Argues that evidence for radical discontinuities between underlying organizations at different stages is often equivocal and that polarization of views concerning continuities and discontinuities in development may impede understanding. Specifically discusses major reorganizations, behavioral evidence for reorganization during development,…

Continues a previous five-year follow-up of preterm and full-term children by studying the continuity in their intellectual and emotional development. Prematurity was predictive for school adjustment at ages six and seven only when regression was performed on the preterm group, but failed to be predictive when mixed groups of preterm and full-term…