Simply while some people think in a particular way, others think in a different way. These differences and variations in thinking styles are all natural and God-gifted. One can, however, change the way they think. They can even change their beliefs at one point if some other thinking has completely taken over and convinced the former manner of thinking.
Abstract thinkers are able to reflect on events and ideas, and on attributes and relationships separate from the objects that have those attributes or share those relationships.
Thus, for example, a concrete thinker can think about this particular dog; a more abstract thinker can think about dogs in general.
A concrete thinker can see that this ball is big; a more abstract thinker can think about size in general. A concrete thinker can count three cookies; a more abstract thinker can think about numbers. A concrete thinker can recognize that John likes Betty; a more abstract thinker can reflect on emotions, like affection.
Another example of concrete thinking in young children is a two or three year old who thinks that as long as he stays out of his bedroom, it will not be bed time. In this case, the abstract concept of time bedtime is understood in terms of the more concrete concept of place bedroom.
The abstract idea of bedtime comes to mean the concrete idea of being in my bedroom. Another example that applies to two or three year olds is the following. One of the favorite Dr.
Seuss books is Green Eggs and Ham, which ends with the narrator changing his mind from rejecting green eggs and ham under any circumstances to trying them and actually liking them. At a concrete level of understanding, the story is about a stubborn person changing his mind.
At a more abstract level of understanding, it is about people in general being capable of modifying their thoughts and desires even when they are convinced that they cannot or do not want to do so. This more abstract level of understanding can be appreciated by two and three year old children only if the higher level of meaning comes out of a discussion of the book with a more mature adult.
At older ages and higher levels of thinking, this same process of more mature thinkers facilitating higher levels of abstraction in less mature thinkers characterizes the process of teaching abstract thinking. For example, this is how great philosophers, like Socrates and Plato, taught their pupils how to think abstractly.
An example of concrete versus abstract thinking in adolescence is the following. An abstract thinking adolescent can recognize that this strategy in football is the same as using ones cognitive strengths in studying for an exam. In general, abstract thinkers are able to perceive analogies and relationships that others may not see and thereby understand higher levels of abstraction.
The term abstraction also applies to uses of language. Abstract language also includes indirect uses of language, such as metaphors and figures of speech. An abstract thinker, in contrast, would understand that the figure of speech means that people who have faults of their own should not criticize others.
One should be careful, however, not to equate metaphor with abstract. Metaphors that were well understood before the injury e. In this sense, concrete ideas are those that have relevance to action e.
This connection to action offers teachers and parents a way to make abstract ideas more concrete and therefore more understandable by showing their relevance to action. For example, chemistry can be connected to cooking or medicine; mathematics can be connected to construction.
These connections with practical activity help concrete thinkers understand and appreciate abstract concepts.What is concrete play? Well, it doesn’t mean letting your 4-year old help Dad lay down the new cement walkway. Concrete play is any kind of tangible, hands-on play where your child uses his body or hands to manipulate things.
The flipside of concrete play is abstract play. Think of it as hands-on. Abstract Thinking vs Concrete Thinking Abstract thinking and concrete thinking are two variations of thinking, where a number of differences can be identified between them.
Simply while some people think in a particular way, others think in a different way. When teaching kids anything new, it is important to remember to start with the concrete and move to the abstract. Many things in life are abstract (for example: addition and subtraction, a .
When teaching kids anything new, it is important to remember to start with the concrete and move to the abstract.
Many things in life are abstract (for example: addition and subtraction, a foreign language, or vocabulary). Abstract vs. Concrete. Before exposing your students to abstract and concrete noun activities and games, you'll want to begin with an exercise that both defines abstract and concrete nouns and.
Concrete vs Abstract Thinking. People always think differently. Some may think in concrete terms and some in abstract terms. Concrete thinking refers to the thinking on the surface whereas abstract thinking is related to thinking in depth.