Piaget proposed four stages of cognitive development: Sensorimotor, Preoperational, Concrete Operational, and Formal Operational. The Postformal Operational stage is not part of Piaget's theory.

The zone of proximal development is the range of tasks that a child can perform with assistance from a more skilled individual, but cannot yet perform independently.

Attention, memory, perception, and language are key components of information processing theory. Motivation is not a component of information processing theory, as it is not a mental process that operates on information.

Egocentrism, the inability to see things from another person's perspective, is a characteristic of children's cognitive development during the preoperational stage, according to Piaget.

Compensation is the process by which children develop the understanding of conservation of mass. They realize that changes in one dimension of an object (e.g., its length) can be compensated for by changes in another dimension (e.g., its width) such that the total amount of matter remains the same.

The development of formal operational thought is a key feature of adolescent cognitive development, according to Piaget. This stage is characterized by the ability to think abstractly, reason hypothetically, and engage in deductive reasoning.

According to Vygotsky, the primary function of language in early childhood is to communicate with others. Language allows children to share their thoughts, feelings, and ideas with others, and to coordinate their actions and activities.

Culture is not a factor that influences cognitive development, according to information processing theory. Information processing theory focuses on the internal mental processes that operate on information, rather than on external factors such as culture.

Piaget believed that children's cognitive development is primarily driven by maturation, or the biological unfolding of the brain and nervous system.

Vygotsky's sociocultural theory of cognitive development emphasizes the importance of social interaction, culture, and language in shaping children's cognitive development.

Piaget proposed four stages of cognitive development: Sensorimotor, Preoperational, Concrete Operational, and Formal Operational. The Postformal Operational stage is not part of Piaget's theory.

Children in the preoperational stage are able to use symbols to represent objects and ideas, but they are not yet able to engage in abstract reasoning, understand the concept of conservation, or perform mental operations on objects.

Attention, memory, perception, and language are key components of information processing theory. Motivation is not a component of information processing theory, as it is not a mental process that operates on information.

Children in the concrete operational stage are able to perform mental operations on objects, but they are not yet able to engage in abstract reasoning or understand the concept of conservation.

Increased egocentrism is not a characteristic of adolescent cognitive development, according to Piaget. Adolescents typically show a decline in egocentrism and an increase in the ability to see things from other people's perspectives.