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|Title:||Continuity and Stability in Development||Authors:||Bornstein, Marc H.
Putnick, Diane L.
|Keywords:||Stability in Development
Continuity in Development
|Issue Date:||2017||Source:||Bornstein, M. H., Putnick, D. L., & Esposito, G. (2017). Continuity and Stability in Development. Child Development Perspectives, 11(2), 113-119.||Series/Report no.:||Child Development Perspectives||Abstract:||Developmental science is concerned with both consistency and change in characteristics through time. Consistency and change in development are tracked by group mean-level continuity and individual-order stability. Group mean-level and individual-order consistency and change are both developmentally informative and can coexist conceptually and empirically as they are partially orthogonal perspectives on development. Continuity and stability are broadly applicable to characteristics of the individual, dyad, and environment. Without the distinctions between mean-level continuity and individual-order stability, researchers who use the terms willy-nilly leave their readers in the dark as to which feature of development is meant. In this article, we distinguish the two types of consistency and change, and discuss their measurement, importance, moderation, and implications.||URI:||https://hdl.handle.net/10356/85000
|ISSN:||1750-8592||DOI:||10.1111/cdep.12221||Rights:||© 2017 The Authors & Child Development Perspectives © 2017 The Society for Research in Child Development. This is the author created version of a work that has been peer reviewed and accepted for publication by Child Development Perspectives, The Society for Research in Child Development. It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document. The published version is available at: [http://dx.doi.org/10.1111/cdep.12221].||Fulltext Permission:||open||Fulltext Availability:||With Fulltext|
|Appears in Collections:||HSS Journal Articles|
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