Gardner's "logical-mathematical" intelligence, the correct response, refers to the ability to analyze problems, solve mathematical equations, detect patterns, and think logically. Multiple theories of intelligence have been developed within the field of Intelligence Development. Howard Gardner is one of these theorists. He provides a seven-faceted model of intelligence that includes the types listed in the response choices. "Linguistic" is incorrect as it refers to the individual’s command of language. "Spatial" is incorrect because it refers to the individual’s ability to manipulate and work with physical objects. "Interpersonal" is also incorrect because it captures one’s ability to successfully navigate social interactions and relationships.

Bloom's Taxonomy contains six cognitive levels that a student progresses through as intellectual capacities increase. Here, they are listed in ascending order of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. According to Bloom, the level of "synthesis" is being exercised when the student is peicing together elments or parts to form a whole.

According to Vygotsky, guidance, tutoring, and modeling are necessary to help children demonstrate the abilities and skills that exist in their zone of proximal development. For example, a student struggling with writing skills is able to write at a certain level on her own, and with the guidance of a tutor can improve her skills. In this example, the discrepancy between the child's two writing levels constitutes the zone of proximal development.

Jean Piaget introduced the four stages of cognitive development: Sensorimotor, preoperational, concrete operational, and formal operational. Piaget was most concerned with the cognitive development of children that included abilities such as conservation and abstract thought. Erikson studied psychosocial development across the entire lifespan, Freud studied psychosexual development from birth to adolescence; and Thomas along with his colleague Stella Chess studied temperament, a precursor to personality.

Animism, or the belief that objects are alive and have personalities, is a common childhood belief, which was extensively studied by Jean Piaget. Piaget attributed animism to a failure of the child to distinguish its own interior world from its exterior world.

Similar to Thurstone's Primary Mental Abilities, the Stanford-Binet intelligence test focuses on three and not four (as with the Weschler scales) primary areas of intelligence. The Stanford-Binet, however, includes working memory in place of perceptual speed whereas Thurstone includes perceptual speed to the exclusion of working memory. As such, "perceptual speed" is not an index of intelligence measured by the Stanford-Binet.

Bloom's Taxonomy contains six cognitive levels that a student progresses through as intellectual capacities increase. Here, they are listed in ascending order of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom and his followers posited that by assessing a student's level of intellectual capacity, educators could best meet and test their students' learning development. In Bloom's 6-tiered model, "evaluation" is at the peak and refers to the ability to render informed judgements by effectively comparing and discriminating among ideas.

Spearman's theory of intelligence development is famous for its "g" factor, that is a general underlying intelligence that accounts for mental performance. This should not be confused with "s" factors which do not refer to Spearman's factors. Rather, "s" factors refer to specific intellectual abilities which build on the underlying "g" factor. The other theorists listed as possibilities all considered intelligence to be comprised of multiple facets with no single underlying factor.

It was Louis Thurstone who contributed to our understanding of intelligence development with his theory of Primary Mental Abilities. These Primary Mental Abilities included spatial and verbal Abilities as well as perceptual speed. Spearman is remembered for promoting an underlying general ("g") factor of intelligence. Binet devised a model of intelligence that included three primary facets, but his focus was on crystallized and fluid sources of knowledge as well as short-term memory. Sternburg also promoted a three-part model of intelligence, but his components were componential, experiential, and contexutal sources of intelligence.

Gardner's "logical-mathematical" intelligence, the correct response, refers to the ability to analyze problems, solve mathematical equations, detect patterns, and think logically. Multiple theories of intelligence have been developed within the field of Intelligence Development. Howard Gardner is one of these theorists. He provides a seven-faceted model of intelligence that includes the types listed in the response choices. "Linguistic" is incorrect as it refers to the individual’s command of language. "Spatial" is incorrect because it refers to the individual’s ability to manipulate and work with physical objects. "Interpersonal" is also incorrect because it captures one’s ability to successfully navigate social interactions and relationships.