| Efficacy | Having a sense of control over one's circumstances.
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| Gender roles | Male/female roles learned early in life.
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| Psychological androgyny | Having the best traits of both genders.
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| Self-esteem | Feelings of personal worth.
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| Sensorimotor stage | The first of Piaget's four stages of intellectual development, lasting from approximately 0 to 2 years of age. During this stage, the intellect develops primarily through the use of senses and motor activity.
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| Preoperational, prelogical stage | Piaget's second stage of intellectual development, lasting from approximately 2 to 7 years of age. Young learners at this stage develop knowledge from personal experience, explore and manipulate concrete objects, and learn the three Rs and other basic knowledge and skills.
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| Concrete operational stage | Piaget's third stage of intellectual development (approximately 7 to 11 years of age). Children become capable of logical thought and learn to solve specific problems and think logically about concrete experiences.
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| Formal operational stage | Piaget's fourth stage of intellectual development, beginning at about age 11. At this level, children are more able to deal in abstractions or perform activities mentally.
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| Moral development | A progressive increase in the capability for moral reasoning. Piaget suggests that moral development/reasoning evolves through two levels: morality of constraint and morality of cooperation.
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| Morality of constraint | The first of two levels in Piaget's stages of moral reasoning. At this stage, children regard rules as sacred and unchangeable, and punishment as inflexible.
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| Morality of cooperation | Piaget's second stage of moral reasoning. At this stage, individuals regard rules as flexible, believe there can be exceptions to them, and believe that punishment must take into account the circumstances surrounding the misbehavior.
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| Learning style | A consistent pattern of behavior and performance an individual uses to approach learning experiences. Includes how a person learns best; the person's learning personality; and the learner's tendency to use different sensory modes to understand experiences and to learn (visual, auditory, kinesthetic).
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| Cognitive style | The consistent ways an individual responds to a wide range of perceptual learning tasks.
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| Conceptual tempo | Style of learning based on usage of time; one's conceptual tempo falls between "impulsive" and "reflective."
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| Field-dependent | Cognitive style of a person who sees the larger picture but not its specifics or details. Field-dependent learners "see the forest" rather than the individual trees.
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| Field-independent | Cognitive style of a person who sees the specifics or details of something but not the larger picture. Field-independent learners "see the individual trees" rather than the forest.
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| Divergent thinking | Style that predisposes a person to think in independent, flexible, and imaginative ways; often equated with creativity. Contrasts with convergent thinking.
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| Convergent thinking | Style that predisposes people to think in conventional, typical ways by encouraging them to look for a single, local answer to a given problem. Contrasts with divergent thinking.
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| Emotional intelligence (EQ) | The ability to get along with others.
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| Gifted and talented learners | Children who possess outstanding abilities or potential in the areas of general intellectual capacity, specific academic aptitude, creative or productive thinking, leadership ability, visual or performing arts, and psychomotor ability.
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| Handicapped or challenged children | Learners with impairments.
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