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How does this chapter influence my teaching philosophy?

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I don't understand the following concepts:
1.
2.
3.

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The goal of this chapter is to:
Provide information about Piaget and Vygotsky's cognitive development theories.
Provide information about how information is learned (information processing)
Provide information about 21st century skills.

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Cognitive Development
Piaget -
Equilibrium
Association
Accommodation
Cognitive Development

Vygotsky -
Zone of Proximal Development
Scaffolding
More experienced peer / mentor

Information Processing
Short term memory
Central executive
Phonological Loop
Visiospatial sketchpad
Long term memory
Declarative knowledge
Procedural memory

*Can I define each and give an example?
Procedural knowledge

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I am feeling a little "iffy" about the intelligence section.  I understand their are different types of intelligence, but I am not sure how they interact with one another.

Question: How do these components work together?

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Employers want individuals to have certain skills when they enter the work force (e.g., adaptability, self-regulated learning, communication skills, problem-solving skills, etc.).

I found self-regulated learning to be an interesting section of this chapter - I tend to monitor myself while I learn.

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The information processing model consists of three steps: sensory intake, short/working memory, and long term memory. There are different components to working memory (e.g., central executive, phonological loop, visiospatial sketchpad), as well as long term memory (e.g., declarative memory, procedural memory, and being able to distinguish which to use).

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Piaget's theory of cognitive development focuses on the stages an individual moves through as they age.

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Piaget's Theory of Cognitive Development

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Vygotsky's theory focuses on the role of language and social interactions between children.

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Vygotsky's Theory of Cognitive Development in Social Relationships

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This chapter looks at cognitive development, intelligence, information processing, and 21st century skils.