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. 

Thurstone concentrated on only three areas of intelligence, which he called Primary Mental Abilities. His three Primary Mental Abilities are comparable to three of the four indices of the Weschler intelligence scales which have become the gold standard of intelligence testing; however, "working memory," which is measured by the Weschler set of tests, is not considered by Thurstone.

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.

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.

It has been observed that as humans age some abilities decline while others improve. Researches have noted that over time crystallized intelligence tends to remain stable—or even increase.

Bobby is unable to demonstrate conservation, or the understanding that quantity does not change just because appearance does. This concept develops during the concrete operational stage of development. The preoperational stage is characterized by the inability to conserve, egocentrism, animism, pretend play, and use of symbols; therefore, Bobby is in the preoperational stage. Note that while the question describes conservation, this is not the name of one of Piaget's stages. 

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.

Assimilation and accommodation both have to do with schemas and cognitive development. Assimilation is a process through which new information is incorporated into an existing schema. Accommodation occurs when an individual's schema is altered to fit new information. Therefore, in this case, the child has accommodated their existing schema to fit new information (that there are other names besides "cat" for furry four legged creatures). Sublimation is a defense mechanism coined by Freud and centration is the tendency for children to focus on one aspect of a problem even when two or more aspects may be relevant.

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. 

During early childhood (age 2 to 6 years) the child begins to engage in social interaction. He or she wants to be the center of attention. By encouraging the child to respect boundaries and providing discipline to control impulsive behavior, the child will learn a responsible way of living.