Abstract Concept Development in ChildrenBy

Leah Dieffenthaller

and

Madeline Respeliers

LEV VYGOTSKY

Lev Semyonovich Vygotsky 1896-1934 Born in “small provincial town” of Byelorussia Republic and raised in Gomel,

near Rep of Ukraine Lev was the second of eight children and was tutored at home Moscow University in 1913

o Graduated 1917 He returned to Byelorussia and spent the next seven years teaching

language and literature Opened a psychology “clinic”

o Focused on those with learning disabilities Second Psychoneurological Conference in Leningrad (1924) His research and writing career only lasted 10 years, until he died of

Tuberculosis. o In this period he wrote 180 works and did most of his research at the Institute

of Psychology in Moscow and the Ukrainian Psychoneurological Institute in Kharkov.

His Life (cont.) His work focused on the application of psychology for solving practical

problems, especially in the area of education Reader of Gesell, Werner, and Piaget and with his Marxist beliefs his theory

of development revolved around a child’s natural tendencies and social-historical influences

Human behavior must be studied in the social and historical context within which it occurs (sociohistorical development)

Thought and Language (1962) 1936-1956-BANNED! Guillermo Blanck (1990) and Alex Kozulin (1986)

VygotskyPiaget

Nature Nurture

Nature vs Nurture

Concepts NOT formed by a quantitative accumulation of

associations. “Qualitatively new type.”

Importance of vocabulary Concepts are useless without words to direct them.

Spontaneous conceptsSelf-created concepts, based in real-life events, which lack a connection back to a greater theoretical abstraction of the concept. A child does not become consciously aware of these concepts until late.

Scientific conceptsA theoretical understanding of a concept, usually based in a taught, verbal definition, which does not make connections from the abstract plane to real life experiences. Most scientific concepts are learned by rote.

Concept formation

spon

tane

ous

scie

ntif

ic

genuine

Stages of Concept Development

Syncretic Heaps

Trial and error

Egotistic selection

Combination

Complexes

Associative

Collection

Chain

Diffuse

Abstractions

Potential Concepts

Maximally Similar Objects

Syncretic Heaps

Complexes Method to the madness “He no longer mistakes connections between his own

impressions for connections between things.”

Associative Complex

The third concept is related to the first, but not to the second.

Thinking in “families” Strawberry <- Stop Sign -> Cars Oxygen <- Tree -> Colors Romance <- Honeymoon -> Traveling

12 3

p. 113

Collection Complex

A “collection” of complimentary, elements which are not similar by nature but which together form a set.

Jesus, Mary, Joseph Dirt, Sun, Grass, Water

1

2

3

p. 114

Chain Complex

The third concept is related to the second, but not to the first.

Church -> Bible -> Paper Tree -> Christmas -> Halloween Tree -> Tall -> Dan Schmidt

1 2 3

p. 115

Diffuse Complex

“A diffuse complex in the child’s mind is a kind of family that has limitless powers to expand by adding more and more individuals to the original group.”

8

1 25

3

6 7

4

9

10

p. 117

Pseudo-concept

concept complex

A pseudo-concept looks like a complex, but is totally different in origin and structure.

“A complex does not rise above its elements as a concept does.”

Functional equivalentThe pseudo-concept that a child uses to facilitate mutual understanding with adults.

This term refers to the fact that while children do not fully develop abstract concepts until later, they are able to have conversations with adults about something like “love” and still both be talking about the same thing and understand each other.

Mutual understanding

A long time ago, in a galaxy far, far away…

Two students were called forth by skeptical curiosity

A curiosity which was soon satisfied but led to a new set of questions:

If children cannot comprehend abstract concepts then how are they able to

believe in and understand the notion of God?

Purpose and Questions1) Do drawings help children bridge the gap in expressing their

functional equivalents of abstract concepts since it is their lack of vocabulary which is at fault for their inability to form genuine concepts?

2) Does the age and level of education of an individual have an effect on his or her ability to truly understand abstract concepts, and will an older, more educated person be better at expressing them?

3) If children are supplied with the vocabulary, will it mature their expression of concepts?

 

Procedure

Tree

Second

Grade Initial

Tree

OxygenColors

Paper

Wood

Food

Plants

God’s creation

AirLeavesBranche

s

Habitats for Animals

Houses

Desks

Cabins

Shade

Christmas

Halloween

Grass

FirewoodFrames

Benches

BarkSunSpring

DirtBig + small

treesSkinny FatOak Apple

Evergreen OrangeLemon

(Christmas)Walking

Pine

CoconutBanana

Trees can make paper Don’t waste paper because it’s made from trees so they’ll have to make more treesIt gives you air and oxygenIt’s a big plant. Second Grade

“Tree” Concept Map

Second

Grade Final

Trees for Wood Products*

Christmas Tree

Multiple Tree (Various Types)

Specific Type of Tree

Tree as a Fruit Producer

Oxygen Producer*

Tree as a Home and/or Habitat

Roots Drawn

Grounded Tree

Tree as Part of a Larger Whole

"Normal" "Regular" "Typical" Tree

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Second Grade Concept of Tree

FinalInitial

Fifth Grade Initial

Flowers

Nature

Green

Oxygen

Root

Environment

Seeds

Wood

Bark

Leaves

Paper

Acorns

Squirrels

Pinecone

Plant

Maple

  Pine

 Palm

Christmas

Oak

Cedar

Pecan

Magnolia

JuniperApple Blossom

Fruit Tree

Tree

1) A kind of plant that grows in the environment or place

2) Something that gives you Oxygen

3) A large plant with leaves, branches, and bark

4) A large plant that grows fruit and flowers

5) A plant that is seasonal and changes

Fifth Grade“Tree”

Concept Map

Fifth Grade

Final

Tree for Wood Products*

Specific Type of Tree

Tree as a Fruit Producer

Oxygen Producer*

Tree as a home and/or habitat

Roots Drawn

Grounded Tree

Tree as part of a larger whole

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Fifth Grade Concept of Tree

FinalInitial

College Initial

TreeA Living Organism

Tall

Seasonal

Chlorophyll

Photosynthesis

Green

Roots

Leaves

Bark

Life

Useful

Autotroph

Angiosperm

Dan Schmidt

Sapling

Wood

Oak

Forests

Branches

Giant Sequoia

Yew

Christmas

College Students’“Tree” Concept

Map

College Final

Family Tree

Personal Connection

Christmas Tree

Multiple Trees (Various Types)

Specific Type of Tree

Tree as a Fruit Producer

Oxygen Producer*

Tree as a home and/or habitat

Roots Drawn

Grounded Tree

Tree as part of a larger whole

"Normal" "Regular" "Typical" Tree

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

College Student Concept of Tree

FinalInitial

Second Grade

Second GradeInitial

Love

Crush on someone

Second Grade“Love” Concept Map

FamilyDog

married

hugginghamster

cats

Valentine’s Day

Horses and ponies

Kissing

smooching

Want to marry someone if you love them very

much

cute

moviesgirlfriendboyfriend Holding

hands

Are there any words that

mean the same thing as love?

(care)

flirting

like

What do I love?datesdivorce

“That’s not

Love!”

Friends (family and pets)

God

worldnature

grandma

animals

people

JesusMary

Joseph

xoxo

“If you saw a girl and they got a dress and it was pretty nice than hearts will go on your

eyes and you’ll fall on the floor.”“Caring and loving someone.”“You think a girl is hot.”

“Sometimes girls eyes get shiny and watery.”

romance

cupid

Second GradeFinal

"Love"

Hearts

Personal Connection

PDA's

Rejection

Attraction

Friendship/ Affection

Relationship

Marriage

Maternal/ Familial

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Second Grade Concept of Love

FinalInitial

Fifth Grade Initial

Love

Hugs

Romance

Traveling

Kissing

A couple

Cupid

A Date

Beauty

A moment in life you would like to capture

Grandparents

Roses

Chocolate

Hearts

Moonlight Picnic

Family

Bonds

Cuddling

Liking something a lot

ForgivingFriends

God

Divorce

Handsomeness

Cheese

Honeymoon

Dancing

A Strong Feeling

Hope & Joy

Marriage

Holding Hands

Puppy Love

Rejection

Crying & Sadness

Connection

Kids

Relationship

Gift not a Privilege

Devotion

Through Sickness & in Health

Fifth Grade“Love” Concept Map

1) A committed relationship

2) A beautiful feeling you get in yourself

3) Two people joining together

4) A gift from God 5) A strong felling

between two people

Fifth Grade Final

Cupid

Hearts

PDA's

Attraction

Relationship

Marriage

Maternal/ Familial

Unconditional

Self-Sacrifice

0% 20% 40% 60% 80% 100% 120%

fifth Grade Concept of Love

FinalInitial

CollegeInitial

Love

God

Community

Mommy

Babies

Boys

Marriage

Friendship

Commitment

Unconditional

Family

Selfless

Sacrifice

Eros

Caritas

Idealism

Actions Hug

Crucifixion

College Students’

“Love” Concept

Map

College Final

Hearts

PDA's

Rejection

Beauty/ Music

Relationship

Marriage

Maternal/ Familial

Care

Willing the Good of Others

Universality/ Community

Trust/ Reliebility

Unconditional

God is Love

Jesus Dying on the Cross

Self-Sacrifice

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

College Student Concept of Love

FinalInitial

Fear

Fear

Death

Halloween

Split Ends

Screaming

Pavid

Boogieman

Crying

Lost Spirits

“The Grudge”

Dinosaurs

Snake PitZombies

Bloody Mary

ClownsChupacabra

“The Midnight Train”Rabid Animals

Vampires“The Orphan”

Monsters

Murderers

Traumatized

Aliens

Blood

Puppets

Plague

“Insidious”Cockroaches

Main guy in “Saw”

Tarantulas

Frankenstein

Jaws

“Gremlins”

Underwater Creatures

Your Worst Nightmare

Penny Wise

The Grimm Reaper

Chinese Dolls

Paranormal ActivityCavemen

Wild Hogs

Injections

King Cobra

Wolf man

Rated-R Movies

Fifth Grade“Fear”

Concept Map

1) A feeling that is uncomfortable

2) Something inside you that makes you not want to see that thing again

3) Movies that kids shouldn’t watch

4) Something that is terrifying to see

5) You feel like something is real but it is really fiction

6) Something that scares you and you are afraid of

Fear

PanicDarkness

Weakness

Courage

Caterpillars

Ignorance

Death

Obstacles

Spiders

Uncertainty

The Mind Killer

Terror

Discomfort

Scary MoviesAbandonment

Angst

Suspense

College Students’“Fear” Concept Map

Tree2nd

Grade, 5th Grade, & College

"Norm

al" "R

egular

" "Typica

l" tre

e

Tree a

s par

t of a

larg

er w

hole

Grounded

Tre

e

Roots Dra

wn

Tree a

s a hom

e/hab

itat

Oxyge

n Produce

r*

Tree a

s a fr

uit pro

ducer

Spec

ific T

ype of T

ree

Multiple

Trees (

Vario

us types

)

Christm

as T

ree

Perso

nal Connec

tion

Trees

for W

ood products

*

Family

Tre

e0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Comparison of “Tree”

25C2 (f)5 (f)C (f)

# Score

1 3

3 2

5 1

6 4

7 1

8 5

9 4

12 5

14 2

15 3

16 5

17 4

# Score

26 3

28 4

29 0

30 2

31 4

33 3

35 1

39 3

40 3

41 3

# Score

51 6

52 4

53 2

54 3

55 4

56 4

57 2

58 2

59 4

60 2

61 2

62 4

63 3

64 2

65 1

Initial vs. Final Influence of the Class Ratings: “Tree”

2nd Grade 5th Grade

College

2nd Grade, 5th Grade, & College

Love

Self-

Sacr

ifice

Jesus

Dying o

n the C

ross

God is Love

Unconditi

onal

Trust/

Reli

abili

ty

Univer

salit

y/ Com

munity

Will

ing the G

ood of Oth

ers

Care

Matern

al/ Fam

ilial

Marria

ge

Relatio

nship

Friendsh

ip/ A

ffecti

on

Beauty

/ Music

Attrac

tion

Rejecti

onPDA's

Perso

nal Connec

tion

Hearts

"Love"

Cupid0%

20%

40%

60%

80%

100%

120%

Comparison of “Love”

2nd Grade5th GradeCollege2 (f)5 (f)C (f)

# Score

1 4

3 3

5 4

7 1

8 6

9 3

12 1

14 5

15 3

16 5

# Score

26 3

27 5

29 1

31 5

32 4

34 5

37 3

38 1

39 0

40 1

41 5

42 0

# Score

51 6

52 4

53 0

54 0

55 5

56 2

57 5

58 1

59 4

60 3

61 0

62 3

63 5

64 5

65 2

Initial vs. Final Influence of the Class

Ratings: “Love”

2nd Grade

5th GradeCollege

In Conclusion1) Do drawings help children bridge the gap in expressing their

functional equivalents of abstract concepts since it is their lack of vocabulary which is at fault for their inability to form genuine concepts?

2) Does the age and level of education of an individual have an effect on his or her ability to truly understand abstract concepts, and will an older, more educated person be better at expressing them?

3) If children are supplied with the vocabulary, will it mature their expression of concepts?

Practical Implications Group Projects/ Activities:

They need to establish it for themselves first. Children can’t be force-fed concepts, and giving them the

material doesn’t guarantee any actual maturation of concept.

Are the more “abstract” concepts the college students are displaying really genuine understandings, or are they just regurgitating information of higher quality?

initial

final

Limitations 2nd Grade had trouble with the form once we got to the

abstract concepts. 5th Grade only completed 3 out of the 4 initial

drawings. Would have replaced “fear” with a concept that would

have produced more meaningful results. Inadequate “why” supplied by students. Amount of information supplied to college students. Time & IRB