Mind can form object or event idea {conceptual learning}, by deriving abstract ideas and rules from perception.
comparison
Conceptual learning differs from action learning, conditioning, language learning, and social learning, such as imitation, modeling, and teaching.
process
To form concept, mind uses example object or event and then generalizes. Mind does not use abstract statements.
Mind compares later perceptions to generalized example, using both denotations and connotations for identification, categorization, and discrimination.
process: combination
New concepts can combine existing-concept parts. Methods of combining ideas are type, token, argument, function, predication, and quantification.
referents
Concept categories are actions, amounts, events, objects, places, paths, properties, and states. Concept categories include subjects, verbs, adjectives, and other syntactic categories.
Concrete concepts are easiest to learn. Spatial concepts are next easiest to learn. Number concepts are hardest to learn [Dehaene, 1997].
relations
Concepts depend on shared place or time {locational concept}, stimulus part {analytic concept}, idea or attribute {categorical concept} {superordinate concept}, or relation {relational concept}.
Older children use fewer relational concepts and more categorical and analytic concepts.
Inferences can be associations.
truth
Truth is judgment about concepts in conceptual structure.
status
Concepts can have good or poor articulation.
validity
Person's concepts can match other people's concepts.
biology
All mammals can form concepts.
Social Sciences>Psychology>Cognition>Learning>Kinds>Concept
6-Psychology-Cognition-Learning-Kinds-Concept
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Date Modified: 2022.0224