Piaget Vocabulary

3. Belief that inanimate objects have human feelings and intentions.
5. When balance between the learner and his environment is interrupted; often occurs when new knowledge is acquired.
6. Putting things in order.
8. Striking a balance between the learner and his environment.
10. A stage of cognitive development, usually reached in early adolescence, in which a child can now apply logic to abstract ideas.
13. The answer.
15. The thought process.
16. A stage of cognitive development, usually reached when children are toddlers, in which a child develops the ability to think symbolically through language, but still lacks the ability to consider multiple aspects of a situation and apply logic.
18. A stage of development that lasts from birth to about age two, in which a child's acquisition of knowledge comes from interacting with the world around him through the senses.
22. Adjusting schema to fit new situations or demands; adjusting existing knowledge to accommodate new information.

1. A stage of cognitive development, usually reached when children are school-aged, in which a child acquires the ability to apply logic to concrete events, but not yet abstract ideas.
2. Fitting new ideas into an already existing schema
4. The ability to make one thing-a word or object-stand for something other than itself.
7. Logical thought processes.
9. The recognition that physical properties remain the same regardless of of changes in their outward appearance.
11. Realizing that an object exists independently of an individual's perception of it.
12. Tendency to focus on one aspect of a situation at one time.
14. The basic building block of intelligent behavior; a way of organizing knowledge.
17. Ability to categorize, group, and detect relationships.
19. The question.
20. Simple blocks of cognition that help infants to adapt.
21. Children's thoughts and communications are typically about themselves.