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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 ]
Construal level theory (CLT) is a theory in social psychology that describes the relation between psychological distance and the extent to which people's thinking (e.g., about objects and events) is abstract or concrete.
Abstract, hypothetical thinking is not yet developed in the child, and children can only solve problems that apply to concrete events or objects. At this stage, the children undergo a transition where the child learns rules such as conservation . [ 50 ]
Abstract thinking singles out the rational, logical qualities ... Abstract feeling does the same with ... its feeling-values. ... I put abstract feelings on the same level as abstract thoughts. ... Abstract sensation would be aesthetic as opposed to sensuous sensation and abstract intuition would be symbolic as opposed to fantastic intuition ...
The Gregorc Style Delineator is a self-scoring written instrument that elicits responses to a set of 40 specific words. [3] Scoring the responses will give values for a model with two axes: a "perceptual space duality," concrete vs. abstract, and an "ordering duality," sequential vs. random [4] The resulting quadrants are the "styles":
At school the most important transition is from concrete thinking - which deals with facts and descriptions, to abstract thinking - any thinking which involves a mental process. From Vygotsky, CA takes the concept of Zone of Proximal Development (ZPD): the difference between what a learner can do with and without help.
In cognitive linguistics, abstract concepts are transformations of concrete concepts derived from embodied experience. The mechanism of transformation is structural mapping, in which properties of two or more source domains are selectively mapped onto a blended space (Fauconnier & Turner, 1995; see conceptual blending ).
In the late primary school years operations on numbers must be mastered because concrete operational thought provides the mental background for this. In adolescence the relations between numbers and algebra can be taught, because formal operational thought allows for conception and manipulation of abstract and multidimensional concepts.