| A | B |
|---|
| "Empty organism" (B) | The child as an "empty vessel" waiting to be filled with experiences |
| Reinforcement (B) | Something used to modify behavior |
| Stimulus (B) | something that makes something else happen |
| Response (B) | What happens by pairing 2 stimuli, then removing one |
| Classical conditioning (B) | Teaching a behavior by pairing 2 stimuli, then removing one |
| Zone of proximal development (SC) | The area of learning a person can accomplish with assistance |
| Scaffolding (SC) | Structures (environment and people) that support a child's learning |
| Linguistic intelligence (MI) | Language/words |
| Logical-mathematical intelligence (MI) | Reasoning, numbers, and mathematical operations |
| Spatial intelligence (MI) | Use of form and space |
| Bodily-kinesthetic intelligence (MI) | Physical characteristics or movement |
| Intrapersonal intelligence (MI) | Self |
| Interpersonal intelligence (MI) | Interacting with other people |
| Musical intelligence (MI) | Rhythm and other aspects of music |
| Naturalistic intelligence (MI) | Way things exist in nature |
| Physiological needs (M) | Functions of living organisms |
| Security needs (M) | Feeling of safety; absence of threat |
| Self-esteem needs (M) | Respect for oneself |
| Self-actualization (M) | reaching one's full potential |
| Maslow - (M) motivation theory | Heirarchy of Needs |
| Gardner | Theory of Multiple Intelligences (MI) |
| Vygotsky | Sociocultural theory (SC) |
| Skinner | Behaviorism theory (sc) |
