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| piaget | 7 | 7 | 4 | |
| social learning theory | 4 | 5 | 1 | |
| vygotsky | 4 | 6 | 1 | |
| metacognition | 3 | 4 | 3 | |
| bandura | 3 | 3 | 2 | |
| learning theories | 2 | 5 | 1 | |
| adult learning theory | 2 | 2 | 4 | |
| constructivism | 2 | 2 | 6 | |
| theory of multiple intelligence | 2 | 2 | 4 | |
| jean piaget | 2 | 2 | 5 | |
| cognitive learning | 2 | 2 | 1 | |
| cognitive dissonance | 1 | 1 | 3 | |
| cognitive load theory | 1 | 1 | 2 | |
| psychology macro focus | 1 | 1 | 1 | |
| cognitive dissonance theory | 1 | 1 | 1 | |
| theories in education | 1 | 1 | 1 | |
| theory | 1 | 1 | 3 | |
| attitudes | 1 | 2 | 14 | |
| bf skinner | 1 | 1 | 4 | |
| stages of cognitive development identified by piaget | 1 | 1 | 3 | |
| andragogy and self-directed learning | 1 | 1 | 4 | |
| theory into practice | 1 | 1 | 1 | |
| psychological theories of aggression | 1 | 1 | 10 | |
| bandura's social learning theory | 1 | 1 | 1 | |
| learning strategies | 1 | 1 | 5 | |
| lev vygotsky | 1 | 1 | 5 | |
| social learning theory bandura | 1 | 1 | 1 | |
| educational implications of piaget's theory | 1 | 1 | 10 | |
| schema | 1 | 1 | 23 | |
| domains | 1 | 1 | 34 | |
| social learning | 1 | 1 | 1 | |
| learning theory | 1 | 1 | 3 | |
| skinner | 1 | 1 | 4 | |
| howard gardner multiple intelligences | 1 | 1 | 8 | |
| mind in society by lev vygotsky | 1 | 2 | 4 | |
| b.f. skinner's learning theory | 1 | 1 | 1 | |
| skinner's operant conditioning | 1 | 1 | 1 | |
| vygotsky and social cognition | 1 | 1 | 2 | |
| - | 1 | 1 | 10 | |
| gardner multiple intelligences | 1 | 1 | 3 | |
| what is metacognition | 1 | 1 | 3 | |
| influences of social cognitive behavior | 1 | 1 | 4 | |
| robert gagne | 1 | 1 | 2 | |
| theories of human learning | 1 | 1 | 11 | |
| expository theory | 1 | 1 | 4 | |
| hull's theory | 1 | 1 | 1 | |
| gagne | 1 | 1 | 1 | |
| psychology social learning theory | 1 | 1 | 1 | |
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