By Jason S. Lee
Abstraction is one aspect of highbrow functioning. The research of abstraction permits super important insights into human intelligence. whereas this monograph exhibits that the facility to imagine abstractly declines just a little with age, there are many variables deciding upon summary considering and its relation to intelligence over the life-span. This monograph defines abstraction from all angles of suggestion, contrasting it with high-order considering and stereotyped pondering; it discusses and evaluates checks of summary considering; and it offers new findings in sociological and mental study on abstraction.
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Extra info for Abstraction and Aging: A Social Psychological Analysis
Teaching Abstraction The excerpt from Roger Smith's speech provides an excellent initial statement of how schools provide instruction in abstraction. " Although he focuses specifically on higher education, training of this kind begins with the first lesson in comparing and contrasting things. Finding similarities and differences, stating how two or more things are alike and how they are distinct, comparing and contrasting-however it is said-abstraction is exercised at all levels of educational curricula.
The idea that stereotypes are negative, which is clearly present in the sociological point of view, is part of the psychodynamic perspective as well. Stereotypes are understood as self-protective, if biased, cognitive reactions to threatening emotional states. Although this orientation comes the closest to incorporating the other two perspectives into its treatment of stereotyping, it typically under-represents the social and cognitive bases of stereotypes. , Tajfel, 1969). The idea that categorization is a basic means for simplifying reality and creating meanings accords with Lippmann's and Allport's classic treatises but some contemporary proponents of this orientation have taken it too far.
The assumption of such limitations may be based on an artifact, however, as research has often failed to account for the multitude of ways in which individual development is influenced by socio-cultural factors. She then asks, somewhat rhetorically: "[A]re we to adhere . " This explanatory orientation, in which social factors are advanced as causes of variation in intellectual functioning, provides an important perspective. First, differences in social experience certainly seem to help account for individual differences among same-aged people at different times in the life course, as Labouvie-Vief suggests.