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Abstract

A discontinuity theory of psychological development is designed such that the associated experimental work relies on quantitative variates of behavior to discriminate stages. Using a dynamic element, expressed abstractly in terms of "poles" and "relations, " a series of structures relating to developmental stages is constructed. The element operates in either of two ways: in a discriminating mode or confusing mode. Operating in the discriminating mode, poles and relations become more defined; operating in the confusing mode leads to loss of discrimination of poles and relation. The element is applied to an imaginary situation of baby with mother. In the course of applying the element, a resolution of the situation into two components is introduced, which leads finally to a unity which comprises a self-structure and two classes of objects, things and persons. The essential structure of this unity, expressed in terms of a self-pole related to an object-pole serves as the level 1 structure of the series. In moving from one level to the next, a transformation of self and objects of the preceding level takes place, elements of the preceding level becoming integrated and serving aspolesfor the succeeding level. Finally, five levels of psychological development are constructed, comprising 15 fundamentally different modes of functioning. The quantitative statements arising from the theory opened possibilities for rigorous experimental testing. Problem-solving experiments and experiments involving loss of skill under increasing stress have been designed to test the theory, the results of which support the theory.

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A Discontinuity Theory of Psychological Development

Abstract

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