Abstract thinking is the ability to think about objects, principles, and ideas that are not physically present. It is related to symbolic thinking, which uses the substitution of a symbol for an object or idea.
A variety of everyday behaviors constitute abstract thinking. These include:
- Using metaphors and analogies;
- Understanding relationships between verbal and non-verbal ideas;
- Spatial reasoning and mentally manipulating and rotating objects;
- Complex reasoning, such as using critical thinking, the scientific method, and other approaches to reasoning through problems.
How Does Abstract Reasoning Develop?
Developmental psychologist Jean Piaget argued that children develop abstract reasoning skills as part of their last stage of development, known as the formal operational stage. This stage occurs between the ages of 11 and 16. However, the beginnings of abstract reasoning may be present earlier, and gifted children frequently develop abstract reasoning at an earlier age. Some psychologists have argued that the development of abstract reasoning is not a natural developmental stage. Rather, it is the product of culture, experience, and teaching.
Children’s stories frequently operate on two levels of reasoning: abstract and concrete. The concrete story, for example, might tell of a princess who married Prince Charming, while the abstract version of the story tells of the importance of virtue and working hard. While young children are often incapable of complex abstract reasoning, they frequently recognize the underlying lessons of these stories, indicating some degree of abstract reasoning skills.
Abstract Reasoning and Intelligence
Abstract reasoning is a component of most intelligence tests. Skills such as mental object rotation, mathematics, higher-level language usage, and the application of concepts to particulars all require abstract reasoning skills. Learning disabilities can inhibit the development of abstract reasoning skills. People with severe intellectual disabilities may never develop abstract reasoning skills, and may take abstract concepts such as metaphors and analogies literally.
- Harwood, R., Miller, S. A., & Vasta, R. (2008). Child psychology: Development in a changing society. Hoboken, NJ: John Wiley & Sons.
- Tutorial: Concrete vs. Abstract Thinking. (n.d.). Tutorial: Concrete vs. Abstract Thinking. Retrieved July 24, 2012, from http://www.projectlearnet.org/tutorials/concrete_vs_abstract_thinking.html
Last Updated: 08-4-2015
VinceJuly 7th, 2015 at 4:52 PM
I recently took a psych test for a police department. I was told I failed horribly. When. Contacted the physician that administered the test. He told me I did not do well with abstract thinking. How is that? I am very intelligent, served as a soldier in the US Army for 14 years. Been to combat and was never injured.
davidAugust 27th, 2016 at 8:36 AM
Vince, Most professions including most MOS fields involved in soldiering don’t require much abstract thought. They are typically operating in the concrete world with specific tangible and practical applications with boots on the ground. Most police activities deal with policy and procedures which are concrete in form. The application of these must seen through the abstract variables of people and personalities. Many people have a limited ability for abstraction in thought process, that doesn’t mean that they are not intelligent. It just means that their thinking is external and associated with more about what is seen and known in the physical representations in actual form rather than internally as to the function of origin and meaning behind the actual form. One who is a concrete thinker may look at a a painting as a picture of a house. The abstract thinker may think of the meaning behind a place of rest and peace and view warmth of the colors, light, and shadows, as an inter-play with the emotions and vision of the artist in representation of a place of heart where meals are shared and love is fostered, called home.
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