| A | B |
|---|
| Stimuli | Something that increases mental activity. |
| Equilibrium | A state of contentment. |
| Dis-equilibrium | A state of confusion. |
| Assimilation | To fit an existing schema into an existing structure. |
| Schema | A way of organizing a mental file |
| Accommodation | When a schema has been revised or a new schema has been created |
| Maturation | When a child reaches a certain age or development in order to understand certain concepts. |
| Physical Experience | The amount of time that a person goes into dis-equilibrium and goes through the process of equilibration. |
| Social Interacting | Communicating, getting along with, and dealing with other people. |
| Sensori-motor stage | The child spends most of their time dealing with their senses. |
| Pre-operational stage | When a child operates without normal logic. The most portion of language is learned in this stage. |
| Concrete operational stage | The child can use logic as they see it. This is the stage where the child can learn reading, writing and math skills. |
| Formal operations | The child can now use logic that is not restricted to the concrete world, but can use logic in abstract ways. They can apply logic even if they can't see it. |
| Irreversibility | when a child can't reverse a concept in their mind. |
| Centration | When a child can only focus on one concept at a time. |
| Egocentric | When a child can see something from their own perspective. |
| Conservation | Reserving a natural resource. |
| Conventional Morality | The morality of the people. What is considered normal, what most people think like. |
| Pre-conventional morality | the level of moralities where the children get the morals and values from their caretakers. |
