Examples Of Concrete Thinking

Concrete operational stage (junior and early adolescence) intelligence is demonstrated through the logical and systematic manipulation of symbols relates to concrete objects and their operational thinking develops.

The new concept of thinking,

| third stage of cognitive development in which the school-age child becomes capable of logical though processes but is not yet capable of abstract

429). This is the time when abstract thought is formed. The client would be in the late process of formal operational thought which is when “adolescents test their reasoning against experience and they incorporate their formal operations of thinking” (Lapsley, 1996). There are five major changes that occur during this development: thinking about possibilities, testing hypotheses, thinking about the future, thinking about thoughts, and expansion of thought (Ashford & Lecroy, 2013, p. 430). It is also important to remember that by late adolescents, which is where the client is at, only about 60% of young people use formal operations, and this may be because of experience and knowledge in certain areas (Ashford & Lecroy, 2013, p.

Intellectually creative- To pursue different avenues when attempting to solve a problem. We must utilize different means of problem solving when dealing with an issue, whether it be a small issue or a global issue, instead of using a single point-of-view approach.

IQ is defined as a measure of intelligence that shows the ratio of an individual’s mental age to their chronological age, this is then multiplied by 100 (Cattel 1972). Creativity cannot be measured by undertaking an IQ test, creativity is subjective and the simplest way of defining it is the ability to create original, useful and surprising new things. However, over the years pioneering research has inspired psychologists to devise tests to measure creativity. The most famous Divergent Thinking test is Guildfords Alternative Uses Task established in 1967. This test proposes that the individual involved should think of alternative uses for a common item such as a brick. This way of measuring Divergent Thinking is universally used in contemporary testing of creativity.

Concrete cognitive operations as outlined by Jean Piaget are typically children who are between the ages 8-11 years. Cognitive skills of this group are able to perform inductive reasoning. In addition, objects or events need to be experienced. Some major schemas proposed by Piaget are class inclusion, such as all birds have wings. Another schema is serial ordering, as babies need very small shoes, and children need shoes that bigger than babies, and adults need the biggest shoes of all. The most popular schema referenced on the internet was conservation, which I think is explained best by this one-minute video.

According to Baird and colleagues, mind wandering can enhance creativity goals and problems that were encountered. Creativity finds solutions that are novel, and high quality (Matlin, 2009). J.P. Guilford researched how we measure creativity. Creativity should be measured by divergent production. This research demonstrates the number of different responses that are made for each test item (Matlin, 2009).

Convergent thinking is known as habit formation in which ones behaviors become automatic. It is a Western culture paradigm that forces the thinking of a patriarchy system that places one in a fixed category as either the oppressor

Jessie 2 year old boy just sits and plays with his toys alone. Mother is concerned because he is not talking much and does not do things another two years in his age are doing. The therapist has noticed that mother is not playing with Jessie because she is busy doing other things and had neglected Jessie. So, Jessie plays by himself with his toys. The therapist tells mother that she should play with him and have activities with symbols, words and numbers so the child can start using his thoughts. The preoperational thought is very important because during this stage it is known as the cognitive development. During this stage the child learns to use symbols, words and numbers. For the period of this stage the child will develop memory and

Then concrete stage a big changing point in a child's cognitive development. It is the starting poin of logical/operational thought. The child is now to the point that they are mature enough to use logical thought/operations whre they can only apply it to physical objects and do some problem solving.

On the other hand, convergent thinking means the ability to give the right answer to questions that are known to be standard and doesn't require creativeness. An example would be the test that you take for the school that is multiple choice. You get one answer that is right and there is no need for you to think creatively. From my experience, I can say taking the test at Belhaven is a part of the divergent thinking process because unlike standardized test they require us to think creatively. We all get the same questions but there is no one answer to the question. It isn’t really a right or wrong answer just as long as it relates to the topic and you can back up your answer. While that can be the case in multiple choice test where you can

In the concrete operational stage between the ages of seven and twelve, children become capable of logical thought, they also start to be able to think abstractly. However they are best suited to visible or concrete objects and things they can see (Lee and Gupta). Once the child has reached the formal operations stage from twelve years onwards it becomes more practiced at abstract processing, carrying out problem solving systematically and methodically thus completing the cognitive development process.

Both Berk (2010) and Lucile Packard Children's Hospital at Stanford (2012) claim that by this age an adolescent should be thinking in more abstract, systematic and logical ways. Therefore, according to the articles researched for this issue and the behavior exhibited by this adolescent would indicate a delay in cognitive development. This delay not only affects his personal reasoning, but also has delayed his cognitive development to solve hypothetical problems, thus, lower his ability solve situations not yet experienced. Remaining in the concrete operational

I believe that few people have a strong inner feeling that pushes them to think out of the box to identify as issue and find the solution. Personally, I always try to find the most creative solution and do not give up until I get it. Sometime this energy is contagious on to next. I always search for the missing links and fine-tune my thoughts until I reach a point that works. This creativity has steadily driven my ambitions through the organization.