Piaget's stages of cognitive development are as follows: sensorimotor, preoperational, concrete operational and formal operational. Piaget associated an age ranges for each stag that specific developmental phenomena occur at. At 2 to 7 years of age, Piaget believed that a child encounters the preoperational stage. At this point, a child is believed to be too young to preform mental operations (i.e. it is difficult for a child to imagine a situation and mentally reverse the action). This was observed in Sally's example. She decided that the narrow glass had more liquid despite the fact that both glasses contained the same amount of juice. In Sally's case, she demonstrates what Piaget thought as a lack of the concept of conservation. She cannot identify that despite the change in shape of the glass, the amount of juice is the same. 

Piaget's stages of cognitive development are as follows: sensorimotor, preoperational, concrete operational and formal operational. Piaget associated an age ranges for each stag that specific developmental phenomena occur at. At 6 to 11 years of age, Piaget believed that a child encounters the concrete operational stage. At this point, a child is believed to be old enough to grasp mathematical transformations and mental operations (i.e. they can imagine a situation and mentally reverse the action). This was observed in Kevin’s example. In Kevin’s case, he decided that both glasses contain equal quantities of juice. In this scenario, Kevin has a clear grasp of the concept of conservation, something that may not be true for a child in the preoperational stage. 

Piaget's stages of cognitive development are as follows: sensorimotor, preoperational, concrete operational and formal operational. Piaget associated an age ranges for each stag that specific developmental phenomena occur at. A child typically experiences the sensorimotor phase for the first two years of life. This stage is followed by the preoperational stage at 6 or 7 years of age. The preoperational stage is replaced by the concrete operational stage from the ages of 7 to 11 years. Last, the child will enter into the formal operational stage at age 12. This final stage continues throughout adulthood and is associated with a focus on abstract reasoning. At this stage, the individual will encounter abstract logic and the potential for mature moral reasoning.

Piaget's stages of cognitive development are as follows: sensorimotor, preoperational, concrete operational and formal operational. Piaget associated an age ranges for each stag that specific developmental phenomena occur at. At 7 to 11 years of age, Piaget believed that a child encounters the concrete operational stage. At this point, a child is believed to be old enough to grasp mathematical transformations and mental operations. The child can think logically about concrete events. This represents Cameron’s developmental stage. On the other hand, at age12 through adulthood, the child enters the formal operational stage. By this time, the child can engage in abstract thinking and has the potential for mature moral reasoning. At this point, the individual can engage in hypothetical situations and deduce what the consequences may be. As a result Gary’s ability clearly characterizes Piaget's formal operational stage. 

Object permanence is defined as the understanding that objects continue to exist even if one cannot see them. According to Piaget, infants being to develop this at around 7-9 months of age in the sensorimotor stage.

Object permanence is the understanding that even though an object has disappeared from view, that disappearance is probably temporary: the object has not disappeared totally from existence. Infants do not achieve this understanding until around eight months of age. Because of this, the baby girl likely believes her father no longer exists when he disappears from view, which is upsetting.

The adolescent brain continues to develop into the early to mid twenties. In fact, the prefrontal cortex is the last brain region to fully develop, but it is primarily responsible for executive functions among other cognitive skills. This explains Jackie's inability to inhibit and think through long-term consequences of her actions. 

Individuals in late adulthood often have age-related memory difficulties; however, they often easily recall major life events from their adolescence and early adulthood years (e.g., graduation, marriage, college, career, etc.). They tend to reminisce about these events and describe those more to those around them. Associative memory is the ability to link unrelated events or information together (i.e. faces with names). Prospective memory is remembering to complete tasks or events in the future. Last, time-based memory is fabricated and a distractor item. 

The correct answer is "infantile amnesia." Language development influences memory, so typically, individuals have a harder time recalling events prior to their proficient language use during infancy and early toddlerhood. The remaining choices are distractors. 

Piaget's concrete operational stage maps onto ages 7-11. Children during this stage are first able to successfully answer the conservation task. Prior stages include sensorimotor (0-2 years) and preoperational (2-6 years).