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In this stage, there are still limitations, such as egocentrism and precausal thinking.
[[Egocentrism]] occurs when a child is unable to distinguish between their own perspective and that of another person. Children tend to stick to their own viewpoint, rather than consider the view of others. Indeed, they are not even aware that such a concept as "different viewpoints" exists.<ref>Piaget, A Child's Conception of Space, Norton Edition, 1967; p. 178</ref> Egocentrism can be seen in an experiment performed by Piaget and Swiss developmental psychologist [[Bärbel Inhelder]], known as the [[three mountain problem]]. In this experiment, three views of a mountain are shown to the child, who is asked what a traveling doll would see at the various angles. The child will consistently describe what they can see from the position from which they are seated, regardless of the angle from which they are asked to take the doll's perspective. Egocentrism would also cause a child to believe, "I like ''[[The Lion Guard]]'', so the high school student next door
Similar to preoperational children's egocentric thinking is their structuring of a [[Causality|cause and effect]] relationships. Piaget coined the term "precausal thinking" to describe the way in which preoperational children use their own existing ideas or views, like in egocentrism, to explain cause-and-effect relationships. Three main concepts of causality as displayed by children in the preoperational stage include: [[animism]], artificialism and [[Transduction (psychology)|transductive]] reasoning.<ref name="Rathus 2006">{{cite book|last=Rathus|first=Spencer A.|title=Childhood: voyages in development|url=https://archive.org/details/childhoodvoyages0000rath|url-access=registration|year=2006|publisher=[[Thomson/Wadsworth]]|___location=Belmont, CA|isbn=9780495004455}}</ref>
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