In comparing Piaget with Vygotsky, Piaget saw interaction primarily as a mechanism for promoting assimilation and accommodation in individuals. Whereas, Vygotsky developed his ideas based on learning and development, which arises directly from social interactions, which means individuals’ cognitive developments are a direct result of interactions with other people. “The role of language is central to Vygotsky’s theory, and it plays three different roles in development” (Eggen & Kauchak, 2007, p.46). The first role is giving learners access to knowledge. Second, language providing the learners with cognitive tools that allows humans to think about their surroundings and resolve problems. The third role that language plays is helping the learner with regulation and reflection of his or her own thinking. According to Vygotsky, “learning occurs when people acquire specific understanding,” Thomas, 32(3), 656). In reviewing the research of the three different theories of motivation–behavioral theories humanistic theories and cognitive theories–the researcher has to study the development of the humanistic views of Charles Maslow’s hierarchy of needs. Looking at Maslow’s two-step processes, the first step is Deficiency needs, which includes survival, safety, belonging, and self-esteem. The second step, Growth needs, includes intellectual achievements, anesthetic appreciation, and self-actualization (Eggen & Kauchak, 2007, p.303). This researcher believes that if the work environment or the classroom environment could combine Piaget, Vygotsky and Maslow’s theories in to one basic idea, one would have the closest thing to a perfect understanding of human physical and cognitive development.