A theory that students with an intellectual disability have a smaller than average capacity to retain information and must purge old information to make room for new.

When two people or groups understand the purpose of a task and each recognizes the understanding of the other group.

The progression of a child from being regulated by others to being able to begin purposeful actions with other available people who provide limited amounts of support.

A strategy for memorizing new information wherein a child superimposes images of one or more stimuli so that the relationship between the images helps with recall.

When an individual maintains the same response to a stimulus that is given repeatedly.

An assessment that examines the relationships with the child, family, and environment to strategize interventions that can improve or normalize those relationships.

A theory that states that a child can learn to differentiate the characteristics of objects and situations to choose relevant ones based on their past experiences with stimuli.

When a child watches an action, commits it to memory, and repeats it later on. Their imitation improves because he works through the action mentally before physically performing it.

When a child understands that events in the world take place and are not under their own control. They should also understand that these events do not require their involvement. Decentration is a part of the tertiary circular reactions.

When a child applies old schemata in a new setting with intention, imitation, and anticipation in order to reach a goal.