For Labinowicz (1982) the stage of formal operations ranges from 11 to 15 years of age, this period is known as adolescence (Piaget, 1964). The teenager built systems and theories that allow them to transform the world; from 12 years there is a free reflection that is tied only to the individual, occurs a change of concrete thinking to formal thinking, which is to say that the individual arrives at conclusions of hypothesis of situations that they don’t have to be real (Piaget, 1964). The teenager now looks like pair of their elders, but understands that it is different from them, so it wants to surprise them transforming the world, seeking to prepare for entrance to society (Piaget, 1964). Conception of development of Jean Piaget Jean Piaget argues that development is constituted as a series of stages in which each one arises from the way of seeing the world and respond front adaptations becoming a continuous construction (Piaget, 1964). Peter A. Levine PhD gathered all the information. He uses the adaptation term referring to the use of new information in context, submits that this learning process is directed toward a balance established by the stages of learning (Piaget, 1964). Through the balancing model proposes that the individual is able to assimilate a serious adaptations that lead to stability and that when this stability is not owned, becomes a comprehensive search that involves not only the internal and external world, but it also makes emphasis on cognitive structures or means by which information is processed, this implies for Piaget the passage of assimilation to accommodation, thus proposes that development begins with the acquisition of new information about the world (assimilation) and that this acquisition changes some ideas to include new knowledge (accommodation) (Piaget, 1964). Model of equilibrium Piaget thought that like many areas of science that used equilibrium models in psychology also could use some specific rules (well, 1996). .