To pick up where we left off, parents and teachers should avoid feeding kids with concepts before they create them by themselves [1]. One of the reasons that this mistake takes place is that we don’t make a distinction between a concept and its symbol. In the 12th post, we studied how the brain could create concepts by grouping several […]
When it comes to distinguishing between the concept of horse and donkey [1], a kid might not show any resistance [2] though it requires some effort [3]. To them, every day is full of unprecedented experiences and they learn many new words. However, if you contradict one of their beliefs, they’ll tenaciously fight to prove you wrong. You can run […]
In the 22nd post, we saw how a kid went through the phases of assimilation, disequilibrium then accommodation to create the concept of the donkey [1]. Piaget [2] stated that the balanced growth of assimilation and accommodation results in functioning intelligence. If assimilation outgrows accommodation, kids will tend to play games; otherwise, they will rather imitate. Through this post, we’re […]
In the last post, we opened up the discussion about the two complementary drives which help us adapt thus survive: assimilation and accommodation [1]. To investigate the process, let’s study it from the very beginning: when a baby is born. In parentheses, we should know that compared to other species, the humankind baby prematurely comes to the world since standing […]
In the last post, we discussed that language had enabled us to create concepts to think through and to communicate with [1]. Since concepts are abstract, they can’t be genetically coded; thus kids need to learn and develop them [2]. Let’s see how it goes. As a kid, you’re trying to make sense of your environment, finding relationships to group […]
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