L. Thorndike did not believe that it was comprehensive because most behaviour in the natural environment was not simple enough to be explained by Pavlov 's theory. He conducted an experiment where he put a cat in a cage with a latch on the door and a piece of salmon outside of the cage. After first trying to reach through the cage and then scratching at the bars of the cage, the cat finally hit the latch on the door and the door opened. Through the use of repetition of the experiment enabled the cat to understanding making the response of it realising the latch occur sooner. Thorndike’s assumption outlines that the behaviour that produces a desired effect becomes dominant and therefore occurred faster .He argued that more complicated behaviour was influenced by anticipated results, not by a triggering stimulus as Pavlov illustrated. (Schwartz & Lacey 1982, pp. 24-26).
The social development theory was introduced by Lev Vygotsky. He proposed that social interaction plays a fundamental role in the process of cognitive development. Every function in the child’s cultural development appears twice: first on a social level and then on an individual level. (Vygotsky, 1978). The concept of the zone of proximal development is the distance between a child’s actual development level as determined by independent problem solving and their higher level of potential development as determined through problem solving under adult guidance or in collaboration with more capable others