concept formation

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1. the process of giving shape or form; the creation of an entity, or of a structure of definite shape.
2. a structure of definite shape.
chiasma formation the process by which a chiasma is formed; it is the cytologic basis of genetic recombination, or crossing over.
compromise formation in psychoanalysis a substituted idea or act representing and permitting partial expression of a repressed conflict.
concept formation the ability to organize a variety of information to form thoughts and ideas, a cognitive performance component in occupational therapy.
reaction formation a defense mechanism in which a person adopts conscious attitudes, interests, or feelings that are the opposites of unconscious feelings, impulses, or wishes. For example, a person may use revulsion or repugnance to defend against an unconscious desire or attraction.

con·cept for·ma·tion

in psychology, the learning to conceive and respond in terms of abstract ideas based on an action or object.

con·cept for·ma·tion

(kon'sept fōr-mā'shŭn)
psychology Learning to conceive and respond in terms of abstract ideas based on an action or object.
References in periodicals archive ?
In general, the fact that it has been difficult to identify the stimulus properties which acquire control over responding when the task entails great variation among stimulus properties has suggested the need for a new behavioral process, namely concept formation (Vonk & MacDonald, 2002).
I focus specifically on Vygotsky's (1986) theory of concept formation because it contains both individual-cognitive and sociocultural aspects, and it can help teachers think of students' development of academic language and concepts and their development and use of their own lived experiences as a single learning process.
The MLE interaction and FIE, as a rich source of cognitive processes and a mechanism for cognitive practice with concept formation, can play critical roles in producing these prerequisites.
By playing the games, children will develop skills in logic and reasoning, concept formation, visual perception/discrimination, auditory discrimination, visual-motor coordination, and verbal comprehension/communication.
The writer believes that Piaget's first description on the child's spontaneous concept formation of God, is important in its own right and deserves careful study.
Most focused on aspects of memory, attention, concept formation and reasoning, motor speed, mental status, and verbal functions and language.
A Finnish researcher, concentrating on the characteristics of concept formation (war and peace) among children whose nations were at war, cites this essay written by an 11-year-old Palestinian girl:
They include tests of fine and gross motor skills, eye-hand coordination, sustained attention, spatial and verbal memory, visual perception, concept formation, and abstract reasoning.
This article seeks to make explicit an approach to concept formation long present but undertheorized in the social sciences.
Throughout the semester, each concept is engaged in a singular way starting with shape, which is the beginning of concept formation.
The material is organized chronologically, and several chapters are reprints of previously published articles; the core chapters described below are new, however, and offer critical insights into fundamental questions of measurement, concept formation, and the salience of religious factors.

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