What is Continuity and Discontinuity and how do they impact and influence the lifespan?

Answer 1

Well, for certain the lifespan of Continuity is definitely influenced when Discontinuity occurs. But, if Continuity kicks in again, the Discontinuity may not hold, and if it does not hold, then Continuity will continue.

The eating of an apple, for example, is a case of Continuity, except should a worm be discovered in the process. Upon discovery, there is a distinct likelihood that Discontinuity would be the result relative to the eating process. Of course neither would impact nor influence the lifespan of the worm, unless one chose Continuity of eating, in which case the lifespan of the worm would no doubt be cut short, and Discontinuity of the process would be momentary at best.

Mostly, minutia occurs when the intellectual needs to release pent up energy from the field of repression within his/her MIND realm while under Clinical_Denial and focused on... minutia. It is the minutia that is the symptom of Clinical_Denial, while the Clinical_Denial is the Discontinuity of being congruent with oneself, and of course this does impact and influence the lifespan.

Answer 2

Continuity And Discontinuity In Development

Answer 3

Development reflects both continuity and discontinuity.
One aspect of the continuity discontinuity issue concern whether the changes we undergo over the life span are gradual or abrupt. Continuity theorists view human development as a process that occurs in small steps, w/out sudden changes. In contrast discontinuity theorists picture the course of development as more like a series of stair steps, each of which elevates the individual to a new and presumably more advanced level of functioning when an adolescent rather rapidly gains six inches in height and achieves sexual maturity the changes may seem quite discontinuous

A second aspect of the continuity/ discontinuity issue concerns whether changes are quantitative or qualitative in nature. Quantitative changes are those in degree and indicate continuity: a person becomes taller, or knows more vocabulary words or interacts with friends more or less frequently. By contrast, qualitative changes are changes in kind and suggest discontinuity- changes that make the individual fundamentally differently in some way from what he or she was before. The transformation of a caterpillar into a butter fly, of a nonverbal infant into a speaking toddler or of a prebubertal child into a sexually mature adolescent is examples of qualitative changes. So cont. theorists typically hold that devp. changes are gradual and quantitative whereas discont. theorists hold that they are more abrupt and qualitative. disconti. theorists are the ones who often propose that we progress through developmental stages, each of which is a distinct phase of the lifecycle characterized by a particular set of abilities motives, emotions, or behaviors that form a coherent pattern. each stage is perceived as qualitative different from the stage before or the stage before or the stage after. Thus the preschool child may be said to solve problems in an entirely different manner than the infant, adolescent, or adult!