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In philosophy and the arts, a fundamental distinction is between things that are abstract and things that are concrete.While there is no general consensus as to how to precisely define the two, examples include that things like numbers, sets, and ideas are abstract objects, while plants, dogs, and planets are concrete objects. [1]
Abstract syntax, which only consists of the structure of data, is contrasted with concrete syntax, which also includes information about the representation. For example, concrete syntax includes features like parentheses (for grouping) or commas (for lists), which are not included in the abstract syntax, as they are implicit in the structure.
Abstraction is a process where general rules and concepts are derived from the use and classifying of specific examples, literal (real or concrete) signifiers, first principles, or other methods. "An abstraction" is the outcome of this process — a concept that acts as a common noun for all subordinate concepts and connects any related ...
A noun might have a literal (concrete) and also a figurative (abstract) meaning: "a brass key" and "the key to success"; "a block in the pipe" and "a mental block". Similarly, some abstract nouns have developed etymologically by figurative extension from literal roots (drawback, fraction, holdout, uptake).
Object abstraction, or simply abstraction, is a concept wherein terms for objects become used for more abstract concepts, which in some languages develop into further abstractions such as verbs and grammatical words (grammaticalisation). Abstraction is common in human language, though it manifests in different ways for different languages.
Often, abstract types will have one or more implementations provided separately, for example, in the form of concrete subtypes that can be instantiated. In object-oriented programming, an abstract class may include abstract methods or abstract properties [ 2 ] that are shared by its subclasses.
The nature of the language being produced—abstract or concrete—affects the engagement of visual, visual, spatial working memory components. Abstract language, such as metaphors or theoretical concepts, places a greater demand on verbal working memory due to the need to synthesize non-physical, conceptual relationships. [29]
Embodied theories of language comprehension assume that abstract concepts, as well as concrete ones, are grounded in the sensorimotor system [4] [14] Some studies have investigated the activation of motor cortices using abstract and also concrete verbs, examining the stimulation of the motor cortices when comprehending literal action verbs ...