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Social interactions and culture are key for learning.

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Opposed to functionalism and structuralism.

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Assimilation and accommodation.

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Knowledge is actively constructed based on experience and interaction and in accordance with prior knowledge.

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Idea of operational system.

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Lack of clear procedures for teachers.

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There are critical (or sensitive) periods for development.

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Maturity influences what we are able to learn.

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Chomsky's theory.

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'Tyranny of the majority'.

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Universal Grammar (UG).

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Language learning is just given by imitation.

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Watson's theory.

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Vygotsky’s theory.

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Immediate feedback.

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Skinner's theory.

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Social transmission enables learning.

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Evaluation focused on objectives (e.g., exams).

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Praising.

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Learning is mechanic and memoristic.

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Development is ordered and gradual.

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Schemes (or schemata).

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Piaget's theory.

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Learners are passive receivers of information and stimuli.

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There's an innate biological component of the language faculty.

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Opposed to Behaviorism.

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Retrieves the idea that nothing exists outside nature ("naturalism").

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The biological basis of other species can help explain help explain human behavior.

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Zone of Proximal Development.

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All human languages share underlying syntactic categories.

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Scaffolding.

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Stimulus-response principle.

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Shaping learning according to the interval of reinforcement and punishment.

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Biology is key for language learning.

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Not effective for analytical and comprehensive learning.

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Focused on analyzing observable behavior.

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Meaningful learning.

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Criticizes the study of "conciousness".

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Learning is the product of the changes in the subject's own comportment.

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How our brain is wired determines language learning.

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Competency and performance.

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Addresses role of habit vs hereditary.

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Lack of clear procedures for teachers.

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Learners are independent and aware of their own learning.

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Development is not an homogeneous phenomenon.