studied, it has also been met with criticism. Critics have argued that the hypothesis fails to explain the gradual changes that occur in children’s skills over time. In addition, there is a lack of empirical evidence to support the idea that development is characterized by discrete, qualitatively-different stages.
Despite these criticisms, the Discontinuity Hypothesis remains an important concept in the field of developmental psychology. It provides a valuable framework for understanding the unique changes that occur during childhood. Further research is needed to understand the role of discontinuity in child development and to address the criticism of the hypothesis.
References
Berger, K. S. (2015). The developing person through the life span. New York, NY: Worth Publishers.
Driscoll, D. P. (2006). Psychology of learning for instruction (3rd ed.). Needham Heights, MA: Allyn & Bacon.
Feldman, R. S. (2013). Development across the life span (7th ed.). Upper Saddle River, NJ: Pearson Education.
Piaget, J. (1970). Piaget’s theory. In P. Mussen (Ed.), Carmichael’s manual of child psychology (3rd ed., pp. 703-732). New York, NY: Wiley.