When one child repeats something they have heard but presents it as a unique contribution to the conversation.

A mechanism that enables change while a child finds balance in interactions with his or her environment. This will require the organization of new experiences, as well as adaption through assimilation and accommodation.

A way to commit objects and events to memory. In order to organize information, you must group stimuli into meaningful clusters which aid in the process of recollection. The specific strategies used to organize information will vary at different ages.

The observation of a child in a number of settings that are relatively familiar instead of in an unfamiliar or contrived setting. This might be done to observe how the child learns from experience, solves problems, and the level of activities that the child participates in on a regular basis.

The capability of using significant information to make choices or solve a problem.

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.

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.

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.