concept formation


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formation

 [for-ma´shun]
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 my experience, individuals with TBI can have barriers that can be challenging to overcome including memory, concept formation, awareness, timing, endurance, and, in some cases, problem solving.
Interpreting processes of discrimination and generalization as a demonstration of concept formation has resulted in the attribution of complex behaviors to non-human animals.
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.
Thus, we can see that even some math teachers who acquire advanced education in the mathematics content discipline are only prepared to teach the important concept of function from a superficial algorithmic, procedural perspective without engaging students to do deep thinking and building the structural aspects of concept formation.
He presents his own approach as one informed by the 'linguistic turn' in the humanities and social sciences, with a particular emphasis on concept formation, and the construction and deployment of the key categories of disciplinary social science.
My survey process evolved from methods expressed by the classroom assessment models of Tom Angelo and Patricia Cross (Classroom Assessment Techniques, known as CATs in their handbook of the same name) and Ann Berthoffs interpretations of concept formation and analogy (Berthoff 111-171).
If a student (speaking now more of a graduate student) possesses a self-consciously dynamic mode of literary concept formation, institutional structures matter little, because the dialogue can now travel anywhere, as the graduate student in particular is bound to do as adjunct or assistant professor.
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.
Piaget has distinguished between two types of children's tendency of concept formation: Spontaneous and non-spontaneous.
I take it that far from exhibiting a radical change, the statements are compatible, given some context on what is meant by "scientific." Indeed, Basic Problems claims that philosophy is obviously scientific, but also that "philosophical concept formation is fundamentally opposed to that of the positive sciences" (465), and the following year Heidegger's Introduction to Philosophy lecture serves up another variation: "Is the title `scientific philosophy' as nonsensical as the concept `wooden iron'?
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:

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