example abstract thinking

• Bipolar Disorder
• Therapy Center
• When To See a Therapist
• Types of Therapy
• Best Online Therapy
• Best Couples Therapy
• Best Family Therapy
• Managing Stress
• Sleep and Dreaming
• Understanding Emotions
• Self-Improvement
• Healthy Relationships
• Student Resources
• Personality Types
• Guided Meditations
• Verywell Mind Insights
• 2024 Verywell Mind 25
• Mental Health in the Classroom
• Editorial Process
• Meet Our Review Board
• Crisis Support

How We Use Abstract Thinking

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

MoMo Productions / Getty Images

• How It Develops

Abstract thinking, also known as abstract reasoning, involves the ability to understand and think about complex concepts that, while real, are not tied to concrete experiences, objects, people, or situations.

Abstract thinking is considered a type of higher-order thinking, usually about ideas and principles that are often symbolic or hypothetical. This type of thinking is more complex than the type of thinking that is centered on memorizing and recalling information and facts.

Examples of Abstract Thinking

Examples of abstract concepts include ideas such as:

• Imagination

While these things are real, they aren't concrete, physical things that people can experience directly via their traditional senses.

You likely encounter examples of abstract thinking every day. Stand-up comedians use abstract thinking when they observe absurd or illogical behavior in our world and come up with theories as to why people act the way they do.

You use abstract thinking when you're in a philosophy class or when you're contemplating what would be the most ethical way to conduct your business. If you write a poem or an essay, you're also using abstract thinking.

With all of these examples, concepts that are theoretical and intangible are being translated into a joke, a decision, or a piece of art. (You'll notice that creativity and abstract thinking go hand in hand.)

Abstract Thinking vs. Concrete Thinking

One way of understanding abstract thinking is to compare it with concrete thinking. Concrete thinking, also called concrete reasoning, is tied to specific experiences or objects that can be observed directly.

Research suggests that concrete thinkers tend to focus more on the procedures involved in how a task should be performed, while abstract thinkers are more focused on the reasons why a task should be performed.

It is important to remember that you need both concrete and abstract thinking skills to solve problems in day-to-day life. In many cases, you utilize aspects of both types of thinking to come up with solutions.

Other Types of Thinking

Depending on the type of problem we face, we draw from a number of different styles of thinking, such as:

• Creative thinking : This involves coming up with new ideas, or using existing ideas or objects to come up with a solution or create something new.
• Convergent thinking : Often called linear thinking, this is when a person follows a logical set of steps to select the best solution from already-formulated ideas.
• Critical thinking : This is a type of thinking in which a person tests solutions and analyzes any potential drawbacks.
• Divergent thinking : Often called lateral thinking, this style involves using new thoughts or ideas that are outside of the norm in order to solve problems.

How Abstract Thinking Develops

While abstract thinking is an essential skill, it isn’t something that people are born with. Instead, this cognitive ability develops throughout the course of childhood as children gain new abilities, knowledge, and experiences.

The psychologist Jean Piaget described a theory of cognitive development that outlined this process from birth through adolescence and early adulthood. According to his theory, children go through four distinct stages of intellectual development:

• Sensorimotor stage : During this early period, children's knowledge is derived primarily from their senses.
• Preoperational stage : At this point, children develop the ability to think symbolically.
• Concrete operational stage : At this stage, kids become more logical but their understanding of the world tends to be very concrete.
• Formal operational stage : The ability to reason about concrete information continues to grow during this period, but abstract thinking skills also emerge.

This period of cognitive development when abstract thinking becomes more apparent typically begins around age 12. It is at this age that children become more skilled at thinking about things from the perspective of another person. They are also better able to mentally manipulate abstract ideas as well as notice patterns and relationships between these concepts.

Uses of Abstract Thinking

Abstract thinking is a skill that is essential for the ability to think critically and solve problems. This type of thinking is also related to what is known as fluid intelligence , or the ability to reason and solve problems in unique ways.

Fluid intelligence involves thinking abstractly about problems without relying solely on existing knowledge.

Abstract thinking is used in a number of ways in different aspects of your daily life. Some examples of times you might use this type of thinking:

• When you describe something with a metaphor
• When you talk about something figuratively
• When you come up with creative solutions to a problem
• When you analyze a situation
• When you notice relationships or patterns
• When you form a theory about why something happens
• When you think about a problem from another point of view

Research also suggests that abstract thinking plays a role in the actions people take. Abstract thinkers have been found to be more likely to engage in risky behaviors, where concrete thinkers are more likely to avoid risks.

Impact of Abstract Thinking

People who have strong abstract thinking skills tend to score well on intelligence tests. Because this type of thinking is associated with creativity, abstract thinkers also tend to excel in areas that require creativity such as art, writing, and other areas that benefit from divergent thinking abilities.

Abstract thinking can have both positive and negative effects. It can be used as a tool to promote innovative problem-solving, but it can also lead to problems in some cases:

• Bias : Research also suggests that it can sometimes promote different types of bias . As people seek to understand events, abstract thinking can sometimes cause people to seek out patterns, themes, and relationships that may not exist.
• Catastrophic thinking : Sometimes these inferences, imagined scenarios, and predictions about the future can lead to feelings of fear and anxiety. Instead of making realistic predictions, people may catastrophize and imagine the worst possible potential outcomes.
• Anxiety and depression : Research has also found that abstract thinking styles are sometimes associated with worry and rumination . This thinking style is also associated with a range of conditions including depression , anxiety, and post-traumatic stress disorder (PTSD) .

Conditions That Impact Abstract Thinking

The presence of learning disabilities and mental health conditions can affect abstract thinking abilities. Conditions that are linked to impaired abstract thinking skills include:

• Learning disabilities
• Schizophrenia
• Traumatic brain injury (TBI)

The natural aging process can also have an impact on abstract thinking skills. Research suggests that the thinking skills associated with fluid intelligence peak around the ages of 30 or 40 and begin to decline with age.

Tips for Reasoning Abstractly

While some psychologists believe that abstract thinking skills are a natural product of normal development, others suggest that these abilities are influenced by genetics, culture, and experiences. Some people may come by these skills naturally, but you can also strengthen these abilities with practice.

Some strategies that you might use to help improve your abstract thinking skills:

• Think about why and not just how : Abstract thinkers tend to focus on the meaning of events or on hypothetical outcomes. Instead of concentrating only on the steps needed to achieve a goal, consider some of the reasons why that goal might be valuable or what might happen if you reach that goal.
• Reframe your thinking : When you are approaching a problem, it can be helpful to purposefully try to think about the problem in a different way. How might someone else approach it? Is there an easier way to accomplish the same thing? Are there any elements you haven't considered?
• Consider the big picture : Rather than focusing on the specifics of a situation, try taking a step back in order to view the big picture. Where concrete thinkers are more likely to concentrate on the details, abstract thinkers focus on how something relates to other things or how it fits into the grand scheme of things.

Abstract thinking allows people to think about complex relationships, recognize patterns, solve problems, and utilize creativity. While some people tend to be naturally better at this type of reasoning, it is a skill that you can learn to utilize and strengthen with practice. 

It is important to remember that both concrete and abstract thinking are skills that you need to solve problems and function successfully. 

Gilead M, Liberman N, Maril A. From mind to matter: neural correlates of abstract and concrete mindsets . Soc Cogn Affect Neurosci . 2014;9(5):638-45. doi: 10.1093/scan/nst031

American Psychological Association. Creative thinking .

American Psychological Association. Convergent thinking .

American Psychological Association. Critical thinking .

American Psychological Association. Divergent thinking .

Lermer E, Streicher B, Sachs R, Raue M, Frey D. The effect of abstract and concrete thinking on risk-taking behavior in women and men . SAGE Open . 2016;6(3):215824401666612. doi:10.1177/2158244016666127

Namkoong J-E, Henderson MD. Responding to causal uncertainty through abstract thinking . Curr Dir Psychol Sci . 2019;28(6):547-551. doi:10.1177/0963721419859346

White R, Wild J. "Why" or "How": the effect of concrete versus abstract processing on intrusive memories following analogue trauma . Behav Ther . 2016;47(3):404-415. doi:10.1016/j.beth.2016.02.004

Williams DL, Mazefsky CA, Walker JD, Minshew NJ, Goldstein G. Associations between conceptual reasoning, problem solving, and adaptive ability in high-functioning autism . J Autism Dev Disord . 2014 Nov;44(11):2908-20. doi: 10.1007/s10803-014-2190-y

Oh J, Chun JW, Joon Jo H, Kim E, Park HJ, Lee B, Kim JJ. The neural basis of a deficit in abstract thinking in patients with schizophrenia . Psychiatry Res . 2015;234(1):66-73. doi: 10.1016/j.pscychresns.2015.08.007

Hartshorne JK, Germine LT. When does cognitive functioning peak? The asynchronous rise and fall of different cognitive abilities across the life span . Psychol Sci. 2015;26(4):433-43. doi:10.1177/0956797614567339

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

23 Abstract Thinking Examples

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

Learn about our Editorial Process

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Abstract thinking is a type of higher-order reasoning about symbolic or hypothetical ideas and principles. It involves conceptualizing problems, extrapolating outcomes, and arriving at logical and rational conclusions on topics that are often intangible.

It sometimes involves sorting, categorizing and calculating data to interpret and condense complex issues into more meaningful and easily understood conceptual frameworks.

Examples of abstract thinking include conceptualization, extrapolation, counterfactual thinking, moral reasoning, and creativity.

Abstract thinking is far more difficult to perform than rote memorization of information or facts. The ability to engage in abstract thinking represents an advanced stage of cognitive development. Not everyone is capable of abstract thinking, as each individual possesses their own unique skillsets and intellectual abilities.

Abstract Thinking Examples

• Abstract debate: Javier likes to debate with his colleagues about the pros and cons of investing in countries with spotty human rights records. 
• Metaphysical thought: Danielle’s apartment is full of crystals and glass triangles because she believes those items can attract positive cosmic energy.   
• Digging beneath the surface: Gabriella rejects dating men that are only interested in pursuing physical relationships; instead, she is looking for a partner for life that understands the value of commitment.
• Sociological imagination : Jamal strives to understand how society works on a macro-sociological level rather than just relying on his own personal experiences to come to conclusions.   
• Political theory: Sam likes to engage others in political debate about the pros and cons of capitalism versus communism.
• Artistry: Jensen is a skilled artist, though not everyone knows how to interpret his paintings. This is fine with him because he believes the meaning of his art rests uniquely within each individual.
• Social justice thinking: Amanda is determined to make the world a better place by helping the misfortunate and disadvantaged in society because she believes they deserve it.
• Introspection : Mary enjoys writing poetry about the meaning of life and how to connect with your inner self.
• Working with theories: Mika rejects the behaviorist/operant conditioning view of child development and is an avid proponent of functionalism.
• Mindfulness: Mr. Kim enjoys meditating early in the morning at sunrise and often wraps his arms around large old tress to absorb their energy.  

Abstract Thinking Examples in the Workplace

• Working around problems: An engineer saw that the bridge his company was trying to build across a valley was going to be too expensive. So, he brainstormed a new idea: they would build a tunnel instead.
• Complex problem-solving : Annette saw that her workplace’s manual procedures were inefficient, so she wrote code for a new automated procedure that no one else had thought about before.
• Thinking from others’ perspectives: Justine is the founder of a tech start-up and has included priorities related to helping the disadvantaged in her company’s mission statement.
• Working on abstract ways to improve productivity: Gabriella is the HR Director of a large corporation and is trying to develop activities that will improve employee morale.
• Capacity to work around conflict: Harry is a master of conflict resolution. He can pinpoint the underlying issue when team members are quarreling and knows exactly what to say to ease tensions.
• Thinking ahead: Matthew has been working on a detailed budget for his department that includes the equipment his team will need to complete their projects.
• Artistic thinking: Melinda enjoys creating logos that convey a company’s type of business and also makes it easy for people to remember the company’s name.  
• Strategic thinking : Mr. Jones has a talent for strategic planning. He is able to anticipate what markets will look like several years out and make sure his company is prepared well in advance.

Case Studies of Abstract Thinking  

1. industrial design .

Industrial design is a process of creating the design of a physical product that will be manufactured in mass. It is a highly creative endeavor that involves determining and defining the product’s form and key features.

An industrial designer carefully examines the function and form of a product and how it will connect with the user and environment. This level of analysis involves thinking in the abstract, even though the item of design is physical.

Although they don’t design motors or the mechanisms that make machines operate, designers are involved in technical aspects related to usability and human interface. Their work also incorporates marketing considerations such as consumer preferences, aesthetics and user profiles.

Fourth order design is an aspect of industrial design that requires more advanced abstract thinking skills. It involves the designer considering a broader array of issues surrounding the product, such as socio-politics, sustainability and impact on ecology.

2. Counterfactual Thinking  

Counterfactual thinking is considering how the past might have been different. For example, reimaging how you could have acted differently in a job interview that would have changed what happened. Perhaps you could have said something differently or responded to the employer’s comments more cleverly, which would have then changed the outcome completely.

There are two types of counterfactual thought processes : downward and upward. Downward counterfactual thinking is when a person considers how the situation could have been worse than it actually was. This can produce positive emotions such as relief or satisfaction.

Upward counterfactual thinking is when a person considers how the situation could have been handled better. This usually leads to negative emotions such as regret or guilt.

Pondering hypothetical situations and examining various possible outcomes are examples of abstract thinking.

3. Moral Reasoning

Moral reasoning refers to how people consider issues of right and wrong, and analyzing the factors that impact a given situation. That analysis leads to a determination of which course of action is morally acceptable, or not.

One of the most prominent scholars in the study of moral reasoning is Lawrence Kohlberg (1958). He studied the development of moral reasoning in children and adults by describing a moral dilemma and asking his subjects to explain their reasoning. He was more interested in their rationale than in their final conclusion.

At younger ages, children’s understanding of right and wrong is very concrete and centered on the issue of rules and consequences. If a behavior is rewarded, then it is good. If it is punished, it is bad.

However, as human beings grow and their cognitive development progresses, their thinking becomes more abstract. According to Kohlberg’s theory, at the highest level of moral reasoning, the determination of what is right or wrong is based on universal ethical principles.

People at this stage conclude that society’s laws may or may not be morally just. Laws may actually be considered immoral because they fail to uphold the universal rights of individuals.

4. Installation Art

Perhaps one of the best examples of abstract thinking comes in the form of installation art. This is visual artwork that involves a wide variety of materials and locations. In can occur in a gallery or outside on a city street or park. There really are no limits.

It differs from other three-dimensional artwork in that it incorporates the changing points of view that occur as the viewer moves around the piece. Often, viewers can interact with installation and sometimes even participate in the piece itself. It may contain mixed media as well, such as audio and dynamic visual images.

Sometimes the goal is for viewers to undergo an experience that is transformative and lead to a new realization of an important societal or global issue.

The creator of the installation must consider the effects of their work on viewers and incorporate design elements that allow them to connect with the piece and its transformative goals. This requires perspective taking, dealing with the hypothetical, and trying to anticipate the emotional and cognitive experiences of others.

Installation art is an excellent example of abstract reasoning in practice.

5. A Futurist  

A futurist is a person that predicts what will happen in the future. Although it may sound a bit like a glorified reading of crystal balls, their methods are a little more rationale. They start with an acute understanding of history, combined with the ability to examine existing trends. By synthesizing societal, industrial, and geopolitical matters, a futurist then formulates extrapolations regarding the future.

Large corporations might consult with a futurist to provide insights on possible business opportunities. Those insights might lead to the innovation of a new product or service. Anything that can improve a company’s competitive edge is worth pursuing.

Futurists might also consult with the head of state or high-ranking government officials that would like another perspective on geo-political matters, economic trajectories, or even potentially dangerous security threats.

A futurist must have substantial abstract reasoning skills; their work is completely immersed in the hypothetical. Click here to learn about how one futurist got his start.

Strengths of Abstract Thinking

1. solving complex problems.

One primary strength of abstract reasoning is that it allows a person to solve quite complex issues. Problems that are intricate and contain numerous interconnected factors require an analysis that is deliberative and methodical.

A person must be capable of looking at the issue from a myriad of angles and perspectives, while extrapolating various paths that could or could not have substantially different ramifications.

This type of problem-solving requires the highest level of abstract reasoning.

2. Developing a Just Society

Abstract reasoning has allowed societies to evolve to be just and fair. The consideration of all people as being created equal and deserving of equal opportunities has been the foundation for the advancement of civilization.

Abstract reasoning was the impetus for the Civil Rights movement in the U.S., gender equality in many nations, and the overthrow of the British Empire. Modern legal systems in democratic nations are rooted in the principle of fairness that guarantees every individual a right to a fair trial.

These developments would have never occurred were it not for the human capacity of abstracting reasoning.

3. Creativity

The creation of great marketing and advertising campaigns, or the innovation of science and technology stem from abstract reasoning.

The ability to think in the hypothetical is the first step of invention; the capacity to use metaphors and symbolism allows for ads that create great impact on customers; and the exercise of imagination is what makes great directors that are able to produce films that can stir viewers to great sadness or inspiration.

1. Impractical

Perhaps one of the biggest weaknesses of abstract thinking is that it takes place in the realm of the imagination. Although that is necessary for artistic creativity and scientific innovation, it is done so outside the realm of reality.

Great thinkers that produce great things often find that what they want to create and what is practically feasible exist in two different worlds. To imagine is one thing, but to actually produce is often a completely different matter, and sometimes simply not possible.

2. Catastrophizing

Catastrophizing is a cognitive distortion that involves imagining the worst possible outcome of a situation. Instead of thinking realistically about what may happen in the future, which should be based on the past, a person can jump to conclusions and only think of the worst possible scenario.

This is the downside of being a person with abstract reasoning skills. One cannot imagine so much negativity without considering the hypothetical and extrapolating possible outcomes, both hallmarks of abstract thinking.

Related Thinking Processes

• Divergent Thinking
• Critical Thinking
• Process Thinking

Abstract thinking has allowed human beings to make incredible advancements. It has produced amazing scientific and technological inventions. It has allowed societies to evolve to be more just and fair for all citizens. Abstract thinking is also behind great works of art and literature.

Unfortunately, abstract thinking also has its limitations. For the scientist, their great powers of abstraction often occur in a world that simply doesn’t exist. In order to take that thought and make it materialize into something that is useful requires coming back down to Earth and dealing with the concrete.

For some individuals, the ability to think abstractly is also related to their tendency to think catastrophically. Instead of having realistic expectations about what may occur in the future, some people are trapped in a preoccupation of the negative; they can only imagine the worst possible outcome.

Although there are pros and cons with everything, abstract thinking has probably resulted in far greater benefits than tragedies.

Byrne, R. M. J. (2005). The rational imagination: How people create alternatives to reality . MA: MIT Press.

Dumontheil, I. (2014). Development of abstract thinking during childhood and adolescence: The role of rostrolateral prefrontal cortex. Developmental Cognitive Neuroscience , 10 , 57-76.

Ferguson, M. A., & Ford, T. E. (2008). Disparagement humor: A theoretical and empirical review of psychoanalytic, superiority, and social identity theories. Humor, 21 (3), 283-312.

Gilligan, C. (1977). In a different voice: Women’s conceptions of self and of morality. Harvard Educational Review , 47(4), 481-517.

Golsby-Smith, Tony (1996). Fourth order design: A practical perspective. Design Issues, 12(1), 5–25. https://doi.org/10.2307/1511742

Hines, A. (2016). Can I Get a Job as a Futurist? World Future Review, 8, 46-53. https://doi.org/10.1177/1946756715627368

Kohlberg, L. (1958). The Development of Modes of Thinking and Choices in Years 10 to 16. Ph. D. Dissertation , University of Chicago.

Markman, K., Klein, W., & Suhr, E. (2009). Handbook of mental simulation and human imagination . Hove, Psychology Press.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 23 Achieved Status Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Defense Mechanisms Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 23 Achieved Status Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 15 Ableism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Defense Mechanisms Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 15 Theory of Planned Behavior Examples

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

Psychologily

What is Abstract Thinking? Understanding the Power of Creative Thought

When we think about thinking, we usually imagine it as a straightforward process of weighing options and making decisions. However, there is a more complex and abstract thinking type. Abstract thinking involves understanding and thinking about complex concepts not tied to concrete experiences, objects, people, or situations.

Abstract thinking is a type of higher-order thinking that usually deals with ideas and principles that are often symbolic or hypothetical. It is the ability to think about things that are not physically present and to look at the broader significance of ideas and information rather than the concrete details. Abstract thinkers are interested in the deeper meaning of things and the bigger picture. They can see patterns and connections between seemingly unrelated concepts and ideas. For example, when we listen to a piece of music, we may feel a range of emotions that are not directly related to the lyrics or melody. Abstract thinkers can understand and appreciate the complex interplay of elements that create this emotional response.

Understanding Abstract Thinking

Humans can think about concepts and ideas that are not physically present. This is known as abstract thinking. It is a type of higher-order thinking that involves processing often symbolic or hypothetical information.

Defining Abstract Thinking

Abstract thinking is a cognitive skill that allows us to understand complex ideas, make connections between seemingly unrelated concepts, and solve problems creatively. It is a way of thinking not tied to specific examples or situations. Instead, it involves thinking about the broader significance of ideas and information.

Abstract thinking differs from concrete thinking, which focuses on memorizing and recalling information and facts. Concrete thinking is vital for understanding the world, but abstract thinking is essential for problem-solving, creativity, and critical thinking.

Origins of Abstract Thinking

The origins of abstract thinking are partially clear, but it is believed to be a uniquely human ability. Some researchers believe that abstract thinking results from language and symbolic thought development. Others believe that it results from our ability to imagine and visualize concepts and ideas.

Abstract thinking is an essential skill that can be developed and strengthened with practice regardless of its origins. By learning to think abstractly, we can expand our understanding of the world and develop new solutions to complex problems.

Abstract thinking is a higher-order cognitive skill that allows us to think about concepts and ideas that are not physically present. We can improve our problem-solving, creativity, and critical thinking skills by developing our abstract thinking ability.

Importance of Abstract Thinking

Abstract thinking is a crucial skill that significantly impacts our daily lives. It allows us to understand complex concepts and think beyond what we see or touch. This section will discuss the benefits of abstract thinking in our daily lives and its role in problem-solving.

Benefits in Daily Life

Abstract thinking is essential for our personal growth and development. It enables us to think critically and creatively, which is necessary for making informed decisions. When we think abstractly, we can understand complex ideas and concepts, which helps us communicate more effectively with others.

Abstract thinking also helps us to be more adaptable and flexible in different situations. We can see things from different perspectives and find innovative solutions to problems. This skill is beneficial in today’s fast-paced world, where change is constant, and we need to adapt quickly.

Role in Problem Solving

Abstract thinking plays a crucial role in problem-solving. It allows us to approach problems from different angles and find creative solutions. When we can think abstractly, we can see the bigger picture and understand the underlying causes of a problem.

By using abstract thinking, we can also identify patterns and connections that may not be immediately apparent. This helps us to find solutions that are not only effective but also efficient. For example, a business owner who can think abstractly can identify the root cause of a problem and develop a solution that addresses it rather than just treating the symptoms.

Abstract thinking is a valuable skill with many benefits in our daily lives. It allows us to think critically and creatively, be more adaptable and flexible, and find innovative solutions to problems. By developing our abstract thinking skills, we can improve our personal and professional lives and positively impact the world around us.

Abstract Thinking Vs. Concrete Thinking

When it comes to thinking, we all have different approaches. Some of us tend to think more abstractly, while others tend to think more concretely. Abstract thinking and concrete thinking are two different styles of thought that can influence how we perceive and interact with the world around us.

Key Differences

The key difference between abstract and concrete thinking is the level of specificity involved in each style. Concrete thinking focuses on a situation’s immediate and tangible aspects, whereas abstract thinking is more concerned with the big picture and underlying concepts.

Concrete thinking is often associated with literal interpretations of information, while abstract thinking relates to symbolic and metaphorical interpretations. For example, if we describe a tree, someone who thinks concretely might describe its physical appearance and characteristics. In contrast, someone who thinks abstractly might explain its symbolic significance in nature.

The transition from Concrete to Abstract

While some people may naturally lean towards one style of thinking over the other, it is possible to transition from concrete to abstract thinking. This can be particularly useful in problem-solving and critical-thinking situations, where a more abstract approach may be needed to find a solution.

One way to make this transition is to focus on a situation’s underlying concepts and principles rather than just the immediate details. This can involve asking questions that explore the broader implications of a situation or looking for patterns and connections between seemingly unrelated pieces of information.

Abstract and concrete thinking are two different styles of thought that can influence how we perceive and interact with the world around us. While both styles have their strengths and weaknesses, transitioning between them can be valuable in many areas of life.

Development of Abstract Thinking

As we grow and learn, our ability to think abstractly develops. Age and education are two major factors that influence the development of abstract thinking.

Influence of Age

As we age, our ability to think abstractly improves. This is due to the development of our brain and cognitive abilities. According to Piaget’s theory of cognitive development , children progress through four stages of cognitive development, with the final stage being the formal operational stage. This stage is characterized by the ability to think abstractly and logically about hypothetical situations and concepts.

Role of Education

Education also plays a significant role in the development of abstract thinking. Through education, we are exposed to new ideas, concepts, and theories that challenge our existing knowledge and encourage us to think abstractly. Education also gives us the tools and skills to analyze and evaluate complex information and ideas.

In addition to traditional education, engaging in activities promoting abstract thinking can be beneficial. For example, participating in debates, solving puzzles, and playing strategy games can all help improve our abstract thinking skills.

The development of abstract thinking is a complex process influenced by age and education. By continually challenging ourselves to think abstractly and engaging in activities that promote abstract thinking, we can continue to improve our cognitive abilities and expand our knowledge and understanding of the world around us.

Challenges in Abstract Thinking

Abstract thinking can be a challenging cognitive process, especially for those not used to it. Here are some common misunderstandings and difficulties people may encounter when thinking abstractly.

Common Misunderstandings

One common misunderstanding about abstract thinking is that it is the same as creative thinking. While creativity can certainly involve abstract thinking, the two are not interchangeable. Abstract thinking consists of understanding and thinking about complex concepts not tied to concrete experiences, objects, people, or situations. Creative thinking, on the other hand, involves coming up with new and innovative ideas.

Another common misunderstanding is that abstract thinking is only helpful for people in certain fields, such as science or philosophy. Abstract thinking can benefit many different areas of life, from problem-solving at work to understanding complex social issues.

Overcoming Difficulties

One difficulty people may encounter when thinking abstractly is a lack of concrete examples or experiences to draw from. To overcome this, finding real-world examples of the concepts you are trying to understand can be helpful. For example, if you are trying to understand the concept of justice, you might look for examples of situations where justice was served or not served.

Another challenge people may encounter is focusing too much on details and needing more on the bigger picture. To overcome this, try to step back and look at the broader significance of the ideas and information you are working with. This can involve asking yourself questions like “What is the main point here?” or “How does this fit into the larger context?”

Abstract thinking can be a challenging but valuable cognitive process. By understanding common misunderstandings and overcoming difficulties, we can develop our ability to think abstractly and apply it in various aspects of our lives.

Frequently Asked Questions

How does abstract thinking differ from concrete thinking.

Abstract thinking is a type of thinking that involves the ability to think about concepts, ideas, and principles that are not necessarily tied to physical objects or experiences. Concrete thinking, on the other hand, is focused on the here and now, and is more concerned with the physical world and immediate experiences.

What are some examples of abstract thinking?

Examples of abstract thinking include the ability to understand complex ideas, to think creatively, to solve problems, to think critically, and to engage in philosophical discussions.

What is the significance of abstract thinking in psychiatry?

Abstract thinking is an important component of mental health and well-being. It allows individuals to think beyond the present moment and to consider different possibilities and outcomes. In psychiatry, the ability to engage in abstract thinking is often used as an indicator of cognitive functioning and overall mental health.

At what age does abstract thinking typically develop?

Abstract thinking typically develops during adolescence, around the age of 12 or 13. However, the ability to engage in abstract thinking can continue to develop throughout adulthood, with continued practice and exposure to new ideas and experiences.

What are the stages of abstract thought according to Piaget?

According to Piaget, there are four stages of abstract thought: the sensorimotor stage (birth to 2 years), the preoperational stage (2 to 7 years), the concrete operational stage (7 to 12 years), and the formal operational stage (12 years and up). During the formal operational stage, individuals are able to engage in abstract thinking and to think about hypothetical situations and possibilities.

What are some exercises to improve abstract thinking skills?

Some exercises that can help improve abstract thinking skills include engaging in philosophical discussions, solving puzzles and brain teasers, playing strategy games, and engaging in creative activities such as writing or painting. Additionally, exposing oneself to new ideas and experiences can help broaden one’s perspective and improve abstract thinking abilities.

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

• Productivity
• Thoughtful learning

What is abstract thinking? 10 activities to improve your abstract thinking skills

Have you ever been in a meeting and proposed a unique solution to a problem? Or have you ever been faced with a difficult decision and thought about the potential consequences before making your choice?

These are examples of abstract thinking in action. Everyone uses abstract thinking in day-to-day life, but you may be wondering — what is abstract thinking?

Abstract thinking is the ability to comprehend ideas that aren't tangible or concrete. It's a crucial skill for problem-solving, creativity, and critical thinking — and the best part is that it can be developed and strengthened with practice.

In this article, we'll explore the concept of abstract thinking and offer some simple ways to become a stronger abstract thinker in everyday life. With some practice, you can become an expert problem-solver and use conceptual thinking to your advantage.

What is abstract thinking?

Abstract thinking is a cognitive process that allows us to think beyond observable information and deal with concepts, ideas, theories, and principles. By thinking outside of our existing knowledge, we can come up with solutions that aren't immediately obvious. This type of thinking is essential for problem-solving, decision-making, and critical thinking .

Abstract thinking enables us to generate new ideas, connect unrelated concepts, and look at the bigger picture. It also involves contemplating sentiments such as love, freedom, and compassion. These concepts aren’t concrete and can have different interpretations. By using abstract thinking, we can gain a deeper understanding of these concepts and their different meanings.

Abstract thinking is also crucial to creativity, innovation, and advanced problem-solving. It allows us to think beyond the surface level of a problem and come up with unique solutions. This can be especially important in fields such as science and technology, where new breakthroughs often require fresh perspectives and innovative thinking.

In addition, abstract thinking is a vital skill for personal development, enabling us to think beyond our immediate environment and beliefs and consider different perspectives. This allows individuals to make better decisions, be more receptive and open to change, and be more creative.

Be the first to try it out!

We're developing ABLE, a powerful tool for building your personal knowledge, capturing information from the web, conducting research, taking notes, and writing content.

Abstract vs. concrete thinking

We can best understand abstract thinking by knowing what it's not — concrete thinking. Concrete thinking is understanding and processing observable and directly experienced information. It's often associated with basic sensory and perceptual processes, such as recognizing a familiar face or identifying a physical object by its shape.

On the other hand, abstract thinking is the ability to understand and process information that isn’t directly observable or experienced. Abstract thinking is often associated with higher-level cognitive processes, such as decision making and critical thinking.

For example, if you’re asked what a chair looks like, concrete thinking would involve picturing it and what it's typically used for. By contrast, abstract thinking would involve considering what a chair could symbolize or how it could be used differently than what is traditionally accepted.

The two types of thinking aren’t mutually exclusive — instead, they complement each other in the cognitive process. We need concrete and abstract thinking skills to effectively process information and make informed decisions.

How is abstract thinking developed?

Abstract thinking is a cognitive process that develops over time, beginning in childhood and continuing into adulthood. The psychologist Jean Piaget , known for his theory of cognitive development, proposed that children go through different stages of mental growth. This begins with the sensorimotor stage, in which infants and young children learn through their senses and motor skills and develop concrete thinking skills. In their later years, they develop more advanced cognitive abilities, including abstract thinking.

During childhood, abstract thinking develops as children use the cognitive approach to learning to grasp new concepts and skills. They start to understand and manipulate abstract concepts such as numbers, time, and cause and effect. As they observe the world around them, they use what they know to make sense of what is happening and explore other possibilities.

A learning disability, mental health condition, or brain injury can, however, affect abstract thinking. Among these are psychological illnesses like schizophrenia , developmental disorders like autism, ADHD, and dyslexia, and physical illnesses like stroke, dementia, and traumatic brain injury. These individuals may have difficulty understanding and manipulating abstract concepts and require additional support to develop their abstract thinking skills.

As adults, we continue to refine our abstract thinking skills through practice. We can become adept at problem-solving and critical thinking by regularly engaging in activities that require abstract thought. These activities include brainstorming, reading, writing, playing board games, and exploring creative projects. Factors such as experience, education, and environment all play a role in the development of abstract thinking, and it's essential to continue challenging and exercising our cognitive learning skills to maintain and improve abstract thinking.

Why is it important to learn to think abstractly?

Thinking abstractly is a crucial skill that allows us to go beyond surface-level understanding and interpret the deeper meaning of concepts, ideas, and information. It enables us to see the big picture and make connections between seemingly unrelated ideas, which is a crucial thinking tool for problem solving and critical thinking. Additionally, learning to think abstractly can bring numerous benefits in our daily lives and in various fields such as science, technology, engineering, and mathematics (STEM).

For instance, abstract thinking enables us to process information quickly and efficiently on a daily basis. It helps us understand and interpret what people are saying and what is happening around us, which can lead to better decision-making. Abstract thinking is vital in STEM fields for innovation and progress, as it encourages creative thinking and the exploration of new ideas and perspectives.

Furthermore, abstract thinking helps us understand abstract concepts such as justice, freedom, and patriotism. By using analogies and other tools, we can consider what these words stand for, their implications in our world, and how they can be applied effectively in day-to-day life. In this way, abstract thinking helps us make sense of complex ideas and concepts and enables us to navigate the world with greater insight and understanding.

10 tips to improve your abstract thinking skills

Abstract thinking is crucial for problem-solving, creativity, and critical thinking. Fortunately, there are many ways to improve these skills in your everyday life.

1. Incorporate puzzles into your life

Solving puzzles is a great way to practice abstract reasoning and exercise your brain. Whether you enjoy crosswords, Sudoku, or jigsaw puzzles, solving these types of problems improves your ability to think abstractly by requiring you to think critically and strategically to find solutions to issues that aren’t immediately obvious.

2. Learn something new

Your mind engages in the information processing cycle when learning new things. Learning something new allows you to explore different perspectives and understand how the world works. You'll gain new knowledge and practice your abstract thinking skills as you process, store, and recall what you’ve learned.

3. Explore your creativity

Creative expression is another excellent way to exercise your abstract thinking skills. Creativity engages the right side of the brain , which is responsible for abstract thinking and creative problem-solving. Through drawing, painting, writing, or photography, exploring the creative process encourages you to think outside the box and develop new ideas.

4. Practice mindfulness

Mindfulness is the practice of purposely observing the present moment without judgment or bias. Practicing mindfulness can help you improve your abstract thinking by teaching you how to observe your thoughts, feelings, and emotions objectively and without judgment. As you think more deeply and analytically about what's happening in the present moment, you will further develop your abstract thinking skills.

5. Make a habit of reading

Books and articles on various topics can help you build your understanding of complex concepts and ideas. Reading enables you to develop your ability to connect different ideas and think critically about the material. You also have to use your imagination to visualize what you're reading, which helps to improve your creative thinking abilities. Annotating your reading can step this up a notch.

6. Travel somewhere new

Traveling to new places exposes you to new cultures and ways of thinking, which can help to expand your mind and improve your abstract thinking skills. Plus, when you're in a new place, you're forced to think on your feet as you figure out how to navigate the unfamiliar landscape. This helps to build up your problem-solving skills, which are essential for developing abstract thinking abilities.

7. Get more exercise

Exercise is not only beneficial for your physical health, but it can also be beneficial for your mental health . Exercise helps to increase oxygen flow to the brain, which can improve cognitive functioning and help you think more clearly. Exercise also increases the production of endorphins, which can improve your mood and make it easier to focus on what you're doing.

8. Practice critical thinking

Critical thinking involves using your reasoning skills to evaluate information objectively. By practicing critical thinking, you can develop your abstract thinking ability by learning to analyze information, identify patterns and connections, and draw logical conclusions. Additionally, critical thinking will help you become more aware of your own biases so that you can make unbiased decisions.

9. Embrace risk-taking

Taking risks and engaging in activities that make you uncomfortable can help you practice abstract thinking. Stepping outside of your comfort zone forces you to think differently and create solutions to complex problems. It also requires you to push yourself beyond what is familiar and take a leap of faith as you learn new things .

10. Take up a new hobby

Hobbies like painting, sculpting, and photography can help you practice abstract thinking by allowing you to explore new ideas and ways of looking at the world. These activities also require you to use your imagination and creativity to devise solutions that aren’t immediately obvious. It also makes you feel accomplished when you're done, which can boost your confidence and make you more open to taking risks in other aspects of life.

Enhance your abstract thinking skills

If you've wondered, "What is abstract thinking?" now you have a better understanding. Abstract thinking skills can benefit us in many areas. From problem solving to meaningful learning to critical thinking, it's a powerful tool that can enhance our ability to navigate daily challenges.

By incorporating activities that promote the abstract thinking process into our daily routine, we can improve our ability to grasp abstract ideas, improve our decision-making skills, and see the bigger picture. With practice and dedication, we can master the art of abstract thinking and unlock its full potential.

I hope you have enjoyed reading this article. Feel free to share, recommend and connect 🙏

Connect with me on Twitter 👉   https://twitter.com/iamborisv

And follow Able's journey on Twitter: https://twitter.com/meet_able

And subscribe to our newsletter to read more valuable articles before it gets published on our blog.

Now we're building a Discord community of like-minded people, and we would be honoured and delighted to see you there.

Erin E. Rupp

Read more posts by this author

5 examples of cognitive learning theory (and how you can use them)

Managing multiple tabs: how able helps you tackle tab clutter.

Learning styles for adults: 5 ways to maximize your potential

0 results found.

• Aegis Alpha SA
• We build in public

Building with passion in

Join our Newsletter

Get helpful tips and the latest information

Abstract Thinking: Definition, Benefits, & How to Improve It

Author: Andrea Brognano, LMHC, LPC, NCC

Andrea Brognano LMHC, LPC, NCC, CCMHC, ACS

Andrea empowers clients with compassion, specializing in corporate mental health, stress management, and empowering women entrepreneurs.

Abstract thinking isn’t just a fancy term for “thinking outside the box.” Instead, it’s a specific mindset that makes a person better at problem solving and creative thinking. Abstract thinking is a tool that we use in order to approach and resolve issues, while understanding new concepts in our day to day lives.

Want to reach your full potential?

Therapy can help you bring into alignment thoughts, feelings and behaviors. BetterHelp has over 20,000 licensed therapists who provide convenient and affordable online therapy. BetterHelp starts at $65 per week. Take a Free Online Assessment  and get matched with the right therapist for you.

What Is Abstract Thinking?

Abstract thinking is the ability to think about concepts and ideas without being tied to a specific example. It is a skill that can be learned, and it is a way of approaching things from a different angle. The benefits of abstract thinking are numerous, and the more you practice it, the better you’ll be. Individuals with the ability to think abstractly come up with unique ideas and ways in which they can better engage in opportunities. This comes into play in terms of conversation and everyday tasks. 1

Abstract thinking is used for:

• Improved problem-solving skills
• Improved creativity
• Better ability to understand theoretical concepts
• Improved ability to think critically

Abstract vs. Concrete Thinking

Abstract thinking is a learned skill that can be improved through active practice. It’s a form of abstract reasoning, which means there are no concrete facts involved—you use your imagination to think about things that aren’t immediately obvious or real. By definition, abstract thinking involves considering concepts in general terms rather than concrete details. Conversely, concrete thinking places an emphasis on facts presented.

Moreover, abstract thinking is a fluid movement of thought, rather than factual processing. For example, think of abstract art–while others may see blurry lines or shapes, some see a hidden meaning behind the canvas.

Think about how much abstract thinking goes on in your life every day–do you make decisions based on what seems logical or reasonable? Are these decisions based on facts or only an educated guess? When we think concretely, our thoughts are often based on evidence or facts that have been presented to us. In abstract thinking, we may have information presented to us beforehand, but approach it with a deeper capacity to develop new ideas.

Examples of abstract thinking include:

• The use of humor among conversation
• Using imagination to create imagery beyond the here and now
• Feeling hopeful in situations that seem difficult
• Viewing love as an idea that is not concrete
• Seeing success as defined differently for each individual
• Recognizing that the value of something is defined by what we place on it
• Being organized is defined per person

Examples of abstract thinking in practice include:

• When you describe something with a metaphor, simile, or analogy
• When you analyze a situation and develop a creative solution to the problem at hand.
• When you consider someone else’s point of view.
• When you predict something based on your own information and thoughts.
• When an artist creates a painting left to interpretation.
• When a person continues to explore options in a situation after a resolution has already been found.
• When a person tells a joke that is not obvious.

Why Is Abstract Thinking Important?

Understanding abstract ideas and concepts is a skill we all need, but one that many of us don’t think about often. The ability to think abstractly helps us solve problems, communicate effectively, and better understand ourselves and others. The use of abstract thinking allows a person to better recognize underlying context in a conversation, or push a conversation further. It is also a helpful tool to get out of dangerous situations, or for solving everyday tasks in a more efficient manner.

In Everyday Life

Abstract thinking can help you become a better communicator, as you can look at things from different points of view. This ability to see the big picture and put yourself in someone else’s shoes can also help you better understand what they’re trying to say. You’ll be better able to intuit the context of a conversation by recognizing this alternative perspective. Thus, communicating your ideas clearly and effectively comes easily. Some situations that may call for abstract thinking include scenarios that require more efficient time management.

In school, abstract thinking can help students understand the material they are learning, and apply it to new situations. For example, if a person is given an equation to solve, abstract thinking allows them to think about what the solution might be, before attempting to solve it. It also helps with decision making, because it allows a group to develop good ideas together, instead of relying on individual judgment alone. If a student is able to think abstractly, they have a higher chance of engaging in more challenging school programs such as STEM. 2

Top Rated Online Therapy Services

BetterHelp  – Best Overall

“ BetterHelp is an online therapy platform that quickly connects you with a licensed counselor or therapist and earned 4 out of 5 stars.”   Take a Free Assessment

Online-Therapy.com – Great Alternative

In addition to therapy, all Online-Therapy subscriptions include a self-guided CBT course.   Visit Online-Therapy.com

When Does Abstract Thinking Develop in Children?

Abstract thinking is an important part of cognitive development, helping us understand the world around us. You may notice some children are very concrete in their thinking, or they can only think about things as they are currently. For example, if you say “the sun rises in the morning,” an infant will not understand, because it is too difficult for them to understand concepts such as time or place. However, a toddler might understand, as they are developing their abstract thinking skills. Psychologist Piaget’s stages of cognitive development give insight into development in thinking.

Paiget’s stages of cognitive development are 4

• Sensorimotor stage: In this stage, a child is gaining information from their senses, and is not able to think further than what is in front of them.
• Preoperational stage: A child at this stage (between two and seven years old) is impacted by the way in which something appears to be, and believes others see things the same way as they do.
• Concrete operational stage: At this stage (between seven and 11), a child begins to realize that not everyone sees the world the same as them, and is open to new ideas and problem solving.
• Formal operational stage: This stage begins at age 11, and children begin to think abstractly.

Parents who are concerned about a child not meeting particular milestones are encouraged to speak to their child’s teacher or pediatrician. It is important to review the thinking patterns of a child to help them foster emotions and independence later on in life. Additionally, encouraging play can be used to help foster abstract thinking–one of the best ways to do so is with blocks and puzzles. Blocks help children develop their spatial skills, as they learn to stack them and build towers. Puzzles teach kids how pieces fit together, which helps them think about how objects are connected or related to one another.

Disorders & Conditions that May Impair Abstract Thinking

Abstract thinking is a vital skill. While it may sound like a simple task, it can be challenging for some. A person may struggle with this type of thinking due to a range of disorders and conditions. For these people, engaging with others can become challenging. It is also important to note that a person might simply have difficulty with an abstract thought process, so be mindful of others’ approaches to thinking.

Some disorders and conditions that may interfere with abstract thinking include:

• Traumatic Brain Injury: TBI can result in a variety of symptoms including confusion, memory loss, dizziness and headaches—these symptoms often lead to cognitive effects like impaired abstract thinking skills and reduced problem-solving abilities.
• Autism Spectrum Disorder: The effects of autism vary widely, depending on the individual. However, autistic people may have difficulty understanding other people’s feelings or thoughts. It may also be difficult for them to communicate their own feelings and needs clearly.

Ways to Improve Your Abstract Thinking Skills

You can improve your ability to think abstractly by practicing thinking . While it may sound a bit silly and redundant, it’s true! This can be done in a number of ways, such as by asking yourself “big idea” questions that require you to consider many different factors and angles.

Exercises to improve your ability to think abstractly include:

• Putting yourself in situations that you are not familiar with or educated on
• Solving puzzles such as a jigsaw, crossword, or word search
• Find an Escape Room near you
• Find a new hobby to try
• Ask your friends to give you a problem to solve in their everyday life

Final Thoughts

Abstract thinking is a powerful tool that can help a person make better decisions, solve problems, and be more creative. By learning how to think abstractly, we can improve our ability to understand each other, empathize with others, and make the world a better place for everyone.

Additional Resources

To help our readers take the next step in their mental health journey, Choosing Therapy has partnered with leaders in mental health and wellness. Choosing Therapy is compensated for marketing by the companies included below.

Online Therapy 

BetterHelp Get support and guidance from a licensed therapist. BetterHelp has over 20,000 therapists, who provide convenient and affordable online therapy. Take A Free Online Assessment and get matched with the right therapist for you. Free Assessment

Psychiatry, with you in mind

Talkiatry Our Psychiatrists Can Diagnose Your Condition, Prescribe Medication, And Monitor Your Progress. Most psychiatry visits cost patients $30 or less* Free Assessment

Drinking Moderation

Sunnyside Want to drink less? Sunnyside helps you ease into mindful drinking at your own pace. Think lifestyle change, not a fad diet. Develop new daily routines, so you maintain your new habits for life. Take a 3 Minute Quiz

Relationship Help

OurRelationship (Free Couples Course) OurRelationship has been proven to help couples improve communication, intimacy, and trust. 94% would recommend it to a friend. Get Started

Mental Health Support Group App

Circles Anytime, anonymous, and free. Never feel alone during life’s greatest challenges. Drop-in to live conversations and share thoughts, ask questions, or learn from others on the same journey. Join Circles Now

Free Prescription Discount Card

Optum Perks Save up to 80% on most prescriptions. Optum Perks provides discounts at over 64,000 pharmacies nationwide. No memberships or costs to you, ever. It’s really that easy. Get your card and start saving. Get the discount card!

*Includes copayment, deductible, coinsurance, and $0 Visits. Excludes no shows.

For Further Reading

• Crucial Learning
• Foundation for Critical Thinking

Online Anxiety Test

A few questions from Talkiatry can help you understand your symptoms and give you a recommendation for what to do next.

How Does ERP Help With Intrusive Thoughts?

Obsessive compulsive disorder (OCD) is a psychiatric condition marked by the presence of obsessive thoughts, images, doubts, or urges, followed by compulsive behaviors or acts aimed at easing the distress caused by the obsession. While the content of the obsessions can take many forms, they are always repetitive, persistent, involuntary, and intrusive, and they often result in a great deal of anxiety for the person experiencing them.

Abstract Thinking Infographics

A free newsletter for those impacted by mental health issues. Get helpful tips and the latest information.

Choosing Therapy strives to provide our readers with mental health content that is accurate and actionable. We have high standards for what can be cited within our articles. Acceptable sources include government agencies, universities and colleges, scholarly journals, industry and professional associations, and other high-integrity sources of mental health journalism. Learn more by reviewing our full editorial policy .

The Power of Abstract Thinking . (n.d.). Researchgate. Available at: https://www.researchgate.net/publication/339988357_The_power_of_abstract_thinking

Hanif, Budiyanto, C. W., & Yuana, R. A. (2021). Abstract Thinking Skills of High School Students in STEM Learning: Literature Review. Journal of Physics. Conference Series , 1808(1), 12019–. https://doi.org/10.1088/1742-6596/1808/1/012019

Smith, Wigboldus, D. H. J., & Dijksterhuis, A. (2008). Abstract thinking increases one’s sense of power. Journal of Experimental Social Psychology , 44(2), 378–385. https://doi.org/10.1016/j.jesp.2006.12.005

Mcleod, S. (2020) Jean Piaget’s theory and stages of cognitive development, Jean Piaget’s Theory and Stages of Cognitive Development . Simply Psychology. Available at: https://www.simplypsychology.org/piaget.html

Your Voice Matters

Can't find what you're looking for.

Request an article! Tell ChoosingTherapy.com’s editorial team what questions you have about mental health, emotional wellness, relationships, and parenting. The therapists who write for us love answering your questions!

Leave your feedback for our editors.

Share your feedback on this article with our editors. If there’s something we missed or something we could improve on, we’d love to hear it.

Our writers and editors love compliments, too. :)

FOR IMMEDIATE HELP CALL:

Medical Emergency: 911

Suicide Hotline: 988

© 2024 Choosing Therapy, Inc. All rights reserved.

Need help? Call us at (833) 966-4233

Thriveworks has earned 65+ awards (and counting) for our leading therapy and psychiatry services.

We’re in network with most major insurances – accepting 585+ insurance plans, covering 190 million people nationwide.

Thriveworks offers flexible and convenient therapy services, available both online and in-person nationwide, with psychiatry services accessible in select states.

Find the right provider for you, based on your specific needs and preferences, all online.

If you need assistance booking, we’ll be happy to help — our support team is available 7 days a week.

Discover more

What is abstract thinking? How it works & more

Our clinical and medical experts , ranging from licensed therapists and counselors to psychiatric nurse practitioners, author our content, in partnership with our editorial team. In addition, we only use authoritative, trusted, and current sources. This ensures we provide valuable resources to our readers. Read our editorial policy for more information.

Thriveworks was established in 2008, with the ultimate goal of helping people live happy and successful lives. We are clinician-founded and clinician-led. In addition to providing exceptional clinical care and customer service, we accomplish our mission by offering important information about mental health and self-improvement.

We are dedicated to providing you with valuable resources that educate and empower you to live better. First, our content is authored by the experts — our editorial team co-writes our content with mental health professionals at Thriveworks, including therapists, psychiatric nurse practitioners, and more.

We also enforce a tiered review process in which at least three individuals — two or more being licensed clinical experts — review, edit, and approve each piece of content before it is published. Finally, we frequently update old content to reflect the most up-to-date information.

• Abstract thinking, essential in various aspects of life, enables us to tackle problems ranging from calculus to navigating busy highways, showcasing its broad applicability.
• Applied on a daily basis, abstract thinking is a universal skill, transcending professions and daily routines, highlighting its pervasive nature.
• Abstract thinking involves thought processes that deviate from everyday rhythms, habits, and routines, providing a framework for simple to complex problem-solving scenarios.
• Delving into the concept of abstract thinking, it encompasses the ability to engage in unconventional thought processes, fostering creativity and strategic thinking.

From completing calculus problems to enabling us to strategize to successfully navigating a busy highway, abstract thinking allows us to accomplish a lot. Abstract thinking is applied daily, no matter what your profession or daily routines and habits are. 

But what exactly is abstract thinking? And how can it be used? Learn more about abstract thinking below, including examples and comparisons between abstract and concrete thoughts.

What Is Meant By “Abstract Thinking?”

Abstract thinking typically refers to thinking and thought processes that often diverge from the ordinary rhythms, habits , and routines of daily life. Abstract thinking allows us to engage in simple to complex problem-solving.

Abstract thinking can be used to make decisions in split seconds or even ones that take days to consider. This form of thinking involves:

• Predictions
• Prior knowledge
• Past experiences 

Often, abstract thinking patterns are not rooted in tangible, visible things but are rooted in concepts.

What Is an Example of Abstract Thinking?

A simple example of abstract thinking is solving a math problem; you might look at the problem and begin to use prior knowledge and logic to strategize on how to solve the problem before you begin. 

A more psychologically-rooted example of abstract thinking can include character strengths, for example, such as wisdom and strength. In order to be able to define, discuss, and recognize wisdom and strength as concepts, you must first be able to think abstractly as to what they are, for you cannot see them physically or tangibly as items. 

Hello, we're here to help you

We provide award-winning mental health services nationwide, with flexible scheduling & insurance coverage. Start your journey this week.

or call (833) 966-4233

What Are the 4 Stages of Abstract Thinking?

Abstract thinking and thought patterns tend to follow the four stages below:

• Non-objective fragmentation (birth months) : This stage is characterized by the developmental task of the infant building their understanding of the world through the use of their senses and being able to identify objects.
• Deconstruction ( 2-6 months ) :  As children in this stage continue to develop relationships with objects and their senses, they can begin to understand routines and cause-and-effect patterns.
• Two-dimensionalization (6-12 months) : This is an exciting stage, as object permanence begins to develop; that is, being able to understand the abstract concept that an object can still exist even when you can’t physically see it.
• Non-figurative (12-18 months) : As sensorimotor and object permanence continue to develop, children begin to understand and develop memories for abstract concepts and ideas.

These four stages are based on the four stages of development posited by the developmental psychologist, Piaget . The four stages described above are developmental experiences that Piaget discovered that all children go through in their journey toward beginning to develop abstract thinking. 

Though the four stages tend to end at approximately 18 months, as you can guess, the development of abstract concepts and thought processes is a lifelong process and continues to develop well past 18 months; the start of this secondary process occurs at 18 months. The stages above are described as the “sensorimotor stage” of development. 

What Are Abstract Thinkers Good at?

Abstract thinkers tend to be very well-adjusted and well-adapted at handling difficult, unpredictable, and complex situations. They are often good at bringing original ideas to the table and this enables them to effectively solve complex problems as they can think critically and creatively , using flexible thought processes and patterns of thinking that are abstract, allowing them to be generative in their thinking.

Abstract thinkers are also great at context; they can typically use this generative way of thinking to make more informed decisions.

How Can You Tell if Someone Is an Abstract Thinker?

One of the best ways that you can tell if someone is an abstract thinker is to watch or have them describe ways that they solve problems. If they typically solve problems quickly and with few options or solutions, they are not typically an abstract thinker.

 Abstract thinkers tend to involve many different types of cognitive inputs from various sources (past knowledge/experiences, current life experience, knowledge of certain concepts, etc.) to formulate many different solutions. Abstract thinkers are generative and typically offer a more structured, thorough thought process and multiple different solutions to one problem instead of formulating/focusing on one solution only.

What Does Abstract vs Concrete Thinking Mean?

The term “ abstract vs. concrete thinking ” simply refers to the description of two different philosophies or schools of thought. In other words, it identifies that there are two separate, distinct thought processes and ways of thinking that humans use to problem-solve and navigate their world and environment daily. 

Humans will tend to demonstrate one type of problem-solving over the other due to predispositions, learned behaviors, past experiences, current environmental influences, and the type of problem or challenge they face.

What Is the Difference Between Abstract Thinking and Concrete Thinking?

There are many differences between abstract and concrete thinking styles . One of the most recognizable differences is that abstract thinking patterns involve uses of logic, and non-tangible ideals such as predictions, and typically cannot be fully tangibly measured whereas concrete thinking patterns typically involve constructs that can be fully measured from start to finish (think facts, numbers, statistics, etc). 

Abstract thinking requires flexibility to be able to develop a solution(s) that fit the outcome and are usually highly individualized. Concrete thinking patterns tend to focus on simply solving the problem at hand using faster, non-flexible thought patterns and do not tend to include any measures of prediction or future-oriented thinking.

Am I an Abstract or Concrete Thinker?

One of the best ways to identify if you are an abstract or a concrete thinker is to test yourself. Give yourself a problem that needs to be solved and write down or record yourself speaking as you engage in the thought process.

Explore how you make your decisions:

• Was your decision-making process quick and did you settle on just one decision? 
• What sources did you consider and how many did you consider as you pursued solutions for your decision? 

Concrete thinkers also tend to gravitate towards tangible, measurable facts-based items to make decisions such as statistics. On the other hand, an abstract thinker might base their solution-making process on not only facts/statistics but also theories, philosophies, and other “abstract” thought patterns.

Published Nov 15, 2023

• Clinical writer
• Editorial writer
• Clinical reviewer

Alexandra “Alex” Cromer is a Licensed Professional Counselor (LPC) who has 4 years of experience partnering with adults, families, adolescents, and couples seeking help with depression, anxiety, eating disorders, and trauma-related disorders.

Theresa Lupcho is a Licensed Professional Counselor (LPC) with a passion for providing the utmost quality of services to individuals and couples struggling with relationship issues, depression, anxiety, abuse, ADHD, stress, family conflict, life transitions, grief, and more.

Jason Crosby is a Senior Copywriter at Thriveworks. He received his BA in English Writing from Montana State University with a minor in English Literature. Previously, Jason was a freelance writer for publications based in Seattle, WA, and Austin, TX.

We only use authoritative, trusted, and current sources in our articles. Read our editorial policy to learn more about our efforts to deliver factual, trustworthy information.

Dumontheil, I. (2014). Development of abstract thinking during childhood and adolescence: The role of rostrolateral prefrontal cortex . ScienceDirect. https://www.sciencedirect.com/science/article/pii/S1878929314000516

Malik, F., & Marwaha, R. (2023, April 23). Cognitive development – StatPearls – NCBI bookshelf . National Center for Biotechnology Information. https://www.ncbi.nlm.nih.gov/books/NBK537095/

The information on this page is not intended to replace assistance, diagnosis, or treatment from a clinical or medical professional. Readers are urged to seek professional help if they are struggling with a mental health condition or another health concern.

If you’re in a crisis, do not use this site. Please call the Suicide & Crisis Lifeline at 988 or use these resources to get immediate help.

7 Signs Your Abstract Thinking Is Highly Developed (and How to Further Advance It)

• Post author: Kirstie Pursey
• Post published: March 10, 2018
• Reading time: 5 mins read
• Post category: Brain Power / Personality / Self-Improvement

Abstract thinking is the ability to think about things that are not actually present. People who think in an abstract way look at the broader significance of ideas and information rather than the concrete details.

Abstract thinkers are interested in the deeper meaning of things and the bigger picture. Is your abstract thinking above average?

What is abstract thinking?

Perhaps the easiest way to explain abstract thinking is to compare it with its opposite – concrete reasoning. Concrete thinkers are more comfortable with what exists right now. They like things that are clear and tangible and that they can hold in their hands.

Concrete thinkers like to follow instructions and have detailed plans. They hate anything that is fuzzy or ambiguous. They do not usually ‘read between the lines’.

A concrete thinker will probably like lists and spreadsheets , but they are not always great at being spontaneous and ‘going with the flow’.

Conversely, abstract thinkers think about how everything relates to the bigger picture. They are always looking for the deeper meaning or the underlying patterns in things. Abstract thinkers want to understand how everything relates to everything else.

They are very curious and love to work with complex ideas. They may enjoy subjects that use a high degree of abstract thought, which includes subjects as varied as astrophysics and poetry .

Abstract thinking is closely linked to symbolic thinking. Much of our society and culture relies on being able to use symbols to express ideas .

For example, the Statue of Liberty is not just a statue, it is a symbol of freedom. Even language itself is abstract, as we use words as symbols for objects, ideas and emotions.

How we use abstract and concrete thinking

Of course, most of us use a mixture of concrete and abstract reasoning at different times and in different situations. No one could get through life relying on only one way of thinking.

Everyone needs to use abstract thought in order to make plans for the future, understand complex ideas or park our car. We also all need to use our concrete thinking to do the more practical tasks in life like checking if we need milk.

However, for most people, one type of thinking dominates . This will be the type of thinking they feel most comfortable and happy using, while using the opposite type of thinking may be more of a struggle.

Everyone uses abstract thinking at times. When you were a child, you counted on your fingers. Now you don’t need your fingers because you understand the abstract idea that numbers represent the amount of whatever it is you’re thinking about.

Having said that, this type of thinking comes more easily to some people. These types have abstraction as their dominant thinking strategy.

7 signs you may be an abstract thinker

• You spend a lot of time thinking about big questions such as ‘ what is the meaning of life ?’ or ‘ what is the nature of consciousness ?’
• You are constantly wondering and asking why. As a child, you probably drove others a little crazy with your endless questions.
• You don’t like doing things unless you can see a good reason for doing them: ‘just because’ won’t cut it.
• You hate to follow step-by-step instructions and would much rather work things out for yourself.
• You don’t like routines and get easily bored if you have to do the same task over and over again.
• When thinking about something new, you often link it to something you already know, even if they seem to be unrelated ideas.
• You are great at coming up with metaphors and analogies and linking ideas together in new ways.

How to improve your abstract thinking

Businesses and colleges often test this way of thinking, so it is wise to sharpen yours if it does not come naturally to you.

If you want to improve your abstract thinking, there are books of exercises you can try. Developing your math skills can also help as math is an abstract way of thinking. Trying to find patterns in statistical data can also increase your ability in this area.

Learning about subjects that it is not possible to understand in a concrete way is another way to develop your abstract thinking. Subjects such as quantum mechanics and astrophysics require us to think in an abstract way .

Working on building your ability to use metaphor and analogy can also develop this way of thinking. Reading and writing poetry can be a good place to start. Visiting a gallery that features modern art can help you to develop a more symbolic way of thinking, too.

Overall, having a balance of thinking skills can help you be ready for all kinds of situations, so this is a skill worth developing.

Are you an abstract thinker? How do you think it helps you in life to think this way?

Like what you are reading? Subscribe to our newsletter to make sure you don’t miss new thought-provoking articles!

Share this story share this content.

• Opens in a new window Facebook
• Opens in a new window X
• Opens in a new window LinkedIn
• Opens in a new window Reddit
• Opens in a new window Tumblr

This Post Has 19 Comments

Quite interesting and inspiring.

Love its contents and the purpose. regrds

Thank you …:) peace

Wow what a article…

This article is sharply on point. The 7 steps is accurately describe. I am an abstract thinker working to balance concrete thinking. I am looking forward to reading similar articles. Perhaps one on developing concrete thinking would be greatly appreciated.

I, also, am an abstract thinker (from childhood) and had a very hard time learning how to think in the concrete. At the age of 65 I still (if I am weak or ill, bored, etc) revert back to the abstract.

Coming from a family of eight concrete thinkers I thought that there was something wrong with me.

To Sam: Yes, you are different…but don’t let that that stop you! I advanced within the Postal Service to the point of training Postmasters and being recruited by the Postal Inspection Service. You CAN learn to think like other people, and then you have EVERY advantage because you can think in both ways.

To Amee: You are absolutely correct!

To Ashlee: Why on Earth are you on this site!

To PNO: Yes, there should be some help. It took me many years and with no guidance at all. I was amazed to learn, at the age of 50, that Socrates taught his students how to think in the abstract. In comparison with a concrete thinker you are Way ahead of the game. But yes you do need to need to know how to think like they do. I takes time and comes in stages,but when you master it, you win!

This is scary accurate…

…this is scarily accurate. Thank you!

Oopps, I accidentally posted my comment when clearly I hadn’t finished it. I’m super nervous and excited, I’ve only been doing art for a year and its funny cause I never did any kind of art in my life not even as a hobby let alone making a small business from doing it. I was run over by a drunk driver when i was 21 yrs old and I’ve never been the same since. Not only was it extremely hard to deal with the physical, and emotional pain and then all the up’s, down’s and marry-go-round’s of depression and severe anxiety but also coming to realize I need to figure out what I want to do for a career all over again. One day my boyfriend says to me “Ashley, you dont get paid to just sit around and look pretty. So enough is enough quit thinking and just DO!” from there on it must of meant to be because for the life of me I still cant remember how and I started into the whole painting thing and that was only a year ago… Life is beautiful, crazy, amazing, scary, intense, and complex yet simple. If you show her love, she will love you right back and even stronger.

Ashleysart1.net will be ready in a week or two, hope to see you there!

~INFINITE LOVE & GRATITUDE TO ALL~

Abstract thinkers are our own home entertainment center, because we think about how to think in possibilities, innovation and imagination.

I can zone off into my own world , and especially do this when I might have to face a boring task.

I don’t relate to concrete thinkers and wonder why they need so much distraction or they become bored.

Thinking means you’re never alone.

Thanks a million times. I thought I had problems with the way I think but I can that I am just different.

Thanks for this article on abstract thinking. I looked this up after seeing a program on PBS about Neanderthals and how they were creative in tool making ( Abstract thinking) i became curious and looked it up and realized I am an abstract thinker I believe being dyslexic when young in school, i adapted to learn in an abstract Style. Thank you very much your article

Blessings from the U.S. Ken Thornton

Do you have attention deficit (hyperactive) disorder or ADHD? How was it that you overcame your dyslexia and how did it present itself. My dislexia was so bad you could read it in the mirror which I’ve found out to be not that common, whole sentences written backwards was apparently pretty serious case of dyslexia. I was also diagnosed with ADHD at 6. The school told my parents if he was not put on medication he’ll have to attend a special needs school because I was so disruptive to other students. The other reason being I just wasn’t learning, i couldn’t concentrate long enough to learn the basics, no amount of discipline would improve my focus, and my parents and teachers were very strict, so no one can blame them. So I started taking ritalin after kindergarten, and moved to a new school to repeat the first year because I hadn’t learned anything. I also remember having this amazing lady work with me one on one reading kids books with upside down letters which cured my dislexia (I’m skeptical about the the real catalyst and how much was cured by time, medication, or upside down book lady or mixture of a few)

In less than a 2 weeks I had the highest grades in my year, I won multiple spelling bees (also study linguistics, “take that dyslexia!”) I even got voted school captain in my final year of primary school , and excelled at all my subjects. People always talk about whether you’re a maths or a English guy but I felt I was both equally, for different reasons. Science was my favourite but unfortunately I had some bad science teachers and therefore cared less, like ok, youre a nice guy, you’re eccentric and jovial , and you love telling stories but I’ve heard this same story 10 times and no one says anything because no one wants to be that guy who cancels the free periods but what made me crack was that after 10 months of being his student, he still couldn’t remember my name. I couldn’t help it, my anger took over and basically told him he can’t teach for shit and that no one’s cares about watching your diving video for the 100th time. I stormed out of the class room with my legs shaking and regret of what have I done? I absolutely broke that man, he came out really upset and I could see tears starting to well,, as he passionately made his case that he does it for the kids. I could see and hear the passion in his voice.. I was expecting him to send to the principal’s office and never look or talk to me again (which wouldnt have been any difference) but he instead pleaded with me about how much he cares about his students and only wants them to have fun. The desperation in his voice really got to me and I always felt so bad about questioning his livelihood. The next class we had he walked in and didn’t say a word, didn’t crack a smile. I thought nothing of it at the time until he started writing on the black board (had never seen him do it) … He’s doing this because o what I said!? I couldn’t believe it, he was trying so hard to be a good teacher he basically just did the opposite of what he usually did. It was painful to watch because I knew what I said had basically made him depressed. The good thing is that he had a bad memory and eventually forgot all about it and went back to talking about all the awesome places he’s been scuba diving. I didn’t care if he didn’t know my name, I was just glad he was happy again.

Abstract = Faith Would you agree?

faith in what?

I search for the controvercies between the sociality and the abstract thinking. A human alone can`t discuss his abstract thinking and makes it trivial and shallow one. Ancient Greeks created science – a product of the permanent discussions. No one non Western civilizations created science, though the big discoveries in some branches of the knoledge `ve been made.

Abstract can only be faith in crude form – a faith is like a one step journey – lack of metacognitive rigor if its meant only to serve one purpose aka lacking perspectives. Abstraction is stripping away things to its core parts then you can put parts together to form new ones. It is like a pump. When this is reached you can build the new one. It can get further and further away from reality in recursive manner. Anyway, it can be even serve you concretely if you can do this while taking in reality. Being few steps ahead so to speak and I do not really mean chess necessarily (especially since it involves lots of memorization and other abilities) since abstraction can be applied in different contexts like in math or even with human relationships.

I began looking up the meaning of abstract a few days ago when I decided to write book about my world. That is when I came up on all of this other stuff I never knew anything about, including abstract thinking. Now I know why I have a hard time getting along with some people and bond with others. This makes sense to me more than just having similar likes and dislikes, we have the same thought processes. It goes with the saying, great minds think alike. It explains the ease I have with the way I paint. I paint from my emotions and thoughts more than anything. I believe I would be considered an abstract expressionist. I generally look at the parts and color of things and wonder if I can find a way to imitate the color of something. This also explains how I can hold several conversations at once. At least I could before my mental breakdown. Now I can only have two conversations at once. I made a ton of changes in my life to get to where I am mentally and knowing I am an abstract thinker is helpful. I am not crazy.

So is abstract thinking a skill or a hobby?

I would say it’s a thought reflex, you are born with it …..and it’s not always the best way of thought. My grandpa would always remind me how when I was 5, I would ask why- why -why while driving 2 hours to the cabin. Then when we are at the cabin on the lake I point at a water skier and ask him why the man is chasing the boat. Then I would ask the poor guy why 20 times as he explains water skiing. Abstract thinkers can be annoying, I just didn’t know it at the time.

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Abstract Thinking: What It Is, Examples And How To Develop It

The ability to formulate hypotheses and be able to test them is not a skill that has accompanied us throughout our lives. Our way of thinking changes with development, also accompanied and supported by the development of our own nervous system.

A child may know that if he presses a certain button the television will turn on, but what if it doesn’t turn on? Surely, go to the adult, who will be able to come up with various explanations for what may be happening. He will check if the remote has batteries, if they have run out, if the television has the light indicating that it is plugged into the power, etc.

Abstract thinking, often regarded as a cornerstone of human intelligence, plays a pivotal role in problem-solving and innovation. In today’s rapidly evolving world, where challenges are becoming increasingly complex, the ability to think abstractly is more crucial than ever before.

The adult, through development, has acquired the ability to think abstractly or formally. Do you want to know more about it? Continue reading this PsychologyFor article in which we talk to you about abstract thinking: what it is, examples and how to develop it.

Table of Contents

What is abstract thinking

He Abstract thinking either formal thinking consists of the ability to think independently of the reality that is shown to us in a concrete way< It allows the human being to think about different scenarios and possibilities among which, of course, is concrete reality.

In the simplified example that we have presented in the introduction, the child is not able to think beyond the reality in front of him, which is that the television does not turn on. The adult, however, may think further, establish hypotheses, test them and thus solve the problem.

Abstract thinking, contextualized in Piaget’s theory, appears in the last stage of development: the stage of formal operations. For Vygotsky, it is precisely this acquisition that marks the difference between the thinking of the child and the thinking of the adolescent.

Understanding Abstract Thinking

Abstract thinking refers to the mental process of contemplating ideas, concepts, and principles that are detached from specific instances or contexts. Unlike concrete thinking, which deals with tangible objects and observable phenomena, abstract thinking involves conceptualization, analysis, and synthesis of information at a higher level of abstraction. It enables individuals to grasp the underlying patterns, relationships, and implications inherent in diverse situations, thereby facilitating creative problem-solving and critical decision-making.

Significance of Abstract Thinking

The significance of abstract thinking lies in its ability to transcend the constraints of immediate reality and conventional wisdom. By fostering a deeper understanding of abstract concepts and principles, individuals can navigate complex scenarios with agility and insight. Abstract thinking empowers individuals to:

1. Foster Creativity and Innovation

Abstract thinking encourages divergent thought processes, allowing individuals to generate novel ideas, perspectives, and solutions. By breaking free from conventional constraints and exploring unconventional possibilities, abstract thinkers drive innovation and creativity across various fields, from technology and science to art and literature.

2. Enhance Problem-Solving Skills

Abstract thinking equips individuals with the analytical tools and mental flexibility needed to tackle multifaceted problems effectively. By discerning underlying patterns, identifying root causes, and envisioning alternative approaches, abstract thinkers can devise innovative solutions to complex challenges, driving progress and advancement.

3. Promote Strategic Planning

Abstract thinking enables individuals to envision long-term goals, anticipate future trends, and develop strategic plans to achieve desired outcomes. By synthesizing disparate information and discerning emerging patterns, abstract thinkers can formulate robust strategies that adapt to changing circumstances and seize opportunities for growth and success.

What age is abstracts thinking

Abstract thinking typically begins to emerge during early adolescence, around the ages of 11 to 14 years old, and continues to develop throughout adolescence and into adulthood. This cognitive ability allows individuals to think in terms of concepts, ideas, and hypothetical scenarios, rather than relying solely on concrete, tangible experiences. With abstract thinking, individuals can understand and analyze complex concepts, make predictions, think critically, and engage in creative problem-solving.

Practical Applications of Abstract Thinking

Abstract thinking finds applications across a wide range of domains, from scientific research and engineering to business management and artistic expression. Some practical applications include:

1. Scientific Discovery

In scientific research, abstract thinking plays a fundamental role in hypothesis formulation, experimental design, and theoretical modeling. Scientists leverage abstract concepts and mathematical frameworks to elucidate complex phenomena, advance knowledge, and drive technological innovation.

2. Business Strategy

In the business world, abstract thinking informs strategic decision-making, market analysis, and competitive positioning. Business leaders rely on abstract reasoning to identify emerging trends, assess competitive threats, and devise innovative strategies that drive sustainable growth and profitability.

3. Artistic Creation

In the realm of art and creativity, abstract thinking fuels artistic expression, aesthetic exploration, and conceptual innovation. Artists use abstract concepts, symbolism, and metaphorical imagery to evoke emotions, provoke thought, and challenge perceptions, fostering cultural enrichment and artistic diversity.

Cultivating Abstract Thinking Skills

While abstract thinking is often regarded as an innate ability, it can be cultivated and enhanced through deliberate practice and cognitive stimulation. Some strategies for cultivating abstract thinking skills include:

1. Engage in Divergent Thinking

Divergent thinking involves generating multiple solutions to a problem by exploring various perspectives, ideas, and possibilities. Engaging in activities such as brainstorming, mind mapping, and lateral thinking exercises can stimulate divergent thinking skills and foster creativity.

2. Explore Interdisciplinary Connections

Interdisciplinary learning exposes individuals to diverse fields of knowledge, fostering cross-disciplinary connections and insights. By exploring intersections between different disciplines, individuals can gain new perspectives, expand their intellectual horizons, and cultivate abstract thinking skills.

3. Practice Reflective Thinking

Reflective thinking involves introspection, analysis, and synthesis of information to derive deeper insights and understanding. By reflecting on past experiences, analyzing complex issues, and synthesizing disparate information, individuals can refine their abstract thinking skills and enhance their problem-solving abilities.

Phases of development and abstract thinking

As we have indicated, formal thinking is what characterizes the Piaget’s last stage of cognitive development Piagetian theory postulates that cognitive development occurs throughout several phases or stages, more or less lasting depending on each person but necessarily successive.

The acquisition of abstract thinking begins around the age of 11 (incipient formal stage) and is consolidated from the age of 14 or 15 (advanced formal stage). Although it is true that Piaget modifies his initial theories and indicates that it is at the age of 20 when this evolutionary acquisition is consolidated (Aguilar Villagrán, M., Navarro Guzmán, JI, López Pavón, JM and Alcalde Cuevas, C., 2002 ) (1)</sup.

Until this acquisition occurs in adolescence, the child has gone through several stages of development in which his or her way of thinking has been qualitatively different.

1. Sensory-motor stage

It covers from birth to two years of age and is linked to sensory and motor development. The baby’s thinking would be circumscribed “here and now”

2. Preoperational stage

This stage ranges from approximately 2 to 7 years old. At this stage arises the symbolic thinking , so that the child can think about events or objects that are not present at that moment. He may think about the ball you showed him a few days ago or the toy his schoolmate has and he liked it so much.

3. Stage of concrete operations

Although from 7 to 11 years old children are capable of doing complex mental operations (conservation tasks, classification, serialization, etc.) their way of thinking has a limitation, and that is that the child has to manipulate things or see them to be able to think about them. If you ask him to imagine them he will not give a correct answer. In the preoperational stage, therefore, they begin to use logic and mental operations but only for facts and objects in their environment, their concrete reality.

4. Formal operations stage

For Piaget, the most important characteristic of this new way of thinking would be the fact that being able to think in terms of possibilities and not just realities< Adolescents go beyond immediate reality and begin to discover that reality can be much broader than what is in front of them, which will significantly influence their behavior.

Following Sierra, P. and Brioso, A. (2006) (2) the adolescent differentiates between what is real and what is possible, necessarily using hypothetico-deductive reasoning and reasoning about verbal statements instead of reasoning about concrete objects.

This would be the last stage of Piagetian theory, however the existence of post-formal thought, subsequent to formal thought, has been proposed. This postformal thinking would go beyond formal reasoning that yields right or wrong results and would propose solutions relative to problems.

Examples of abstract thinking

In the introduction of this article we have presented a simplified example of abstract thinking in which the person is capable of thinking about hypotheses and possibilities beyond what concrete reality shows them.

• Deductive reasoning It is a clear example of abstract thinking. Trying to exemplify this type of reasoning, we can think “All people breathe. “My cousin is a person, therefore my cousin breathes.”
• Make hypotheses In a more ecological and less theoretical example, imagine that you have met a friend who is late. You write him a message and he doesn’t answer. Our abstract thinking will allow us to establish hypotheses about what could have happened: he forgot something and turned around, the bus was delayed, there is a traffic jam, he doesn’t want to answer us, a problem has arisen, etc.
• Create a work of art It is an example of obstructed thinking, whether it is the colors in a painting or the notes in a piece of music.
• Imagine the future : the future is something that we cannot touch or know, so it is part of abstract thinking. For example: making future plans or simply thinking about the future are examples of abstract thinking.
• Analyze the past : Leaving the present means using this type of thinking, so reflecting on the past is another example of abstract thinking.

Activities to develop abstract thinking

In general, any task that requires deductive reasoning or requires the person to think about various possibilities will trigger formal thinking mechanisms. For example:

• Solving mathematical problems : in these we must apply mathematical rules and formulas and, on many occasions, we need to think about the problem from different perspectives to find the solution, therefore, it is a good exercise in abstract reasoning.
• Solving riddles and riddles:  This abstract reasoning activity helps develop this type of thinking since to solve them we will have to go beyond their literal message.
• Resolution of syllogisms : we can offer two premises and request the conclusion.

Abstract thinking is a vital cognitive skill that empowers individuals to navigate complexity, foster innovation, and drive progress in an ever-changing world. By cultivating abstract thinking skills and embracing creative thinking, individuals can unlock new possibilities, overcome challenges, and shape a brighter future for themselves and society as a whole.

This article is merely informative, at PsychologyFor we do not have the power to make a diagnosis or recommend a treatment. We invite you to go to a psychologist to treat your particular case.

If you want to read more articles similar to Abstract thinking: what it is, examples and how to develop it we recommend that you enter our Cognitive Psychology category.

• Aguilar Villagrán, M., Navarro Guzmán, JI, López Pavón, JM and Alcalde Cuevas, c. (2002). Formal thinking and mathematical problem solving. Psychothema, 14 (2), 382-386.
• Sierra, P. and Brioso, A. (2006). Biological and Cognitive Changes During Adolescence. In Sierra, L. and Brioso, A. (2006). Developmental Psychology</i. Madrid: Sanz and Torres

Bibliography

• Moya Santoyo, J. and Georgieva Kostova, E. (2014). Psychology of Thought</i. Madrid: Editorial Síntesis.
• Saldarriaga-Zambrano, PJ, Bravo-Cedeño, GR and Loor-Rivadeneira, M. (2016). Jean Piaget’s constructivist theory and its significance for contemporary pedagogy. Scientific Magazine Domain of Sciences, 2 (Extra 3), 127-137.

Definition:

Abstract thinking refers to a cognitive process that involves understanding concepts, ideas, or information that are not directly tied to concrete objects or specific instances. It involves the ability to analyze and manipulate complex ideas, think critically, and find connections between different pieces of information, even when they may seem unrelated or intangible.

Characteristics of Abstract Thinking:

• Conceptualization: Abstract thinkers have the ability to form and understand abstract concepts, ideas, or theories.
• Synthesis: They can integrate and combine different pieces of information to form a cohesive understanding or new perspective.
• Analogy: Abstract thinkers can draw comparisons between concepts or ideas that appear unrelated, identifying commonalities or patterns.
• Reflection: They often engage in introspection and self-reflection, contemplating their thoughts and ideas at a deeper level.
• Creativity: Abstract thinking is closely linked to creativity, as it enables the generation of novel ideas and solutions.
• Symbolic representation: Abstract thinkers can use symbols, metaphors, or diagrams to represent and communicate abstract ideas.

Importance of Abstract Thinking:

Abstract thinking is crucial for various aspects of human cognition and problem-solving. It allows individuals to think beyond the immediate concrete reality and explore possibilities, uncover underlying principles, and solve complex problems that require high-level reasoning. Abstract thinking also plays a significant role in fields such as mathematics, philosophy, science, art, and innovation.

Developing Abstract Thinking:

While abstract thinking can vary in individuals, it is a skill that can be honed and developed. Some strategies to enhance abstract thinking include:

• Engaging in critical thinking exercises and puzzles that require analyzing complex information.
• Encouraging open-ended discussions and debates that explore abstract concepts or ideas.
• Exploring various perspectives and considering alternative viewpoints.
• Practicing brainstorming and idea generation techniques.
• Studying abstract concepts in different domains, such as art, science, or philosophy.
• Engaging in activities that foster creativity, such as drawing, writing, or problem-solving games.

Brain Power

What is abstract thinking and how to develop it.

While incredibly valuable for making wise decisions in work and life, abstract thinking is greatly underappreciated.

Abstract thinking refers to our ability to understand complex concepts that don’t rely directly on our physical senses. Such thinking relies on our capacity to hold frameworks and models in our minds of how the world works. The ability for abstract thinking is so necessary for our increasingly complex and digitalized world—where our physical senses are not nearly sufficient to lead us in the right direction.

The key to abstract thinking comes from metacognition—our ability to understand our own mental processes. In turn, metacognition embodies the essence of abstract thinking, as we cannot observe with our senses our mental processes. We have to rely on abstractions—models of our mental processes—to understand how we feel and think.

Cultivating our metacognition represents an excellent way to develop abstract thinking.

Table of Contents

Fight, freeze, or flight, fight-or-flight in modern life, we are not entirely rational thinkers, what if my gut helped me make many good decisions, more on how to think clearly, developing metacognition to strengthen abstract thinking.

Were you ever in a situation when you received constructive criticism—well-delivered or rough—from your boss, your customer, your colleague, or your coach? What did your gut tell you to do at that moment? Did it tell you to be aggressive and shout back? Perhaps it told you to hunker down and disengage? Maybe it pushed you to put your fingers in your ears with a “la-la-la, I can’t hear you.”

Behavioral scientists call these three types of responses the “fight, freeze, or flight” response. You might have heard about it as the saber-tooth tiger response, meaning the system our brain evolved to deal with threats in our ancestral savanna environment. This response stems from the older parts of our brain, such as the amygdala, which developed early in our evolutionary process.

Fight, freeze, or flight form a central part of one of the two systems of thinking that, roughly speaking, determine our mental processes. It’s not the old Freudian model of the id, the ego, and the super-ego, which has been left behind by recent research.

One of the main scholars in this field is Daniel Kahneman, who won the Nobel Prize for his research on behavioral economics. He calls the two systems of thinking System 1 and 2, but I think “autopilot system” and “intentional system” describe these systems more clearly.

Developing your metacognition involves internalizing these two systems into the way you think about yourself and your own mental processes. In turn, by doing so, you also develop your abstract thinking, by thinking in an abstract manner about your own thinking. [1]

The autopilot system corresponds to our emotions and intuitions—that’s where we get the fight, freeze, or flight response. This system guides our daily habits, helps us make snap decisions, and allows us to react instantly to dangerous life-and-death situations.

While helping our survival in the past, the fight-or-flight response is not a great fit for many aspects of modern life. We have many small stresses that are not life-threatening, but the autopilot system treats them as saber-tooth tigers. Doing so produces an unnecessarily stressful everyday life experience that undermines our mental and physical well-being.

Moreover, the snap judgments resulting from intuitions and emotions usually feel “true” precisely because they are fast and powerful, and we feel very comfortable when we go with them. The decisions arising from our gut reactions are often right, especially in situations that resemble the ancient savanna.

Unfortunately—in too many cases—they’re wrong, as our modern environments have many elements that are unlike the savanna, and with growing technological disruption, the office of the future will look even less like our ancestral environment. The autopilot system will, therefore, lead us astray more and more in systematic and predictable ways.

The intentional system reflects rational thinking and centers around the prefrontal cortex—the part of the brain that evolved more recently. According to recent research, it developed as humans started to live within larger social groups. This thinking system helps us handle more complex mental activities, such as managing individual and group relationships, logical reasoning, abstract thinking, evaluating probabilities, and learning new information, skills, and habits. [2]

While the automatic system requires no conscious effort to function, the intentional system requires a deliberate effort to turn on and is mentally tiring. Fortunately, with enough motivation and appropriate training, the intentional system can turn on in situations where the autopilot system is prone to make systematic and predictable errors.

Intentional Metacognition, Intentional Abstract Thinking

Effective metacognition involves addressing the problems caused by our autopilot systems. You need to catch areas where it goes wrong, and doing so involves abstracting yourself from your own emotions and intuitions. You need to recognize that your emotions, while they feel right, will often lie to you—as in the example with constructive critical feedback.

You also need to be able to manage your own emotions and train them to be more aligned with reality. Both the recognition and the training rely on the intentional system. By strengthening your intentional system’s ability to guide your autopilot system, you will build up your metacognitive abilities and your abstract thinking. [3]

We tend to think of ourselves as rational thinkers, usually using the intentional system. Unfortunately, that’s not the case.

The autopilot system has been compared by scholars of this topic to an elephant. It’s by far the more powerful and predominant of the two systems. Our emotions can often overwhelm our rationality. Moreover, our intuition and habits dominate the majority of our life. We’re usually in autopilot mode. That’s not a bad thing at all, as it would be mentally exhausting to think through our every action and decision.

The intentional system is like the elephant’s rider. It can guide the elephant deliberately to go in a direction that matches our actual goals. Certainly, the elephant part of the brain is huge and unwieldy, slow to turn and change, and stampedes at threats. But we can train the elephant. Your rider can become an elephant whisperer. Over time, you can use the intentional system to change your automatic thinking, feeling, and behavior patterns to avoid dangerous judgment errors.

It’s crucial to recognize that these two systems of thinking are counterintuitive. They don’t align with our conscious self-perception. Our mind feels like a cohesive whole. Unfortunately, this self-perception is simply a comfortable myth that helps us make it through the day. There is no actual “there” there—our sense of self is a construct that results from multiple complex mental processes within the autopilot and intentional system.

When I first found that out, it blew my mind. It takes a bit of time to incorporate this realization into your mental model of yourself and others—in other words, how you perceive your mind to work. Bottom-line is that you’re not who you think you are. The conscious, self-reflective part of you is like a little rider on top of that huge elephant of emotions and intuitions.

Want to see what the tension between the autopilot system and the intentional system feels like in real life? Think back to the last time your supervisor, client, or investor gave you constructive critical feedback. How easy was it to truly listen and take in the information, instead of defending yourself and your work? That strain is you using your willpower to get the intentional system to override the cravings of the autopilot system.

For another example, consider the last flame war you got into online, or perhaps an in-person argument with your loved one. Did the flame war or in-person argument solve things? Did you manage to convince the other person?

I’d be surprised if it did. Arguments usually don’t lead to anything beneficial. Often, even if we win the argument, we end up harming relationships we care about. It’s like cutting off your nose to spite your face; a bad idea all around.

Looking back, you probably regret at least some of the flame wars or in-person arguments in which you’ve engaged. If so, why did you engage? It’s the old fight response coming to the fore, without you noticing it. It’s not immediately obvious that a fight response will hurt you down the road. Thus, you let the elephant go rogue, and it stampeded all over the place.

Whether in personal or business settings, letting loose the elephant is like allowing a bull into a china shop. Broken dishes will be the least of your problems. Scholars use “akrasia” to refer to such situations where we act against our better judgment. In other words, we act irrationally, defined in behavioral science as going against our own self-reflective goals.

It’s wise to be wary of absolute statements. Research shows that in some instances, gut reactions can be helpful in decision-making contexts. [4] In other words, it’s not necessarily irrational to follow your gut. Developing your metacognitive skills involves learning when going with your gut may be a better idea and when it may not.

For instance, a great deal of experience on a topic where you get quick and accurate feedback on your judgments may enable your intuitions to pick up valuable and subtle signals that more objective measurements may not discern. Our intuitions are good at learning patterns, and immediate feedback about our decision-making helps us develop high-quality expertise through improving pattern recognition.

Another example: if you have a long-standing business relationship with someone, and then you experience negative gut responses about their behavior being somehow off in a new business deal, it’s time to double-check the fine print. The savanna environment involved us living in tribes where we had to rely on our gut reactions to evaluate fellow tribal members.

However, don’t buy into the myth that you can tell apart lies from truths. Studies show that we—yes, that means you, too, unless you’re a trained CIA interrogator—are very bad at distinguishing falsehoods from accurate statements. In fact, research by Charles Bond Jr and Bella DePaul shows that we, on average, only detect fifty-four percent of lies—a shocking statistic considering we’d get fifty percent if we used random chance. [5]

Overall, it’s never a good idea to just go with your gut. Even in cases where you think you can rely on your intuitions, it’s best to use your instincts as just a warning sign of potential danger and evaluate the situation analytically.

For example, the person with whom you have a long business relationship might have just gotten some bad news about their family, and their demeanor caused your instincts to misread the situation. Your extensive experience in a given topic might bring you to ruin if the market context changes around you, and you find yourself using your old intuitions in a different environment, like a fish out of water.

To survive and thrive in the modern world, you need to develop your abstract thinking—the ability to think about the world through frameworks and models. To do so, you need to cultivate your metacognition, which is the capacity to understand and manage effectively your own mental processes—your thoughts and feelings.

The key to doing so involves the abstract thinking framework of the autopilot system and intentional system. You need to abstract yourself from your existing autopilot system’s emotions and intuitions, recognize and catch when they are leading you in the wrong direction, and train them to lead you in the right direction instead of using your intentional system.

• The Power of Deep Thinking: Essence of Creativity
• How Cognitive Learning Benefits Your Brain and Grows Knowledge
• How to Explain Difficult And Abstract Concepts (The Smart Way)

Featured photo credit: @felipepelaquim via unsplash.com

How to Use a Planner Effectively

How to Be a Better Planner: Avoid the Planning Fallacy

5 Best Apps to Help You Delegate Tasks Easily

Delegating Leadership Style: What Is It & When To Use It?

The Fear of Delegating Work To Others

Why Is Delegation Important in Leadership?

7 Best Tools for Prioritizing Work

How to Deal with Competing Priorities Effectively

What Is the RICE Prioritization Model And How Does It Work?

4 Exercises to Improve Your Focus

What Is Chronic Procrastination and How To Deal with It

How to Snap Out of Procrastination With ADHD

Are Depression And Procrastination Connected?

Procrastination And Laziness: Their Differences & Connections

Bedtime Procrastination: Why You Do It And How To Break It

15 Books on Procrastination To Help You Start Taking Action

Productive Procrastination: Is It Good or Bad?

The Impact of Procrastination on Productivity

How to Cope With Anxiety-Induced Procrastination

How to Break the Perfectionism-Procrastination Loop

15 Work-Life Balance Books to Help You Take Control of Life

Work Life Balance for Women: What It Means & How to Find It

6 Essential Mindsets For Continuous Career Growth

How to Discover Your Next Career Move Amid the Great Resignation

The Key to Creating a Vibrant (And Magical Life) by Lee Cockerell

9 Tips on How To Disconnect From Work And Stay Present

Work-Life Integration vs Work-Life Balance: Is One Better Than the Other?

How To Practice Self-Advocacy in the Workplace (Go-to Guide)

How to Boost Your Focus And Attention Span

What Are Distractions in a Nutshell?

What Is Procrastination And How To End It

Prioritization — Using Your Time & Energy Effectively

Delegation — Leveraging Your Time & Resources

Your Guide to Effective Planning & Scheduling

The Ultimate Guide to Achieving Goals

How to Find Lasting Motivation

Complete Guide to Getting Back Your Energy

How to Have a Good Life Balance

Explore the time flow system.

About the Time Flow System

Key Philosophy I: Fluid Progress, Like Water

Key Philosophy II: Pragmatic Priorities

Key Philosophy III: Sustainable Momentum

Key Philosophy IV: Three Goal Focus

How the Time Flow System Works

• Sign up and Get Listed

Be found at the exact moment they are searching. Sign up and Get Listed

• For Professionals
• Worksheets/Resources
• Find a Therapist
• Find a Treatment Center
• Find a Marriage Counselor
• Find a Child Counselor
• Find a Support Group
• Find a Psychologist
• If You Are in Crisis
• Self-Esteem
• Sex Addiction
• Relationships
• Child and Adolescent Issues
• Eating Disorders
• How to Find the Right Therapist
• Explore Therapy
• Issues Treated
• Modes of Therapy
• Types of Therapy
• Famous Psychologists
• Psychotropic Medication
• What Is Therapy?
• How to Help a Loved One
• How Much Does Therapy Cost?
• How to Become a Therapist
• Signs of Healthy Therapy
• Warning Signs in Therapy
• The GoodTherapy Blog
• PsychPedia A-Z
• Dear GoodTherapy
• Share Your Story
• Therapy News
• Marketing Your Therapy Website
• Private Practice Checklist
• Private Practice Business Plan
• Practice Management Software for Therapists
• Rules and Ethics of Online Therapy for Therapists
• CE Courses for Therapists
• HIPAA Basics for Therapists
• How to Send Appointment Reminders that Work
• More Professional Resources
• List Your Practice
• List a Treatment Center
• Earn CE Credit Hours
• Student Membership
• Online Continuing Education
• Marketing Webinars
• GoodTherapy’s Vision
• Partner or Advertise
• GoodTherapy Blog >
• PsychPedia >

Abstract Thinking

What Is Abstract Thinking?

A variety of everyday behaviors constitute abstract thinking. These include:

• Using metaphors and analogies
• Understanding relationships between verbal and nonverbal 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

Abstract thinking makes it possible for people to exercise creativity. Creativity , in turn, is a useful survival mechanism⁠—it allows us to develop tools and new ideas that improve the quality of human life.

Abstract Thinking in Psychology: How Does It 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 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 vs. Concrete Thinking

Concrete thinking is the opposite of abstract thinking. While abstract thinking is centered around ideas, symbols, and the intangible, concrete thinking focuses on what can be perceived through the five senses: smell, sight, sound, taste, and touch. The vast majority of people use a combination of concrete and abstract thinking to function in daily life, although some people may favor one mode over the other.

A study published in Social Cognitive and Affective Neuroscience found abstract thinking was tied to parts of the brain occupied with vision. Concrete thinking, on the other hand. activated parts of the brain that focus on actions taken to complete a goal.

Other research found that abstract thinkers are more likely than concrete thinkers to take risks. This may be partly due to the idea that concrete thinkers, more concerned with “how” to perform an action rather than “why,” might be dissuaded from starting a risky task because they’re more focused on the practical effort involved with the task, while the abstract thinker might be more occupied with considering the pros and cons of the risk.

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. Abstract thinking skills are associated with high levels of intelligence. And since abstract thinking is associated with creativity, it may often be found in gifted individuals who are innovators.

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. Since abstract reasoning is closely connected to the ability to solve problems, individuals with severely inhibited abstract thinking ability may need assistance with day-to-day life.

Mental Health and Abstract Thinking

Some mental health conditions can negatively impact an individual’s ability to think abstractly. For example, schizophrenia has been found to impair abstract thinking ability in those it affects. Some other conditions that may impair abstract thinking include:

• Learning disabilities
• Traumatic brain injury (TBI)

Some research has connected the ability to think abstractly with a stronger sense of self-control. This means that when people were given a reason to do or not to do something, it was easier for them to adhere to that rule than if they were simply told how to follow the rule.

A study published in the Journal of Experimental Social Psychology found an interesting link between power and abstract thought. A person’s conception of how much power they have may more strongly influence their behavior than the actual amount of power they have. Because of this, researchers posited that an increased capacity for abstract thought would increase an individual’s sense of personal power, creating a positive feedback loop in which their beliefs influence their behavior, and their behavior shapes their personal outcomes.

Abstract Thinking Exercises

In many cases, it is possible to improve your abstract reasoning skills. Working on your abstract reasoning skills may help you improve your ability to solve problems, understand and communicate complex ideas, and enjoy creative pursuits.

One way to exercise your abstract reasoning skills is to practice solving puzzles, optical illusions, and other “brain teasers.” These thinking exercises allow individuals to practice viewing information from different perspectives and angles. As they may help open a person’s mind to different possibilities through the problem-solving process, puzzles can be an engaging way for both young people and adults to get better at abstract thinking.

Strengthening improvisation skills may also help increase an individual’s creativity and abstract thinking skills. Tasks that require the person to rely mostly on their imagination may help strengthen their ability to think abstractly over time.

References:

• Culpin, B. (2018, October 16). ‘Abstract thought’ – How is it significant and how does it define the basis for modern humanity? Retrieved from https://medium.com/@bc805/abstract-thought-how-is-it-significant-and-how-does-it-define-the-basis-for-modern-humanity-a98a5b92fb9f
• Dementia: What are the common signs? (2003, March 1). American Family Physician, 67 (5), 1,051-1,052. Retrieved from https://www.aafp.org/afp/2003/0301/p1051.html
• De Vries, E. (2014). Improvisation as a tool to develop creativity mini-workshop divergent thinking. IEEE Frontiers in Education Conference (FIE) Proceedings . doi: 10.1109/FIE.2014.7044132
• Gilead, M., Liberman, N., & Maril, A. (2013, May 18). From mind to matter: Neural correlates of abstract and concrete mindsets. Social Cognitive and Affective Neuroscience, 9 (5), 638-645. doi: 10.1093/scan/nst031
• Harwood, R., Miller, S. A., & Vasta, R. (2008). Child psychology: Development in a changing society. Hoboken, NJ: John Wiley & Sons.
• Lermer, E., Streicher, B., Sachs, R., Raue, M., & Frey, D. (2016, August 26). The effect of abstract and concrete thinking on risk-taking behavior in women and men. SAGE Open, 6 (3). Retrieved from https://journals.sagepub.com/doi/full/10.1177/2158244016666127
• Logsdon, A. (2019, June 17). Why children need to use abstract reasoning in school. Retrieved from https://www.verywellfamily.com/what-is-abstract-reasoning-2162162
• Marintcheva, B. (2013, May 6). Looking for the forest and the trees : Exercises to provoke abstract thinking. Journal of Microbiology & Biology Education, 14 (1), 127-128. doi: 10.1128/jmbe.v14i1.535
• Minshew, N., Meyer, J., & Goldstein, G. (2002). Abstract reasoning in autism: A dissociation between concept formation and concept identification. Neuropsychology, 16 (3), 327-334. doi: 10.1037//0894-4105.16.3.327
• Oh, J., Chun, J., Lee, J. S., & Kim, J. (2014). Relationship between abstract thinking and eye gaze pattern in patients with schizophrenia. Behavioral and Brain Functions, 10 (13). doi: 10.1186/1744-9081-10-13
• Renzulli, J. S. (2003). The international handbook on innovation . Elsevier
• Scherzer, B. P., Charbonneau, S., Solomon, C. R., & Lepore, F. (1993). Abstract thinking following severe traumatic brain injury. Brain Injury, 7 (5), 411-423. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/8401483
• Smith, P. K., Wigboldus, D., & Dijksterhuis, A. (2008). Abstract thinking increases one’s sense of power. Journal of Experimental Social Psychology, 44 (2), 378-385. doi: 10.1016/j.jesp.2006.12.005
• Ylvisaker, M., Hibbard, M., & Feeney, T. (n.d.). Tutorial: Concrete vs. abstract thinking. Retrieved from http://www.projectlearnet.org/tutorials/concrete_vs_abstract_thinking.html

Last Updated: 07-30-2019

Please fill out all required fields to submit your message.

Invalid Email Address.

Please confirm that you are human.

• 28 comments

Leave a Comment

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.

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.

So in other words, the Police Department missed out on a potentially great applicant because he was a concrete thinker rather and was unable to pass the departmental psychometric test. How’s that for an abstract comment? Let me ask as a concrete thinker, is there any meta analysis done on the workplace success of concrete vs abstract thinkers?

Your answer explains exactly why you failed. Somehow you figured your past job was evidence for your ability for abstract thought. Well sorry my friend you just don’t get it. Also, the Army stresses concrete thought and discourages abstract and higher order thinking. If you wanted that, should have joined the Air Force.

I don’t know much haha but from what I’ve been researching I believe you aren’t stupid in a sense but just not as strong with the abstract part of things. You’re intelligence could be fine but practicing your mathematics and using your ‘minds eye’ to see past what’s in front of you is the real test. Practice some spatial reasoning as well. I love sciences and mathematics it’s really stimulates my mind and I always think way outside of what anyone else is thinking so it’s hard to even find common ground sometimes but you’ll get there. You aren’t any less intelligent because your skills aren’t as developed you just have knowledge in a different area.

When you think about it, all thought is abstract thought. It all comes from experience gained, from birth onwards. The brain is just an engine of sorts. It doesn’t know anything at birth. I discount here, the minimal learning in utero.

What percentage of 16 year-old people are capable of abstract thinking?

This stuff is very interesting to me

I believe that stories that use anxiety to keep the reader engrossed are anti-abstract thought.

Would a 3 year old trying to find meaning in what a adult said be considered abstract thinking ?

Yes, to some level (of 3 yrs. old) it’s a form of abstract inquiry though it may not be as abstract as if it were asked by an adult.

I remember almost everything as a child an questioning god was one of them before grade school it made no scentes to me the things people would say I new I was different An no one could answer my questions that only made me more curious I was definitely odd I felt separate from people because I view things different in my head but adapted to others but kept my way of thinking because it felt right to me if I could paint a picture we would be an atom on an evolutionary scale

What are non-verbal ideas? Abstract thoughts can be verbalized or not, so I don’t understand the comment “understanding the relationship between verbal and non-verbal ideas.

Non-verbal ideas, to me, means symbols.

Ah yes. and those are neural networks from our experience.

Telepathy abstract means of communication I guess!

I heard people with schizophrenia have trouble with abstract thought. I had an early onset, been on medication for 10 years (all different antispychotics, anti-anxiety, and now mood stablizer), now I’m in my mid 20s and I can’t relate to anyone. How can I improve my thoughts? I take everything so literal and can’t flip an object in my head. When I took a career test in high school, I bombed every section. I will never be sucessful @ anything. Cant even drive. When I do flip objects in my head, I’m deeply psychotic and can’t control it. Please no negative comments like “your stupid”. I never did drugs and keep getting psychotic breaks. If you dont know what they are, look up “what is a psychotic break from reality”. Thanks.

You say you can’t relate to anyone & are bad at abstract thought but you just communicated beautifully when describing your situation, triggering empathy in others (me), both of which are essential pre-requisits for forming relationships. Do not give up hope. B:)

Barbara, thank you. I need hope, and I needed to hear that.

Hi Claudia. My heart goes out to you. My brother is currently suffering from something like a psychotic break, and it’s really hard. I hope you are finding the support you need and piecing things together. Everyone has gifts, and often people see them after they’ve dug themselves out of something dark and really challenging. I’m not sure if this is helpful given where you are, but the book that most helped me get control of my thoughts is Bryon Kate’s “Loving What Is.” It starts with interrupting the thought with curiosity and simply asking, “Is it true?” Followed by three other simple questions. Eventually the process asks you to look at things from other perspectives, and sounds like that might be hard for you right now. You can look at her website thework.com. Just start with the four questions (not the whole worksheet) and see how that feels. Hang in there and take care of yourself – that’s your most important job right now. Sending you hope. Warmly, Beth

so that means if you haven’t been using much of a critical thinking over the last yeara, there’s a big possibility that you’ll fail in a an abstract reasoning skill test.

first im an aeronautical engineer who served in the british army and im autistic.And all you neurotypicals obviously dont have a clue what your talking about.Soldiers have to use abstract thinking in combat situations particularly those of rank.As an engineer i have to use concrete and abstract thinking can yuo fully visualise how a mechanical component would work in your head. Oh and this empathy you are all so proud of being capable of is you projecting yourself on that person and clapping yuorselves on the back because you can relate to his/her situation. Unless yuor telepathic or have experienced every variable tht has had an effect on that person shaping their perceptions etc you cant.

Hey well said bro- I’m studying my Research Masters degree with my field of research being investigating just how dangerously over-rated Empathy is in Western moral reasoning. Just check out Friedrich Nietzsche’s thoughts on Compassion if you think I’m full of crap (A very good indicator of your Slave Moralty and Herd Conformity systems at work).

I have both abstract and concrete thinking, but the creativity abstract thinking presents is limited to certain subject areas. I am a verbal and a visual thinker. I also have this thought form that feels like the brain is moving, if you know the term for this please tell me.

All of these involve visuals in the imagination which would be described as Concrete. Using metaphors and analogies (using words to describe visuals of water when explaining electricity) Spatial reasoning and mentally manipulating and rotating objects (sorting out a collexion of items in front of the self and mentally picturing them sorted inside a closet). Complex reasoning, such as using critical thinking, the scientific method, and other approaches to reasoning through problems (geometry for matters of physics, logic symbols visually in place of words mentally, turning a method into an animation in the imagination) Perhaps I’m misunderstanding something. But if using mental imagery = concrete thinking, how is abstract thinking connected to the occipital lobe if it is supposed to help you understand the semiotics of a problem which is typically the function of the temporal lobe? Thanks.

I am a high school dropout that ranked in the 99th percentile nationally in abstract reasoning on a freshman aptitude test, also 97th in mechanical reasoning and 95th in spatial relations. Furthermore, other than verbal reasoning, I ranked below average in every other category. Three years later I dropped out due to crippling anxiety owing to the accumulation of misunderstanding between me and my peers, I believe I have a lot to offer the world but I have hidden myself away and find myself at middle age with no friends or prospects other than the stresses of manual and skilled labor environments. I understand science through books and lay communication better than the communicators or experts in some regards because of how I build my visual model of understanding but this universe exists inside my head alone and all of that potential will be lost when my likely to be relatively short existence inevitably comes to an end. I continue to leave cries for help on the internet like this but no one seems to hear me and all I want is purpose and to realize at least some of what I have come to see as a rare gift.

It is not actually unusual for people with your gifts to have problems relating to their high school peers and have a story like yours. Malcolm Gladwell looked into it and the most nobel prizes were actual for people with 125 IQ for pricely the reasons cited. So you are in fact one of crowd here. I think what you need is in fact a good therapist who can guide you to your best life. And then a way to let your light shine, platitudes I know but they are there for a reason. It is most likely you’ll need to find a partner to get these idea to market, a Jobs to your Wozniak if you will. This too is exceptionally normal and a well-trod path. So rather than bemoan how much of a weirdo you are, understand that in fact you are almost a cliche. Life is not high school and we have the internet. So here is my action plan for you: 1.) Get a therapist. (Shop around. Be sure you are comfortable with them and that they are intelligent to understand what you are talking about.) 2.) With the facility of the therapist, find like-minded groups that would welcome your expertise. The therapist will help you relate to them in. healthy manner and sort through who is in your interest. 3.) Once you have a a healthy group, find someone to partner your projects with. Again therapist can sound these people out. Listen for red flags etc. since you feel kinda fragile. I should note that if you dropped out of high school for social reasons you might need anxiety meds. If you did so because you academically couldn’t get your act together despite being smart, you might have ADHD or another learning disability and should get screened. Therapists are not good at catching this. But they are with anxiety and depression. Listen them.

By commenting you acknowledge acceptance of GoodTherapy.org's  Terms and Conditions of Use .

* Indicates required field.

• Concrete Thinking
• Intellectual Disability
• Learning Difficulties

Notice to users

Abstract Thinking: What It Is and How to Improve It

Anthony metivier.

• October 3, 2022
• Critical Thinking , Learning , Podcast

Podcast: Download

Subscribe: Apple Podcasts | RSS

What exactly is abstract thought and how can you improve it? 

And if necessary, how can you avoid being too abstract so that others can always understand what you’re trying to say?

On this page, we’ll discuss abstract reasoning in-depth. 

You’ll also get some abstract thinking exercises that will help you enjoy a powerful mind for engaging with hypothetical ideas on demand.

Because that’s ultimately what abstract thinking skills are all about: 

The ability to deal with non-concrete, philosophical and even “transcendental” matters of intellectual life.

Not everyone can participate without training, but by the end of this post, you will. 

Let’s get started!

What Is Abstract Thinking?

We typically hear that abstract thinking originates with the Greeks. 

Plato, for example, talked about how our material world is a shadowy “copy” of a pure and perfect world of ideals. 

In this sense, our world is an “abstraction” of the perfect world because “ab” as a prefix means “away from” or “removed.” 

“Traction,” on the other hand, means to pull away. 

Thus, an easy way to think about abstract thinking is to realize that it is the act of pulling away and removing yourself from a concrete process or idea. 

Here’s an even simpler example than Plato’s shadowy-world-as-copy concept. 

A Simple Example of Abstract Thinking

Take the word “human.”

In a concrete way , we use it to indicate a person. 

But when we “pull away” from the concrete meaning, we can also see that human means:

• Homo sapien
• A collection of biological cells

This list gets more and more abstract as we move from matters of genus and species to the cosmological origins of life.

With this example in mind, you can also think of abstract thinking as existing purely in the mind. 

Nowhere in nature will you find a sign that says, “this is a biological cell that belongs to a mammal.” Humans have created such concepts and they exist only in our mental lives.

“Hold on,” you might be thinking. “What about books and videos?”

True. We have created methods for storing our ideas using words that are imprinted on paper or saved in electronic formats. 

But how are those recorded ideas brought to life? They only have meaning when a human interacts with them, using a mind trained in abstraction to “translate” the stored words into something meaningful and useful. 

One of those ways involves committing concepts to memory.

A Broader History of Abstraction

Now, I mentioned that typically we think of the origin of being able to abstract ideas as coming from the Greeks.

No doubt they made a huge impact. 

After Plato, Aristotle did a lot of work that helped create many of the classification systems we still use to this day for gathering and organizing knowledge. 

However, as the scholars of memory Tyson Yunkaporta and Lynne Kelly have shown, indiginous cultures dealt with plenty of abstraction long before the Greeks.

Their memory techniques in particular provide great evidence of how prehistoric people “abstracted” ideas from the world and placed them in memory by associating them with objects like the lukasa . They also used processes like Songlines and body parts to help them remember abstract cultural processes.

As more and more scholars learn about the past, we find another definition of the term abstract thinking. 

Whereas we used to think the Greeks were the first in a lot of areas, more data helps us think “abstractly” about other cultures and timelines. We are literally removing and pulling away from a territorialized form of thinking and including more history to form a new and more nuanced picture of human development.

The more information we need to consider, the more abstract things become.

More Abstract Thinking Examples

As you can already tell, abstract thinking is more than just one thing. 

Here are more examples that I think you’ll find helpful. Each one shows the different contexts in which abstract thinking is useful. 

One: Orders of Magnitude 

Humans find it difficult to think in large numbers. 

As Eliezer Yudkowsky writes in Global Catastrophic Risks :

“Human emotions take place within an analogous brain. The human brain cannot release enough neurotransmitters to feel emotion a 1000 times as strong as the grief of one funeral. A prospective risk going from 10, 000, 000 deaths to 100, 000, 000 deaths does not multiply by ten the strength of our determination to stop it. It adds one more zero on paper for our eyes to glaze over, an effect so small that one must usually jump several orders of magnitude to detect the difference experimentally.”

This leads us to a problem called scope neglect . We make many poor decisions because we don’t spend enough time thinking about how our problems relate to the big picture. 

Abstract thinking helps us take more aspects into consideration by understanding what an order of magnitude is and factoring this form of abstract reasoning into the decision process.

Two: Symbolism

We use abstract thinking every time we see a flag.

The Canadian flag is a particularly good example. 

It shows a Maple Leaf while at the same time representing a country. It refers to both an abstract concept and a concrete object at the same time. 

Everything from traffic lights to literary devices in novels serve as prompts for abstract thinking. 

To take one classic example of an abstract symbol, think of when Neo accepts the cookie from the Oracle in The Matrix . 

Because Neo’s “online” in this scene, the cookie is a nice gesture on one level.

But at the abstract level, Neo is being “cookied” in the sense of how your device is tagged with identification code that tells advertisers information about your behaviors online.

Three: Metacognition

Metacognition basically means thinking about thinking.

It’s a very important form of abstract thinking. It is literally pulling away from being immersed in your own thoughts so that you can analyze the process of thought itself. 

Doing so helps you gain perspective from within and create more space for bringing in the perspectives of others. 

It’s a key tool that has been in use for a very long time, and really got rolling with the introduction of ars combinatoria .

As Timothy Perfect and Bennett Schwartz show in Applied Metacognition , metacognition and memory go hand-in-hand.

For example, think of a time when you’ve remembered something about your personal life and asked, “Did that really happen?” 

Reflecting in this way draws upon your autobiographical memory . Asking, “is this memory true?” is stepping away to think abstractly about the nature of the truth and reality of your mind.

Metacognition need not be a strictly personal process. 

As the authors of Social Metacognition show, thinking about the thoughts of others can help you avoid scope neglect.

How to Improve Abstract Thinking: 3 Abstract Thinking Exercises

Because there are different kinds of abstract thinking, when looking to become a better abstract thinker, it’s important to match the exercises to the goal. 

For example, if you want to avoid common human errors that involve thinking, you need to look into cognitive biases .

Or if you want to improve your mathematical imagination for large numbers, you might want to look into Hilbert’s hotel and various exercises teachers have created for expanding your mind using this paradox.

As much as I like learning about those matters to improve my own abstract thinking, here are my personal favorite exercises:

The NIMBY Exercise

If it’s new to you, NIMBY means “not in my backyard.” It’s used when people of a certain class lobby for environmentally destructive processes, so long as they are built far from home.

This abstract thinking exercise involves you writing a simple letter to a community.

Here’s the assignment:

Think of the richest neighborhood you know or can imagine.

Then write a letter you will place in the mailboxes of the wealthiest people convincing them to build a maximum security prison in their own backyards. 

This exercise will stretch your abstract thinking because it’s very hard on two levels. First, you’ll need to convince them why maximum security prisons are good and why it would be good for them to be located so close to the homes of the wealthy.

Rules For The Entire World Exercise

Imagine that you are the boss of the entire planet.

You have all the power.

However, in order to maintain this power, you have to create the perfect set of rules that everyone must follow.

The rules must be flawless and treat everyone equally.

In 500-1000 words, craft a document that lays out the perfect set of regulations that everyone will be able to follow in perfect cheer.

This exercise will stretch your thinking because you have to consider the many different personality types and the many ways our personal interests clash with one another. 

The Wordless Exercise

We talked about metacognition above. One of the best ways to start thinking about thinking is to try and quiet your mind. 

To practice, start by sitting on the floor or on a chair in a quiet place. 

Allow yourself to notice all of the words and images floating through your mind. 

Practice telling the difference. What’s happening in language and what is pure imagery. Is there any difference? Or do they feel the same? 

When you start to get a sense for the difference – or lack of difference – see if you can stop your mental content from flowing. 

One way to help yourself in this task is to imagine every image and word that flows on your mind being written as it appears on a large chalkboard. 

As soon as they appear, wipe them away. 

To practice abstraction, go further than imagining that they have been wiped from this imaginary chalkboard.

Imagine that your mental content has been removed completely from the world. 

Keep practicing until all that remains is the “background” of your consciousness itself. 

For a simple variation, try something suggested by Byron Katie in Who Would You Be Without Your Story?  

To complete the exercise, imagine that you have no past. 

This is a lot like the Zen exercise of trying to imagine what your face looked like before you were born.

(Note: This is just an exercise. You won’t actually be erasing anything precious from your past.)

Abstract Thought Is A Tool For Life

Please don’t make these exercises a one time affair. 

To really expand your abilities with abstraction, you want to revisit this area of mental ability many times throughout your life.

If you’d like further help, check out the list of better thinking posts on this blog. You’ll find many critical thinking exercises and resources that will keep you engaged for a long time. 

And as you’ve seen with the flag example, we think abstractly each and every day. Every icon on your laptop and smartphone involves some level of visual abstraction. 

The more you think about the various visual symbols you encounter each and every day, the more you’ll be prompted to that metacognitive level that is so precious for achieving life’s most profound offerings.

And to help you remember to pay attention to the surrounding world, I’d suggest signing up for my FREE memory improvement kit:

It will help you “abstract” your environment and use it as a tool called a Memory Palace . It’s very helpful for remembering all the new things you’ll notice as you improve this level of your mind!

Related Posts

If you need to learn the main types of thinking with specific and concrete examples,…

Effective critical thinking exercises are hard to find. Stop wasting time and complete each of…

Critical thinking provides so many benefits. But did you know there's more than one kind…

2 Responses

Mammal Homo sapien A collection of biological cells Stardust

But isn’t the examples you provide concrete things and we are just extracting other physical things linked to the human?

I do have personal questions I want to ask you. Whats the best way to contact you?

Your articles are amazing!

Thanks for your post, John.

I’m not sure what you mean by “extracting,” but one thing logicians rarely want to discuss is the fact that logic is inherently self-referential. Gödel Escher Bach is a great book to look into if you’re interested in self-referentiality and its problems/solutions.

There’s a contact link on each page of the site. Feel free to use it to get in touch.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

I accept the Privacy Policy

WANT TO LEARN SIMPLE EVERYDAY THINGS WITHOUT FORGETTING?

Enter your email below to get instant access to my FREE course that gives you a proven step-by-step process for remembering anything you want . You'll discover how to:

• Speak any language fluently
• Recall complicated formulas, math equations, or numbers.
• Master the technical terms for your field of work or study.
• Recite poetry, jokes, and even long speeches word-for-word
• Quickly absorb the most important ideas from books, textbooks, or lectures...

Unlock your natural ability to learn and remember anything 3x faster now!

ABOUT ANTHONY METIVIER

Anthony Metivier is the founder of the Magnetic Memory Method, a systematic, 21st century approach to memorizing foreign language vocabulary, names, music, poetry and more in ways that are easy, elegant, effective and fun.

Dr. Metivier holds a Ph.D. in Humanities from York University and has been featured in Forbes, Viva Magazine, Fluent in 3 Months, Daily Stoic, Learning How to Learn and he has delivered one of the most popular TEDx Talks on memory improvement.

His most popular books include, The Victorious Mind and… Read More

Anthony Metivier taught as a professor at:

POPULAR POSTS

Recent posts, 8 productive study habits that guarantee you’ll excel in school, 7 meaningful ways to improve cognitive function, memory & focus, how to build virtual memory palaces & use them for learning, maximum learning in minimum time with exam study expert william wadsworth, why can’t i remember what i read 4 ugly truths & 6 fast fixes, pay with confidence.

P.O. Box 933 Mooloolaba, QLD 4557 Australia

MEMORY COURSES

Quick links, memory boosting tips & tutorials.

Copyright © 2012 – 2024 Anthony Metivier · Advanced Education Methodologies Pty Ltd

This Is the Secret to Remembering EVERYTHING Better

Enter your email below to get instant access to my exclusive course that will show you how to use memory palaces to MASSIVELY improve your memory so you can learn new skills, retain information, and stay sharp .

What Is Abstract Thinking? How To Improve Abstract Thinking Skills

We are obsessed with data, a physical context we can use to determine a result, right? When I say data, what comes to mind is patterns, numbers, and whatnot but is that all we need to base our thoughts on?

There’s a difference between gathering data and understanding it. This can also be described as a difference between concrete and abstract thinking/reasoning.

Abstract thinking is when we understand that some concepts are real such as love, growth, and freedom but these concepts are not tied to the concrete or even physical world – object or experience.

In this blog, I’ll help you understand what abstract thinking is from a psychology perspective, how it affects our thinking process, how it impacts our life, and how you can improve your abstract thinking skills!

What Is Abstract Thinking?

Abstract thinking involves the ability to think with concepts that are real but lack concrete experiences. Abstract thinking in psychology is considered a type of high-order thinking that is more complicated than other types of thinking that are centered around information based on data and facts.

Abstract thoughts revolve around ideas and principles that are often figurative or philosophical.

Abstract thinking examples can include concepts such as:

• Friendships
• Vulnerability

While we understand that these concepts are real, they are not concrete that you can experience directly.

Read: Super Thinking Ideas For Brain Toolbox

Abstract v/s Concrete Thinking?

Abstract thinking is the opposite of concrete thinking. Concrete thinking is when you can tie certain experiences to something you can directly observe. A good example of concrete thinking can be:

If you organize an online event, then a concrete thinker will focus on the exact methods that have been used and proven to be effective.

Abstract thinking involves thinking about the bigger picture, looking at the deeper meaning, the different possibilities, etc. They are quick to associate with metaphors and subtext. A good example of abstract thinking can be: (Taking the same example as above)

An abstract thinker would be more interested in what the same methods say about basic human nature and how they can apply those methods to all aspects of human interaction in their business to create connections and inspire others.

Is Abstract Thinking Developed?

Jean Piaget, a developmental psychologist, argued that children develop abstract thinking during the last stage of their development, also known as the formal operational stage (11-16 years).

Although, many gifted children develop abstract thinking way before the last stage. Other psychologists argue that this reasoning skill is not a part of the natural developmental stage but a result of cultural exposure, life experiences, and teachings.

Around this age, children also develop abilities such as putting themselves in others’ shoes or simply put, empathy. Empathy is an abstract thinking skill.

How We Use Abstract Thinking In Our Daily Life?

Abstract thinking is the skill that helps you think critically and solve problems. It is the thinking skill that helps us form unique, out-of-the-box solutions to certain problems.

Abstract thinking can be used in different ways in various aspects of your life . I’m sure, you unknowingly use abstract thinking in most of your daily life. How? Here are some examples:

• When you use a metaphor to describe something
• When you use a figurative language
• When you think out-of-the-box for a solution
• When you notice patterns
• When you come up with a theory
• When you think about something from a different point of view

Abstract thinking plays a huge role in the actions we take. While concrete thinkers avoid risks, abstract thinkers are more likely to take a risk.

What Is The Impact Of Abstract Thinking?

Abstract thinkers score well on IQ tests as this type of thinking is related to creative thinking and critical thinking. Abstract thinkers are more likely to score well on subjects such as arts, writing, and other related areas.

Keep in mind that this type of thinking can have its pros and cons too. Abstract thinking can cause thinking problems such as:

• Cognitive Bias : You may seek out patterns that may or may not exist.
• Catastrophic Thinking: You may struggle with feelings of fear and think about the worst possible scenario.
• Rumination : You may also struggle with overthinking that may cause depression, anxiety. Abstract thoughts are even related to post-traumatic stress disorder (PTSD).

Mental Health & Abstract Thinking

If you or someone you know is struggling with a learning disability or mental health disorders , then your abstract thinking skills can be affected. Disorders that are associated with abstract thinking are:

• Autism (ASD)
• Schizophrenia
• Traumatic Brain Injury

Tips To Improve Abstract Thinking

Psychologists may argue that abstract thinking skills are naturally developed while others may argue that this thinking skill can be nurtured. While some people may be born with this kind of thinking skill, there are still some practices you can use to strengthen your abstract thinking skills.

Some tips to improve your abstract thinking skills:

• Think Why, Not Just How: Instead of focusing on just the how s or the meaning of your goal, think about the reasons why your goal is important or what will happen when you reach your goal.
• Reframe Your Thoughts: When you’re faced with a problem, think about a unique way to solve the problem. How would your partner approach the problem? Can you figure out an easier way to solve the problem? Think differently!
• Focus On The Big Picture: Instead of focusing on specific outcomes, try taking a look at the bigger picture. Focus less on the little details and more on how it relates to other goals or fits into the larger outcome.

Read: How Cognitive Reframing Helps In Stress Management

Writer’s Thoughts

Abstract thinking helps us think about the patterns, themes, and problems with creativity. While there are people who are naturally good at abstract thinking, it is a skill you can develop and nurture with practice.

Concrete thinking and abstract thinking are both needed to solve problems, set goals, and find success in life . Both have their pros and cons, though. Maintaining a healthy balance between concrete thinking and abstract thinking is important to maintain healthy mental functioning .

I hope this article helped you understand what abstract thinking is, how we use it in our daily life, what impact it has on our mental capacity, and how you can improve your abstract thinking skills.

If you have any queries, you can write to us at [email protected] or DM us on social media. If you found this article useful, let us know in the comments below!

Quick Reaction:

About The Author

Swarnakshi is a content writer at Calm sage, who believes in a healthier lifestyle for mind and body. A fighter and survivor of depression, she strives to reach and help spread awareness on ending the stigma surrounding mental health issues. A spiritual person at heart, she believes in destiny and the power of Self. She is an avid reader and writer and likes to spend her free time baking and learning about world cultures.

One COMMENT

Great very helpful thank you

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Stress-o-meter

Check your stress level.

LATEST READ

What Is Heliophobia (Fear Of Sun Or Sunl...

Do You Feel Distracted While Meditating?...

Popcorn Brain: Is It Real or a Made-Up T...

Mini-Guide: What Is Anterograde Amnesia?...

Related posts.

11 Ways You’re Making Yourself Mis...

7 Signs of Ungrateful People (And Ways t...

Hurry Less, Live More: 10 Ways to Beat H...

Thinking Outside The Box: The Difference Between Concrete Vs. Abstract Thinking

Abstract thought is a defining feature of human cognition . Scholars from diverse fields — including psychologists, linguists, anthropologists, neuroscientists, and even philosophers — have contributed to the scientific discussion of how abstract ideas are acquired and used by the brain. Concrete thought is somewhat better understood, as it represents a more grounded form of thinking than what is typically found in abstract thought. Concrete thinkers focus on physical objects and the physical world, making their thinking process more immediately obvious and tied to the literal form. Both modes of thinking are useful for human cognition.

Distinguishing between concrete and abstract thoughts

Understanding the differences between these two types of thinking may help illustrate their unique contributions to human thought.

Concrete thinking

Concrete thinking is grounded in facts and operates in a literal domain , focusing on objective facets such as physical attributes (e.g., color and shape) and verifiable occurrences (e.g., chronological sequences). Concrete thinkers often rely on concrete objects and specific examples to solve problems and classify objects. It avoids extrapolations, categorizing information superficially and within rigid boundaries. Concrete thinking is chiefly concerned with detail gathering, excluding analyses of trends and exploration of potentialities.

Rumination , a cognitive process characterized by excessive or repetitive thoughts, including intrusive memories, that interfere with daily life, might use concrete thinking to contemplate complex issues. These thoughts might include questions like "What happened in this situation?" and "What steps can I take to address the problem?" Although these questions address more than basic attributes, they are anchored in objectively definable detail.

Abstract thinking

It synthesizes and integrates information into broader contexts, forming the bedrock of creativity, critical analysis, and problem-solving. This thinking style is a vital skill for those who exercise creativity in fields like theoretical math or philosophical concepts. This allows individuals to transcend surface-level understanding. Abstract thinking is indispensable for grappling with intangible concepts, including emotions, and often involves contemplating hypothetical scenarios.

Rumination, explored above, also has an abstract component . Abstract ruminative thoughts may include questions like "Why do I always feel so unhappy?" or "Why didn’t I handle this better?" These queries pivot away from objective facts and explore concepts that may be interpreted in multiple ways.

When is each type of thinking most useful?

Several factors determine whether concrete or abstract thinking is most appropriate, but in practice, most deliberate thought processes benefit from the interplay between the two modes. Abstract thinking skills, including abstract reasoning skills, are crucial in understanding complex concepts and integrating existing knowledge. For instance, effective problem-solving necessitates the initial definition of its core features (concrete thinking) and subsequent high-level analysis (abstract thinking).

Psychologists and sociologists have scrutinized the relationship between abstract and concrete thought, often using  construal learning theory (CLT) as a framework. CLT identifies how psychological distance influences a person’s choice between abstract and concrete thinking. “Psychological distance” can be measured in various ways:

• Temporal distance: The amount of time between a person and their subject of contemplation.
• Spatial distance: The physical separation between a person and their subject of contemplation.
• Social distance: The emotional distance between individuals.
• Hypothetical distance: An individual’s assessment of the likelihood of their subject of contemplation occurring.

CLT suggests that individuals tend toward abstract thinking when they perceive substantial psychological distance and favor concrete thinking when that distance diminishes. This indicates that more abstract thinkers are likely to engage in abstract reasoning when dealing with subjects that are not immediately present or concrete. For example, a person planning to attend a family reunion next year (significant temporal distance) is more likely to think of big-picture, abstract elements of their plan — perhaps their excitement about attending the event. But as the event approaches, their thoughts shift toward concrete details, such as what they’ll wear to the party.

CLT can be used to assess a person's propensity for risk-taking behavior. Evidence suggests that individuals with a high construal level (greater psychological distance) employ more abstract thought processes and are more likely to engage in risky behaviors. Conversely, individuals with a low construal level (lesser psychological distance) display greater risk aversion as they are more aware of objective risk factors.

How do concrete and abstract thinking develop?

It’s worth noting that babies are not born with the ability to think abstractly. Jean Piaget’s stages of cognitive development illustrate how a child’s cognition develops over time. This cognitive development is crucial in the transition from a concrete thinker to an abstract thinker.

• Sensorimotor stage (birth to age two): Babies engage primarily with their sensory world, absorbing concrete information like a sponge without making abstract connections. This stage is fundamental in developing motor skills and concrete thinking skills.
• Preoperational stage (ages two to seven): Young children begin to develop abstract thinking, engaging in imaginary play, comprehending the rudiments of symbolism, and understanding someone else’s point. They start to understand figurative language and can interpret facial expressions, moving towards more abstract thinking abilities.
• Concrete operational stage (ages seven to 11): Children can understand that other people may experience the world differently than they do. They can recognize abstract concepts but remain tethered to empirical experiences. This stage involves processing theoretical concepts and developing concrete thinking skills to solve problems.
• Formal operational stage (age 11 to adulthood): Abstract thought matures as individuals use concrete information to derive abstract conclusions. Individuals expand their ability to empathize and discern patterns among abstract concepts. This stage is where strong abstract thinking skills are developed, allowing individuals to grapple with more complex concepts and engage in theoretical math and philosophical concepts, and solve abstract riddles such as brain teasers. This stage equips individuals with the capacity to analyze hypothetical scenarios and address "what-if" questions.

Key insights from Piaget's theory underscore the development of abstract thinking, where concrete thinking lays the foundation. This progression from being a concrete thinker to an abstract thinker is a vital aspect of cognitive development. That is, concrete thought is a prerequisite for abstract thought because objective facts must be defined before they can be analyzed. Proficiency in abstract thought unfolds gradually over many years.

Assessing the merits of abstract and concrete thinking

Abstract thinking allows humans to create art, reach conclusions through debate, and predict what the future may hold. It involves a thinking process that is less immediately obvious than concrete thinking, often requiring the individual to consider other meanings and exercise creativity. Because abstract thought empowers higher cognitive functions, it may seem that it is a preferable mode of cognition over concrete thought.

However, abstract thinking is not without its limitations. An unbalanced reliance on abstract rumination can lead to mental health concerns , such as depression. In individuals with mental health conditions like autism spectrum disorder or who have had a traumatic brain injury, the balance between abstract and concrete thinking can be particularly crucial, and reading body language and understanding figurative expressions may be difficult for some individuals. Conversely, a conscious preference for concrete thinking can potentially  mitigate negative mental health . Both concrete and abstract thinking are necessary for human cognition. For instance, abstract thinkers may engage in the active practice of new ideas, while concrete thinkers might focus on classifying objects and dealing with the literal form of information. While abstract thought may be associated with higher-order cognitive processes, those processes are built upon the foundation of concrete thinking.

Can therapy help manage cognitive and abstract thinking?

If you’re interested in recognizing and adapting your cognitive tendencies, a therapist can help. Therapists are trained in a variety of evidence-based techniques, including cognitive behavioral therapy , to analyze your mental processes and guide you toward meaningful conclusions about your thought patterns. This therapy can be particularly helpful for those struggling with difficulty relating to others due to their thinking style, whether they are more comfortable with abstract thinking vs concrete thinking.

You may wish to consider online therapy, which is available for individuals to avail the care of a skilled mental health professional. Working with a therapist online removes some common barriers to therapy, like having to commute to an office. Removing geographical constraints allows you to choose a therapist outside of your local area, which may be especially helpful to those who live in regions with limited mental health professionals. Online therapists have the same training and credentials as traditional therapists, and evidence indicates that therapy delivered remotely is just as effective as in-person therapy.

What is an example of concrete thinking?

Concrete thinking is literal. It focuses on physical attributes and things that can be verified with facts. Concrete thinking is more rigid and is chiefly concerned with gathering details or information. Someone who is a concrete thinker might take things very literally. For example, if you ask them to run to the store, they may think you want them to actually run to the store.

What is an example of abstract thinking?

An abstract thinking style involves processing theoretical concepts. It is more flexible and links causality, figurative language, themes, and intangible concepts and is the basis of things like problem-solving, creativity, and critical analysis. It often involves contemplating hypothetical scenarios, intangible concepts, and emotions. An excellent example of abstract thinking is making predictions. Any time someone assesses available information and processes it to determine what might happen next, they use abstract thinking.

Can you be both a concrete and abstract thinker?

Yes, people can be both concrete and abstract thinkers. According to construal level theory (CLT), psychological distance can affect whether a person uses concrete or abstract thinking. This theory measures psychological distance in four ways: temporal distance, or the amount of time between the person and the subject they’re thinking about; spatial distance, or the physical distance between the person and what they’re thinking about; spatial distance, or the physical separation between the person and what they’re thinking; and hypothetical distance, of the person’s assessment of the likelihood of what they’re thinking about occurring. 

CLT suggests that people tend to think more abstractly when they perceive a larger psychological distance and more concretely when they perceive less psychological distance. For example, someone who has a big vacation planned next year may think about how excited they are or a simple list of the things they hope to see, but as the trip approaches, they will likely focus on more concrete details, like making a list of what they need to pack, making sure they have their travel documents in order, and double-checking their itineraries.

Am I an abstract or concrete thinker?

Gaining abstract thinking is part of cognitive development; young children have concrete thinking first and develop abstract thinking as they mature. Some people may be prone to thinking more abstractly or concretely, but most are capable of both. People with good abstract reasoning skills may be better at imagining things that are not physically present, understanding complex concepts, and deciphering body language, and they may be more talented at creative endeavors or theoretical math or science concepts. On the other hand, concrete thinkers may be more likely to stick to rigid routines. They may think in more black-and-white terms and have difficulty considering gray areas or expanding their existing knowledge.

What are abstract thinkers good at?

People with strong abstract thinking skills can excel in many areas, including graphic design, landscape architecture, engineering, psychology, and psychology. They can also make excellent detectives, criminal investigators, and scientists.

An example of concrete thinking might be someone who sits down and lists items they need to accomplish in a day. In contrast, an abstract thinker might make the same kind of list, but they may rank it according to the order of importance or organize it according to the most efficient way to get all the tasks done.

What is a concrete thinking example for a student?

Specific examples of when students may use concrete thinking skills are when they organize their schedules or make a list of assignments they need to complete.

What is an example of a concrete task?

Many tasks might be considered concrete. For example, doing the dishes is a concrete task; they’re either clean or not. Other examples might be making the bed, folding laundry, washing the car, or vacuuming the carpet.

Is concrete thinking good or bad?

Concrete thinking isn’t necessarily good or bad; everyone needs to be able to think concretely at times. It can become a problem when people cannot switch out of concrete thinking in the physical world. Having abstract thinking abilities can help with problem-solving, creativity, and analysis, all of which can influence how someone interacts with the world. 

What is an example of concrete thinking in mental health?

Concrete thinking can be considered a feature of schizophrenia . People with this condition can be said to have an abstraction deficit or the inability to distinguish between symbolic, abstract ideas and the concrete. People with schizophrenia may not be able to deal with their experiences conceptually and cannot perceive objects as belonging to a class or category. Another example is autism spectrum disorder; people with this condition may have a very concrete way of thinking.

• What Is Insecurity? Exploring The Definition, Symptoms, And Treatments Medically reviewed by Paige Henry , LMSW, J.D.
• How To Better Understand Yourself Via Character Survey Medically reviewed by Majesty Purvis , LCMHC
• Self Esteem
• Relationships and Relations

How To Know If You Are An Abstract Thinker

Are you an abstract thinker? We all use both concrete and abstract thoughts, depending on the situation. But most individuals…

Are you an abstract thinker ? We all use both concrete and abstract thoughts, depending on the situation. But most individuals tend to have a dominating, favored version. And this has a significant impact on how they live their lives. An abstract thinker means looking deeper and drawing connections.

Definition Of An Abstract Thinker

Defining abstract thinking , jobs for abstract thinkers.

An abstract thinker looks at the big picture to see how everything fits together—what’s the underlying message, the patterns and structures of the task at hand and the alternatives to make everything work together. The definition of an abstract thinker highlights these aspects. Abstract thinkers are skilled at finding connections and comfortable with images and meaning. If they only have a rudimentary understanding of a subject, they prefer general advice to step-by-step instructions.

Now that we know what being an abstract thinker means , let’s see who a concrete thinker is. What’s the difference between a concrete thinker and an abstract thinker? 

Concrete thinkers are more at ease in the present with what they can physically see and prove. They prefer being told what to do and have little tolerance for scheduling changes or ideation. They despise having to understand a message or follow directions that confuse them. 

Consider two people who attend a webinar on increasing Twitter engagement: a concrete thinker and an abstract thinker.

A concrete thinker can concentrate on specific strategies that they demonstrated to work in the past. They are likely to follow the instructions given to them. Whereas, an abstract thinker could be more intrigued by what such approaches reveal about human behavior and how you can adapt these insights to all facets of human contact in the workplace (and beyond) to encourage, engage and build connections.

This brings us to the concept of abstract thinking. Allow us to define abstract thinking. 

Defining Abstract Thinking  

The term ‘abstract thinking’ refers to the ability to see the fuller picture and context of an event or idea. Abstract thinkers can think beyond the here and now by reflecting on events and concepts.

To define abstract thinking means defining symbolic thinking. Both are inextricably linked to one another. Our society and culture rely heavily on the ability to articulate ideas through symbols. The Statue of Liberty, for example, is more than just a statue—it’s a symbol of liberty. An abstract thinker uses words as signs for things, concepts and sentiments. Therefore, language is philosophical as well.

Abstract thinking requires several skills. Humor is an excellent illustration of abstract thinking at work. Comedians are masters of abstraction. They pay attention to the world around them and are able to spot inconsistencies, paradoxes and wrongdoings. They make jokes out of strange connections.

So, how can you use abstract thinking skills ? Abstract thinking has several benefits. It equips you to: 

• Make things
• Communicate metaphorically
• Solve issues
• Comprehend concepts
• Examine circumstances
• Develop hypotheses
• Put things in context

How do you know if you’re an abstract thinker ? Here are some signs you’d associate with an abstract thinker .

• After discovering a unique piece of knowledge, y ou try to find a connection between this piece of knowledge and something else. Examples will help explain such things. 
• You know those children who are always asking, “Why?” You ignore the scoffs and continue to probe until you’re satisfied
• Instruction manuals are great the first time you read them, but after that, you believe the concepts apply to all similar equipment
• You care more about the spirit of regulations than the text of the law
• You have problems recalling specific historical facts, but you can discuss broad trends
• You devote time to contemplating critical questions. What is the purpose of life? What is awareness and how does it work? 
• When someone wants to encourage you, they must first explain why something is vital, rather than simply telling you how to do it
• You’d rather not be told how to go about things. All you need to know is the goal and the rules. You prefer figuring out the steps yourself
• You’re tired of the same old routine. You like to try new things and aren’t afraid to change your mind if it means you get a better result.

Jobs For Abstract Thinkers 

There are many jobs for abstract thinkers based on the skills they possess. The different fields where abstract thinkers can find a job range from artistic and investigative to creative. Let us now look at the jobs for abstract thinkers, designated under these fields. 

Investigative

It’s not always simple to think abstractly, and it doesn’t always come naturally. But abstract thinking is one of the most effective tools for tackling the most challenging engineering issues, and you’ll be grateful for it when you finally crack problems with ease. 

So, don’t wait. Check out Harappa’s Thinking Critically course now!

• Resources Home 🏠
• Try SciSpace Copilot
• Search research papers
• Add Copilot Extension
• Try AI Detector
• Try Paraphraser
• Try Citation Generator
• April Papers
• June Papers
• July Papers

Abstract Writing: A Step-by-Step Guide With Tips & Examples

Table of Contents

Introduction

Abstracts of research papers have always played an essential role in describing your research concisely and clearly to researchers and editors of journals, enticing them to continue reading. However, with the widespread availability of scientific databases, the need to write a convincing abstract is more crucial now than during the time of paper-bound manuscripts.

Abstracts serve to "sell" your research and can be compared with your "executive outline" of a resume or, rather, a formal summary of the critical aspects of your work. Also, it can be the "gist" of your study. Since most educational research is done online, it's a sign that you have a shorter time for impressing your readers, and have more competition from other abstracts that are available to be read.

The APCI (Academic Publishing and Conferences International) articulates 12 issues or points considered during the final approval process for conferences & journals and emphasises the importance of writing an abstract that checks all these boxes (12 points). Since it's the only opportunity you have to captivate your readers, you must invest time and effort in creating an abstract that accurately reflects the critical points of your research.

With that in mind, let’s head over to understand and discover the core concept and guidelines to create a substantial abstract. Also, learn how to organise the ideas or plots into an effective abstract that will be awe-inspiring to the readers you want to reach.

What is Abstract? Definition and Overview

The word "Abstract' is derived from Latin abstractus meaning "drawn off." This etymological meaning also applies to art movements as well as music, like abstract expressionism. In this context, it refers to the revealing of the artist's intention.

Based on this, you can determine the meaning of an abstract: A condensed research summary. It must be self-contained and independent of the body of the research. However, it should outline the subject, the strategies used to study the problem, and the methods implemented to attain the outcomes. The specific elements of the study differ based on the area of study; however, together, it must be a succinct summary of the entire research paper.

Abstracts are typically written at the end of the paper, even though it serves as a prologue. In general, the abstract must be in a position to:

• Describe the paper.
• Identify the problem or the issue at hand.
• Explain to the reader the research process, the results you came up with, and what conclusion you've reached using these results.
• Include keywords to guide your strategy and the content.

Furthermore, the abstract you submit should not reflect upon any of  the following elements:

• Examine, analyse or defend the paper or your opinion.
• What you want to study, achieve or discover.
• Be redundant or irrelevant.

After reading an abstract, your audience should understand the reason - what the research was about in the first place, what the study has revealed and how it can be utilised or can be used to benefit others. You can understand the importance of abstract by knowing the fact that the abstract is the most frequently read portion of any research paper. In simpler terms, it should contain all the main points of the research paper.

What is the Purpose of an Abstract?

Abstracts are typically an essential requirement for research papers; however, it's not an obligation to preserve traditional reasons without any purpose. Abstracts allow readers to scan the text to determine whether it is relevant to their research or studies. The abstract allows other researchers to decide if your research paper can provide them with some additional information. A good abstract paves the interest of the audience to pore through your entire paper to find the content or context they're searching for.

Abstract writing is essential for indexing, as well. The Digital Repository of academic papers makes use of abstracts to index the entire content of academic research papers. Like meta descriptions in the regular Google outcomes, abstracts must include keywords that help researchers locate what they seek.

Types of Abstract

Informative and Descriptive are two kinds of abstracts often used in scientific writing.

A descriptive abstract gives readers an outline of the author's main points in their study. The reader can determine if they want to stick to the research work, based on their interest in the topic. An abstract that is descriptive is similar to the contents table of books, however, the format of an abstract depicts complete sentences encapsulated in one paragraph. It is unfortunate that the abstract can't be used as a substitute for reading a piece of writing because it's just an overview, which omits readers from getting an entire view. Also, it cannot be a way to fill in the gaps the reader may have after reading this kind of abstract since it does not contain crucial information needed to evaluate the article.

To conclude, a descriptive abstract is:

• A simple summary of the task, just summarises the work, but some researchers think it is much more of an outline
• Typically, the length is approximately 100 words. It is too short when compared to an informative abstract.
• A brief explanation but doesn't provide the reader with the complete information they need;
• An overview that omits conclusions and results

An informative abstract is a comprehensive outline of the research. There are times when people rely on the abstract as an information source. And the reason is why it is crucial to provide entire data of particular research. A well-written, informative abstract could be a good substitute for the remainder of the paper on its own.

A well-written abstract typically follows a particular style. The author begins by providing the identifying information, backed by citations and other identifiers of the papers. Then, the major elements are summarised to make the reader aware of the study. It is followed by the methodology and all-important findings from the study. The conclusion then presents study results and ends the abstract with a comprehensive summary.

In a nutshell, an informative abstract:

• Has a length that can vary, based on the subject, but is not longer than 300 words.
• Contains all the content-like methods and intentions
• Offers evidence and possible recommendations.

Informative Abstracts are more frequent than descriptive abstracts because of their extensive content and linkage to the topic specifically. You should select different types of abstracts to papers based on their length: informative abstracts for extended and more complex abstracts and descriptive ones for simpler and shorter research papers.

What are the Characteristics of a Good Abstract?

• A good abstract clearly defines the goals and purposes of the study.
• It should clearly describe the research methodology with a primary focus on data gathering, processing, and subsequent analysis.
• A good abstract should provide specific research findings.
• It presents the principal conclusions of the systematic study.
• It should be concise, clear, and relevant to the field of study.
• A well-designed abstract should be unifying and coherent.
• It is easy to grasp and free of technical jargon.
• It is written impartially and objectively.

What are the various sections of an ideal Abstract?

By now, you must have gained some concrete idea of the essential elements that your abstract needs to convey . Accordingly, the information is broken down into six key sections of the abstract, which include:

An Introduction or Background

Research methodology, objectives and goals, limitations.

Let's go over them in detail.

The introduction, also known as background, is the most concise part of your abstract. Ideally, it comprises a couple of sentences. Some researchers only write one sentence to introduce their abstract. The idea behind this is to guide readers through the key factors that led to your study.

It's understandable that this information might seem difficult to explain in a couple of sentences. For example, think about the following two questions like the background of your study:

• What is currently available about the subject with respect to the paper being discussed?
• What isn't understood about this issue? (This is the subject of your research)

While writing the abstract’s introduction, make sure that it is not lengthy. Because if it crosses the word limit, it may eat up the words meant to be used for providing other key information.

Research methodology is where you describe the theories and techniques you used in your research. It is recommended that you describe what you have done and the method you used to get your thorough investigation results. Certainly, it is the second-longest paragraph in the abstract.

In the research methodology section, it is essential to mention the kind of research you conducted; for instance, qualitative research or quantitative research (this will guide your research methodology too) . If you've conducted quantitative research, your abstract should contain information like the sample size, data collection method, sampling techniques, and duration of the study. Likewise, your abstract should reflect observational data, opinions, questionnaires (especially the non-numerical data) if you work on qualitative research.

The research objectives and goals speak about what you intend to accomplish with your research. The majority of research projects focus on the long-term effects of a project, and the goals focus on the immediate, short-term outcomes of the research. It is possible to summarise both in just multiple sentences.

In stating your objectives and goals, you give readers a picture of the scope of the study, its depth and the direction your research ultimately follows. Your readers can evaluate the results of your research against the goals and stated objectives to determine if you have achieved the goal of your research.

In the end, your readers are more attracted by the results you've obtained through your study. Therefore, you must take the time to explain each relevant result and explain how they impact your research. The results section exists as the longest in your abstract, and nothing should diminish its reach or quality.

One of the most important things you should adhere to is to spell out details and figures on the results of your research.

Instead of making a vague assertion such as, "We noticed that response rates varied greatly between respondents with high incomes and those with low incomes", Try these: "The response rate was higher for high-income respondents than those with lower incomes (59 30 percent vs. 30 percent in both cases; P<0.01)."

You're likely to encounter certain obstacles during your research. It could have been during data collection or even during conducting the sample . Whatever the issue, it's essential to inform your readers about them and their effects on the research.

Research limitations offer an opportunity to suggest further and deep research. If, for instance, you were forced to change for convenient sampling and snowball samples because of difficulties in reaching well-suited research participants, then you should mention this reason when you write your research abstract. In addition, a lack of prior studies on the subject could hinder your research.

Your conclusion should include the same number of sentences to wrap the abstract as the introduction. The majority of researchers offer an idea of the consequences of their research in this case.

Your conclusion should include three essential components:

• A significant take-home message.
• Corresponding important findings.
• The Interpretation.

Even though the conclusion of your abstract needs to be brief, it can have an enormous influence on the way that readers view your research. Therefore, make use of this section to reinforce the central message from your research. Be sure that your statements reflect the actual results and the methods you used to conduct your research.

Good Abstract Examples

Abstract example #1.

Children’s consumption behavior in response to food product placements in movies.

The abstract:

"Almost all research into the effects of brand placements on children has focused on the brand's attitudes or behavior intentions. Based on the significant differences between attitudes and behavioral intentions on one hand and actual behavior on the other hand, this study examines the impact of placements by brands on children's eating habits. Children aged 6-14 years old were shown an excerpt from the popular film Alvin and the Chipmunks and were shown places for the item Cheese Balls. Three different versions were developed with no placements, one with moderately frequent placements and the third with the highest frequency of placement. The results revealed that exposure to high-frequency places had a profound effect on snack consumption, however, there was no impact on consumer attitudes towards brands or products. The effects were not dependent on the age of the children. These findings are of major importance to researchers studying consumer behavior as well as nutrition experts as well as policy regulators."

Abstract Example #2

Social comparisons on social media: The impact of Facebook on young women’s body image concerns and mood. The abstract:

"The research conducted in this study investigated the effects of Facebook use on women's moods and body image if the effects are different from an internet-based fashion journal and if the appearance comparison tendencies moderate one or more of these effects. Participants who were female ( N = 112) were randomly allocated to spend 10 minutes exploring their Facebook account or a magazine's website or an appearance neutral control website prior to completing state assessments of body dissatisfaction, mood, and differences in appearance (weight-related and facial hair, face, and skin). Participants also completed a test of the tendency to compare appearances. The participants who used Facebook were reported to be more depressed than those who stayed on the control site. In addition, women who have the tendency to compare appearances reported more facial, hair and skin-related issues following Facebook exposure than when they were exposed to the control site. Due to its popularity it is imperative to conduct more research to understand the effect that Facebook affects the way people view themselves."

Abstract Example #3

The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students

"The cellphone is always present on campuses of colleges and is often utilised in situations in which learning takes place. The study examined the connection between the use of cell phones and the actual grades point average (GPA) after adjusting for predictors that are known to be a factor. In the end 536 students in the undergraduate program from 82 self-reported majors of an enormous, public institution were studied. Hierarchical analysis ( R 2 = .449) showed that use of mobile phones is significantly ( p < .001) and negative (b equal to -.164) connected to the actual college GPA, after taking into account factors such as demographics, self-efficacy in self-regulated learning, self-efficacy to improve academic performance, and the actual high school GPA that were all important predictors ( p < .05). Therefore, after adjusting for other known predictors increasing cell phone usage was associated with lower academic performance. While more research is required to determine the mechanisms behind these results, they suggest the need to educate teachers and students to the possible academic risks that are associated with high-frequency mobile phone usage."

Quick tips on writing a good abstract

There exists a common dilemma among early age researchers whether to write the abstract at first or last? However, it's recommended to compose your abstract when you've completed the research since you'll have all the information to give to your readers. You can, however, write a draft at the beginning of your research and add in any gaps later.

If you find abstract writing a herculean task, here are the few tips to help you with it:

1. Always develop a framework to support your abstract

Before writing, ensure you create a clear outline for your abstract. Divide it into sections and draw the primary and supporting elements in each one. You can include keywords and a few sentences that convey the essence of your message.

2. Review Other Abstracts

Abstracts are among the most frequently used research documents, and thousands of them were written in the past. Therefore, prior to writing yours, take a look at some examples from other abstracts. There are plenty of examples of abstracts for dissertations in the dissertation and thesis databases.

3. Avoid Jargon To the Maximum

When you write your abstract, focus on simplicity over formality. You should  write in simple language, and avoid excessive filler words or ambiguous sentences. Keep in mind that your abstract must be readable to those who aren't acquainted with your subject.

4. Focus on Your Research

It's a given fact that the abstract you write should be about your research and the findings you've made. It is not the right time to mention secondary and primary data sources unless it's absolutely required.

Conclusion: How to Structure an Interesting Abstract?

Abstracts are a short outline of your essay. However, it's among the most important, if not the most important. The process of writing an abstract is not straightforward. A few early-age researchers tend to begin by writing it, thinking they are doing it to "tease" the next step (the document itself). However, it is better to treat it as a spoiler.

The simple, concise style of the abstract lends itself to a well-written and well-investigated study. If your research paper doesn't provide definitive results, or the goal of your research is questioned, so will the abstract. Thus, only write your abstract after witnessing your findings and put your findings in the context of a larger scenario.

The process of writing an abstract can be daunting, but with these guidelines, you will succeed. The most efficient method of writing an excellent abstract is to centre the primary points of your abstract, including the research question and goals methods, as well as key results.

Interested in learning more about dedicated research solutions? Go to the SciSpace product page to find out how our suite of products can help you simplify your research workflows so you can focus on advancing science.

The best-in-class solution is equipped with features such as literature search and discovery, profile management, research writing and formatting, and so much more.

But before you go,

You might also like.

Consensus GPT vs. SciSpace GPT: Choose the Best GPT for Research

Literature Review and Theoretical Framework: Understanding the Differences

Types of Essays in Academic Writing - Quick Guide (2024)

Exploring the role of dysfunctional attitudes and unhelpful thoughts in the relationship between personality traits and psychological distress in Australian University students

• Open access
• Published: 28 June 2024

Cite this article

You have full access to this open access article

• Ronan J. Galloghly 1 ,
• Pragalathan Apputhurai 2 &
• Simon R. Knowles   ORCID: orcid.org/0000-0001-8000-1000 1  

183 Accesses

Explore all metrics

The impact of dysfunctional attitudes and unhelpful thinking upon clients presenting with personality-related psychological distress is an important clinical area of investigation as it informs psychological interventions. Despite this, there is limited research in this area. Thus, this study had two main aims: (1) examine the interrelationships between maladaptive personality traits, dysfunctional attitudes, unhelpful thinking, and psychological distress; and (2) explore the potential mediating roles of dysfunctional attitudes and unhelpful thinking on the relationship between maladaptive personality traits and psychological distress. A convenience sample of 728 undergraduate psychology students (mean age: 31.57 years; 76% female) completed an online questionnaire for course credit. The results supported the first hypothesis that after controlling for gender and age, there would be significant positive correlations among maladaptive personality traits, dysfunctional attitudes, and psychological distress. A structural equation model with an excellent fit (CMIN/df = 2.23, p  = .063, TLI = 0.98, CFI = 0.99, SRMR, = 0.01, and RMSEA = 0.04) provided partial support for the second hypothesis in that dysfunctional attitudes and unhelpful thoughts mediated the relationship between maladaptive personality traits and psychological distress. Specifically, negative affectivity and detachment’s relationship with psychological distress were partially mediated via dysfunction attitudes and unhelpful thoughts, and dysfunctional attitudes respectively. These findings suggest that while dysfunctional attitudes and unhelpful thinking contribute to the relationship between personality traits and psychological distress, identification of other factors are required to improve theoretical understanding and subsequently psychological interventions.

Similar content being viewed by others

Dysfunctional Beliefs and Personality Traits

Comparing Conceptualizations of Narcissism in Predicting Negative Thinking Styles

The persian version of the personality beliefs questionnaire-short-form (pbq-sf): a psychometric evaluation.

Avoid common mistakes on your manuscript.

Introduction

Psychological distress is transdiagnostic, in that it features in all psychiatric disorders, and is defined as a combination of stress, anxiety and depressive symptoms in response to daily or chronic stressors (Lovibond & Lovibond, 1995 ; Barry et al., 2020 ). Gender and age represent the main biological predictors of psychological distress, with literature suggesting females experience significantly more psychological distress than males (Bracken & Reintjes, 2010 ; Mirowsky & Ross, 2017 ; Watkins & Johnson, 2018 ). Further, the Australian Institute of Health and Welfare (AIHW; 2018 ) found that - irrespective of gender - psychological distress increased throughout adulthood peaking at middle age (~ 50 years), before gradually decreasing. In addition to the biological contributors, two important psychological factors found to influence psychological distress are dysfunctional attitudes and personality (Buschmann et al., 2018 ; Jourdy & Petot, 2017 ).

Dysfunctional attitudes/beliefs reflect the attention, encoding, and interpreting of information in a negatively based format (Beck, 1976 ). Examples of these include rigid ‘must’ statements (e.g., “Everyone must love me’) and extreme “if-then” rules such as “If I do not pass this exam, then this confirms I am stupid”. A meta-analysis by Vîslă et al. ( 2016 ) found that across 83 primary studies including both clinical and community samples, dysfunctional attitudes predicted 20% of psychological distress variance independent of age, gender, income, educational, occupational, and marital status. Dysfunctional attitudes have also been identified to precede and perpetuate unhelpful thoughts (also known as thinking errors, negative automatic thoughts, or cognitive distortions) such as filtering, polarized thinking, overgeneralizing, and catastrophising (McKay et al., 2011 ). Understandably, like dysfunctional attitudes, unhelpful thoughts have been found to be related to, or associated with, changes in depression and anxiety (DeRubeis et al., 2008 ; Ross et al., 1986 ). Due to their significant role in underpinning and perpetuating psychological distress, dysfunctional attitudes and/or unhelpful thoughts are often primary targets for clinicians using psychological interventions such as cognitive behaviour therapy (Beck & Clark, 1997 ; Bowler et al., 2012 ; DeRubeis et al., 2008 ).

Along with dysfunctional attitudes and unhelpful thinking patterns, another primary contributor linked to psychological distress is personality traits (i.e., enduring patterns of perception, relation and thinking of the environment and oneself that are expressed in a wide variety of social and personal contexts; American Psychiatric Association [APA], 2013 ). Although the current approach for classifying personality disorders is based on the much-criticised categorial approach (e.g., Bach & Sellbom, 2016 ; Widiger & Gore, 2014 ), the fifth edition of the Diagnostic and Statistical Manual (DSM-5; APA, 2013 ) took tentative steps to move towards a dimensional approach to personality-based psychopathology (referred to as the alternative model of personality disorders; AMPD). According to the AMPD, personality disorders are dichotomous, and thus evaluated by both the level of personality dysfunction, and the specific personality traits (i.e., negative affectivity, detachment, antagonism, disinhibition, and psychoticism) which mirror the dysfunction. Recent literature supports the AMPD’s validity and usability across multiple mental health disorders including psychological distress (Chauhan et al., 2023 ; Clark & Watson, 2022 ; Nysaeter et al., 2023 ; Uliaszek et al., 2023 ; Vittengl et al., 2023 ).

Research to date provides evidence that personality traits, such as those based on the Big Five personality model (i.e., openness, conscientiousness, extraversion, agreeableness, and neuroticism) account for approximately one third of variance in depression symptoms, with the trait neuroticism (the tendency to experience negative emotions) being the most frequent and strongest contributor (Strickhouser et al., 2017 ; Kotov et al., 2010 ). More broadly, neuroticism has been identified to both predict and perpetuate psychological distress (Pollak et al., 2020 ; Widiger & Oltmanns, 2017 ).

Given personality traits, unhelpful thoughts, and dysfunctional attitudes independently predict psychological distress, it may be unsurprising the three variables are strongly interrelated. Research indicates that neuroticism is particularly correlated with dysfunctional attitudes and unhelpful thoughts (Blau et al., 2006 ; Hopwood et al., 2013 ; Samar et al., 2013 ). However, less is known about the role dysfunction attitudes and unhelpful thoughts play in the relationship between personality traits and psychological distress. Specifically, there is a lack of research examining whether dysfunctional attitudes and/or unhelpful thoughts mediate the relationship between personality traits and psychological distress.

Using a sample comprised of undergraduate psychology students, McDermut et al. ( 2019 ) found dysfunctional attitudes significantly and partially mediated the relationship between personality traits and psychological distress, and concluded that personality traits predicted psychological distress via the mechanism of dysfunctional attitudes. However, findings from McDermut et al. ( 2019 ) were limited by a relatively small sample size ( n  = 167), using just one personality trait (neuroticism) in the mediation model, and not investigating potential mediating role of unhelpful thoughts in personality-related psychological distress.

Given the limited research to date, this study aimed to examine the role of dysfunctional attitudes and/or unhelpful thoughts in personality traits and psychological distress. The study will also seek to address the limited research using Personality Inventory for DSM-5 brief form (PID-5-BF) which assesses the five personality traits (i.e., negative affectivity, detachment, antagonism, disinhibition, and psychoticism) underpinning the AMPD. It was hypothesised that after controlling for gender and age, there would be significant positive correlations among personality traits, unhelpful thoughts, dysfunctional attitudes, and psychological distress. It was also hypothesised that dysfunctional attitudes and unhelpful thoughts would mediate the relationship between personality traits and psychological distress.

Participants and design

This study was based on an observational cross-design design using a convenience sampling method. Seven hundred and twenty-eight first year undergraduate psychology students enrolled at a medium-sized Australian university completed an online survey. The sample was predominantly female (76%), married/defacto (48.8%), and aged ranged between 18 and 74 years ( M  = 31.57, SD  = 20.84).

Depression anxiety and stress scale (DASS-21; Lovibond & Lovibond, 1995 )

The DASS-21 is a 21-item self-report questionnaire which assesses psychological distress via three subscales each containing seven items: depression, anxiety, and stress. Participants were requested to report the degree to which each item (e.g., ‘I felt I had nothing to look forward to’) applied to them during the preceding week. Each item is measured on a four-point Likert-type scale ranging from 0 (‘never’) to 3 (‘almost always’). As the DASS-21 is a short-form version of the original 42-item DASS, the final score was multiplied by two. Thus, total scores range from 0 to 126, with higher scores reflecting higher levels of psychological distress. The DASS-21 is reliable and valid amongst undergraduate student populations (Lemma et al., 2012 ; Osman et al., 2012 ), whilst demonstrating excellent internal consistency in this sample (Cronbach’s α = 0.94).

Dysfunctional attitude scale-short-form 1 (DAS-SF1: Beevers et al., 2007 )

The DAS-SF1 assesses dysfunctional attitudes across multiple domains including the need for approval from others (e.g., “My value as a person depends greatly on what others think of me”). Each item is scored on a four-point Likert-type scale ranging from 1 (‘totally disagree’) to 4 (‘totally agree). Total scores range from 9–36 with higher scores indicating more severe dysfunctional attitudes. In this study, the short-form version of the DAS (i.e., DAS-SF1) was used to decrease participant burden. The DAS-SF1 has displayed sound psychometrics amongst undergraduate student populations (McDermut et al., 2019 ) and good internal consistency in this sample (Cronbach’s α = 0.87).

The brief unhelpful thinking scale (BUTS; Knowles et al., 2017 )

The BUTS is an 11-item questionnaire examines unhelpful thoughts across several domains such as polarised thinking (e.g., “Things are either black or white, good or bad”). Each item is scored on a six-point Likert-type scale ranging from 0 (‘strongly disagree’) to 5 (‘strongly agree). Total scores range from 0–55 with higher scores indicating greater tendency toward unhelpful thinking. The BUTS demonstrated good internal consistency in this sample (Cronbach’s α = 0.82).

The PID-5 – Brief Form (PID-5-BF; Krueger et al., 2013 )

The PID-5-BF comprises 25 items with five items for five personality traits: Negative affectivity, Detachment, Disinhibition, Antagonism, and Psychoticism. Each item asked respondents whether they felt a statement accurately described them (e.g., ‘I often have to deal with people who are less important than me’). Items were measured on a Likert-type scale ranging from 0 (‘Very False or Often False’) to 3 (‘Very True or Often True’). Each trait domain score ranged from 0 to 15, with higher scores indicating greater personality trait dysfunction. The PID-5-BF is a reliable and valid instrument among university students which its brevity was designed to reduce participant burden (Anderson et al., 2018 ). The PID-5-BF demonstrated excellent internal consistency in this study (Cronbach’s α = 0.90).

Participants were provided a link to the study via course research experience program. Prior to commencing, students were informed that their survey was intended for respondents aged 18 years old and above, their participation was voluntary, they had a right to withdraw any time without reasons, and their responses were anonymous. Agreeing to begin the survey implied informed consent. Following completion of the questionnaire, information was provided explaining the study’s purpose, and contact information for support was provided in the unlikely event that completing the survey caused psychological distress. Course credit was given in compensation for completing the study survey. Ethical approval for the study was obtained by the university human research ethics committee. Pre-testing of the online (Qualtrics) questionnaire was tested by the members of the research team. The questionnaire took approximately 30 min to complete with all questions requiring a response to minimise missing data.

Data analysis strategy

All analyses were performed with SPSS (version 27) and AMOS (version 27) Data were screened, and all assumptions were tested prior to analyses. Bivariate correlations and Multivariate Analysis of Variance (MANOVA) were performed to examine the relationships of the demographic variables age and gender with study variables, evaluating the first hypothesis. The mediation model employing structural equation modeling was developed to evaluate the second hypothesis and the model fit being evaluated using the following criteria recommended by Hu and Bentler ( 1999 ): CMIN/Chi-square goodness of fit test [χ²] p  > .05; Normed Chi-square [χ2/df] = 1–3, Tucker–Lewis index [TLI] > 0.95, Steiger-Lind Root Mean Square Error of Approximation [RMSEA] < 0.08, and Standardized Root Mean Square Residual [SRMR] < 0.06. The final model was derived by a stepwise approach of adding or removing paths based on theoretical and AMOS reported modification indices.

There were significant positive correlations among psychological distress, dysfunctional attitudes, unhelpful thoughts, and all five PID-5 personality traits (See Table 1 ). Psychological distress, dysfunctional attitudes, and the PID-5 personality traits were negatively correlated with unhelpful thinking. Negative affectivity produced the strongest correlations with psychological distress ( r  = .59), unhelpful thinking ( r  = .59), and dysfunctional attitudes ( r  = .54). Detachment produced moderate correlations with psychological distress ( r  = .45), unhelpful thinking ( r  = .42), and dysfunctional attitudes ( r  = .43). Unhelpful thoughts were also strongly correlated with dysfunctional attitudes ( r  = .59) and psychological distress ( r  = .52). Age was found to be a significantly related to negative affectivity ( r  = −.29, p  < .001), detachment ( r  = − .10, p  = .01), disinhibition ( r  = − .22, p  < .001), psychoticism ( r  = − .26, p  < .001), antagonism ( r  = − .27, p  < .001), Unhelpful thinking ( r  = .27, p  < .001), Dysfunctional attitudes ( r = - .21, p  < .001), and psychological distress ( r  = − .21, p  < .001), and therefore age was controlled for in the subsequent analysis. A MANOVA (IV: gender; DVs: study variables) identified result was significant for gender, Pillai’s Trace = 0.01, F (14,1428) = 5.42, p  < .001. A subsequent, univariate F test indicated that females had a significantly higher mean psychoticism compared to males ( F (2,719) = 3.35, p  = .036). No other gender-based difference across the study variables was found.

In relation to the second hypothesis, a final model was developed based on an iterative approach where nonsignificant paths were removed from a saturated mediation model. Initially the model controlled for age and gender, however its inclusion produced a poorer fit and was therefore removed from the model. Similarly, psychoticism found to be a poor predictor and was also removed from the model. Overall, the final model (see Fig. 1 ) had an excellent fit (CMIN/df = 2.23, p  = .063, TLI = 0.98, CFI = 0.99, SRMR, = 0.01, and RMSEA = 0.04). The total amount of variance accounted for in each of the variables was 33% of dysfunctional attitudes, 40% of unhelpful thinking, and 44% of psychological distress. As shown in Fig. 1 , Disinhibition had a significant direct influence on psychological distress and the relationship between Antagonism and psychological distress is fully mediated via BUTS and DAS-SF. The relationship between Negative affectivity and psychological distress is partially mediated via BUTS and DAS-SF while the relationship between Detachment and psychological distress is partially mediated via DAS-SF. The configural model fit indices indicated an adequate fit (χ2(36) = 1.65, p  = .009, TLI = 0.98, CFI = 0.99, SRMR = 0.05, RMSEA = 0.02, Akaike information criterion (AIC) = 155.28), and the measurement weights model, with equal factor loadings on males and female groups, fit indices were also acceptable (χ2(46) = 1.42, p  = .031, TLI = 0.99, CFI = 0.99, SRMR = 0.05, RMSEA = 0.02, AIC = 144.47). Comparisons across models showed that the increase in chi-squared values (Δχ2(10) = 6.19, p  = .799) was not statistically significant and changes in other model fit indices were small, indicating robust measurement consistency across gender.

Final mediation model (** = p  < .001)

The results supported the first hypothesis in that after controlling for gender and age, there would be significant positive correlations among PID-5 personality traits, dysfunctional attitudes, and psychological distress. These findings were consistent with the cognitive theory model linking these variables (Góngora & Castro Solano, 2017 ; Hopwood et al., 2013 ; Kotov et al., 2010 ; Pretzer & Beck, 2005 ). Also consistent with past research were the findings that Negative affectivity and Detachment produced the strongest correlations with psychological distress, dysfunctional attitudes, and the significant positive correlations between all five PID-5 personality traits and dysfunctional attitudes (Hakulinen et al., 2015 ; Hopwood et al., 2013 ; McDermut et al., 2019 ; Thimm et al., 2016 ). Additionally, there were no significant differences between male and female for individuals concerning dysfunctional attitudes, unhelpful thoughts, psychological distress, and personality traits, except for psychoticism.

The results also partially supported the second hypothesis in that dysfunctional attitudes and unhelpful thoughts would mediate the relationship between PID-5 personality traits and psychological distress. Specifically, Negative affectivity and Detachment’s relationship with psychological distress were partially mediated via dysfunction attitudes and unhelpful thoughts, and dysfunctional attitudes respectively. Further, supporting the second hypothesis was the finding that Antagonism’s effect on psychological distress was fully mediated by both dysfunctional attitudes and unhelpful thoughts. Not supporting the second hypothesis were the findings that neither dysfunctional attitudes nor unhelpful thoughts had any impact on Disinhibition’s effect on psychological distress.

The partial mediation of dysfunctional attitudes and unhelpful thoughts upon Negative affectivity’s relationship with psychological distress was consistent with McDermut and colleagues’ ( 2019 ) findings, and subsequently indicates that Negative affectivity predicts psychological distress, at least partially, by operating through these two cognitive mediators. Moreover, the novel findings that dysfunctional attitudes and unhelpful thoughts fully explained the relationship between Antagonism and psychological distress suggests they are the primary cognitive processes inherent within this relationship. Conversely, neither dysfunctional attitudes nor unhelpful thoughts had any impact upon Disinhibition’s relationship with psychological distress which indicates that this relationship exists outside of these cognitive models linking personality and psychological distress (Beck et al., 2015 ).

Clinical implications

The findings suggest that dysfunctional attitudes and unhelpful thoughts play a role in explaining the relationship between psychological distress and the AMPD PID-5 personality traits Negative affectivity, Detachment, and Antagonism. Subsequently, clients who present with psychological distress and score highly on these three scales may benefit from therapeutic interventions which focus on clients’ attitudes and unhelpful thinking patterns via well-established approaches such as cognitive behavioural therapy. Antagonism specifically, may be efficaciously treated by interpersonal therapy (IPT) given that it’s key feature interpersonal problems (Vize et al., 2022 ; Wright, 2019 ). Conversely, this approach may not be as efficacious for clients scoring high on Disinhibition, as this trait’s characteristics include irresponsibility, impulsivity, and risk taking; all of which infer potential treatment-interfering behaviours including missed appointments, difficulty focusing in-session, and nonadherence to homework tasks (APA, 2013 ). The utilisation of an intervention to such specific personality traits may be more efficacious, rather than focusing on attitudes and thoughts which may be symptoms of the trait. For instance, Conrod et al. ( 2013 ) created personality-specific interventions which included psychoeducation of personality traits and goalsetting to enhance motivation to change. The authors found that the intervention significantly reduce disinhibition-related behaviours (i.e., substance use) among adolescents. However, more research is required to determine the efficacy of this approach across wider community and clinical populations.

Limitations and future studies

This study has several limitations. The cross-section design lacks the robustness of a longitudinal approach from which casual inferences (true mediation) could be attained. The study also utilised a largely homogeneous non-clinical convenience sample of university students thus limiting the generalisability of findings, including age, cultural, socioeconomic, and educational diversity. It is also important to recognise the potential impact and limitations associated with social desirability and selection and response bias given the student-based convenience sample. Future research should investigate if these results can be replicated using community and clinical populations. Additionally, this paper utilised dysfunctional attitudes and unhelpful thoughts broadly. A more judicious approach might be to explore which specific dysfunctional attitudes and unhelpful thoughts are associated with specific personality traits. This could improve theory and potentially offer a more targeted approach to treating personality-related psychological distress.

In addition to addressing the above limitations, future studies should also look to explore and address other potential processes or confounders which may influence the identified relationships. These include coping strategies, comorbid psychological and/or physical conditions, and psychosocial stressors (e.g., relationship, employment, educational, financial). For instance, Huang et al. ( 2021 ) found that other psychological processes such as self-efficacy, coping styles, and psychological resilience mediated this relationship between personality traits and psychological distress among Chinese nurses. Similarly, a recent paper by Kestler-Peleg and colleagues ( 2023 ) found intolerance to uncertainty mediated the relationship between personality traits and a form on adjustment disorder-associated psychological distress.

In conclusion, this study’s findings indicate that three AMPD PID-5 personality traits (i.e., Negative affectivity, Detachment, and Antagonism) predicted psychological distress via the dysfunctional attitudes and unhelpful thoughts. This study is the first to extend the limited research to date by exploring the potential mediating role of dysfunctional attitudes and unhelpful thoughts on the relationship between personality and psychological distress. The findings provide evidence for the mediating role of dysfunctional attitudes and unhelpful thoughts. While limited by the cross-sectional design and evidence for true causal mediation, the findings highlight the relevance and importance of targeting dysfunctional attitudes and unhelpful thoughts in therapy.

Data availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request and after relevant ethical approval.

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

Anderson, J. L., Sellbom, M., & Salekin, R. T. (2018). Utility of the personality inventory for DSM-5-Brief form (PID-5-BF) in the measurement of maladaptive personality and psychopathology. Assessment , 25 (5), 596–607. https://doi.org/10.1177/1073191116676889

Article   PubMed   Google Scholar  

Australian Institute of Health and Welfare (2018). Australia’s Health 2018. (Cat. No. AUS 221; Australia’s Health Series No. 16) , 570. https://doi.org/10.25816/5ec1e56f25480

Bach, B., & Sellbom, M. (2016). Continuity between DSM-5 categorical criteria and traits criteria for borderline personality disorder. The Canadian Journal of Psychiatry, 61 (8), 489–494. https://doi.org/10.1177/0706743716640756

Barry, V., Stout, M. E., Lynch, M. E., Mattis, S., Tran, D. Q., Antun, A., Ribeiro, M. J., Stein, S. F., & Kempton, C. L. (2020). The effect of psychological distress on health outcomes: A systematic review and meta-analysis of prospective studies. Journal of Health Psychology , 25 (2), 227–239. https://doi.org/10.1177/1359105319842931

Beck, A. T. (1976). Cognitive Therapy and the Emotional Disorders New York, New American Library.

Beck, A. T., & Clark, D. A. (1997). An information processing model of anxiety: Automatic and strategic processes. Behaviour Research and Therapy , 35 (1), 49–58. https://doi.org/10.1016/S0005-7967(96)00069-1

Beck, A. T., Freeman, A., & Davis, D. D. (2015). Cognitive therapy of personality disorders 3rd edition / New York, The Guilford Press.

Beevers, C. G., Strong, D. R., Meyer, B., Pilkonis, P. A., & Miller, I. R. (2007). Efficiently assessing negative cognition in depression: An item response theory analysis of the dysfunctional attitude scale. Psychological Assessment , 19 (2), 199–209. https://doi.org/10.1037/1040-3590.19.2.199

Blau, S., Fuller, J. R., & Vaccaro, T. P. (2006). Rational-emotive disputing and the five-factor model: Personality dimensions of the Ellis emotional efficiency inventory. Journal of Rational-Emotive and Cognitive-Behavior Therapy , 24 (2), 87–100. https://doi.org/10.1007/s10942-005-0020-z

Article   Google Scholar  

Bowler, J. O., Mackintosh, B., Dunn, B. D., Mathews, A., Dalgleish, T., & Hoppitt, L. (2012). A comparison of cognitive bias modification for interpretation and computerized cognitive behavior therapy: Effects on anxiety, depression, attentional control, and interpretive bias. Journal of Consulting and Clinical Psychology , 80 (6), 1021–1033. https://doi.org/10.1037/a0029932

Article   PubMed   PubMed Central   Google Scholar  

Bracken, B. A., & Reintjes, C. (2010). Age, race, and gender differences in depressive symptoms: A lifespan developmental investigation. Journal of Psychoeducational Assessment , 28 (1), 40–53. https://doi.org/10.1177/0734282909336081

Buschmann, T., Horn, R. A., Blankenship, V. R., Garcia, Y. E., & Bohan, K. B. (2018). The relationship between automatic thoughts and irrational beliefs predicting anxiety and depression. Journal of Rational-Emotive & Cognitive-Behavior Therapy , 36 (2), 137–162. https://doi.org/10.1007/s10942-017-0278-y

Chauhan, K., Donahue, J., & Thompson, R. (2023). The predictive validity of the DSM-5 alternative model for borderline personality disorder: Associations with coping strategies, general distress, rumination, and suicidal ideation across one year. Personality and Mental Health , 17 (3), 272–281. https://doi.org/10.1002/pmh.1580

Clark, L. A., & Watson, D. (2022). The trait model of the DSM-5 alternative model of personality disorder (AMPD): A structural review. Personality Disorders , 13 (4), 328–336. https://doi.org/10.1037/per0000568

Conrod, P. J., O’Leary-Barrett, M., Newton, N., Topper, L., Castellanos-Ryan, N., Mackie, C., et al. (2013). Effectiveness of a selective, personality-targeted prevention program for adolescent alcohol use and misuse: A cluster randomized controlled trial. JAMA Psychiatry , 70 (3), 334–342. https://doi.org/10.1001/jamapsychiatry.2013.651

DeRubeis, R. J., Siegle, G. J., & Hollon, S. D. (2008). Cognitive therapy versus medication for depression: Treatment outcomes and neural mechanisms. Nature Reviews Neuroscience , 9 (10), 788–796. https://doi.org/10.1038/nrn2345

Góngora, V. C., & Castro Solano, A. (2017). Pathological personality traits (DSM-5), risk factors, and Mental Health. SAGE Open , 7 (3), 2158244017725129. https://doi.org/10.1177/2158244017725129

Hakulinen, C., Elovainio, M., Pulkki-Råback, L., Virtanen, M., Kivimäki, M., & Jokela, M. (2015). Depression and Anxiety , 32(7), 461–470. https://doi.org/10.1002/da.22376

Hopwood, C. J., Schade, N., Krueger, R. F., Wright, A. G., & Markon, K. E. (2013). Connecting DSM-5personality traits and pathological beliefs: Toward a unifying model. Journal of Psychopathology and Behavioral Assessment , 35 (2), 162–172. https://doi.org/10.1007/s10862-012-9332-3

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal , 6 (1), 1–55. https://doi.org/10.1080/10705519909540118

Huang, W., Cai, S., Zhou, Y., Huang, J., Sun, X., Su, Y., Dai, M., & Lan, Y. (2021). Personality profiles and personal factors Associated with psychological distress in Chinese nurses. Psychology Research and Behavior Management , 14 , 1567–1579. https://doi.org/10.2147/PRBM.S329036

Jourdy, R., & Petot, J. M. (2017). Relationships between personality traits and depression in the light of the big five and their different facets. L’Évolution Psychiatrique , 82 (4), e27–e37. https://doi.org/10.1016/j.evopsy.2017.08.002

Kestler-Peleg, M., Mahat-Shamir, M., Pitcho-Prelorentzos, S., & Kagan, M. (2023). Intolerance to uncertainty and self-efficacy as mediators between personality traits and adjustment disorder in the face of the COVID-19 pandemic. Current Psychology (New Brunswick N J) , 42 (10), 8504–8514. https://doi.org/10.1007/s12144-023-04465-9

Knowles, S. R., Apputhurai, P., & Bates, G. (2017). Development and validation of the brief unhelpful thoughts scale (BUTs). Journal of Psychology & Psychotherapy , 4 , 61–70. https://savvysciencepublisher.com/index.php/jppr

Kotov, R., Gamez, W., Schmidt, F., & Watson, D. (2010). Linking big personality traits to anxiety, depressive, and substance use disorders: A meta-analysis. Psychological Bulletin , 136 (5), 768–821. https://doi.org/10.1037/a0020327

Krueger, R., Derringer, J., Markon, K., Watson, D., & Skodol, A. (2013). The personality inventory for DSM-5—brief form (PID-5-BF)—adult . American Psychiatric Association.

Google Scholar  

Lemma, S., Gelaye, B., Berhane, Y., Worku, A., & Williams, M. A. (2012). Sleep quality and its psychological correlates among university students in Ethiopia: A cross-sectional study. Bmc Psychiatry , 12 (1), 1–7. https://doi.org/10.1186/1471-244X-12-237

Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression anxiety stress scales (DASS) with the Beck Depression and anxiety inventories. Behaviour Research and Therapy , 33 (3), 335–343. https://doi.org/10.1016/0005-7967(94)00075-u

McDermut, W., Pantoja, G., & Amrami, Y. (2019). Dysfunctional beliefs and personality traits. Journal of Rational-Emotive & Cognitive-Behavior Therapy , 37 (4), 338–357. https://doi.org/10.1007/s10942-019-00315-5

McKay, M., Davis, M., & Fanning, P. (2011). Thoughts and feelings: Taking control of your moods and your life . New Harbinger.

Mirowsky, J., & Ross, C. E. (2017). Social causes of psychological distress (2nd ed.). Routledge.

Book   Google Scholar  

Nysaeter, T. E., Hummelen, B., Christensen, T. B., Eikenaes, I. U., Selvik, S. G., Pedersen, G., Bender, D. S., Skodol, A. E., & Paap, M. C. S. (2023). The Incremental Utility of Criteria A and B of the DSM-5 Alternative Model for Personality disorders for Predicting DSM-IV/DSM-5 section II personality disorders. Journal of Personality Assessment , 105 (1), 111–120. https://doi.org/10.1080/00223891.2022.2039166

Osman, A., Wong, J. L., Bagge, C. L., Freedenthal, S., Gutierrez, P. M., & Lozano, G. (2012). The Depression anxiety stress Scales-21 (DASS-21): Further examination of dimensions, scale reliability, and correlates. Journal of Clinical Psychology , 68 (12), 1322–1338. https://doi.org/10.1002/jclp.21908

Pollak, A. J., Dobrowolska, M., Timofiejczuk, A., & Paliga, M. M. (2020). The Effects of the Big Five Personality Traits on Stress among Robot Programming Students. Sustainability, 12 , 1–11. https://doi.org/10.3390/su12125196

Pretzer, J. L., & Beck, A. T. (2005). A cognitive theory of personality disorders. In M. F. Lenzen- weger & J. F. Clarkin (Eds.), Major Theories of Personality Disorder (2nd ed., pp. 43–113). New York, The Guilford Press.

Ross, S. M., Gottfredson, D. K., Christensen, P., & Weaver, R. (1986). Cognitive self-statements in depression: Findings across clinical populations. Cognitive Therapy and Research , 10 (2), 159–165. https://doi.org/10.1007/BF01173722

Samar, S. M., Walton, K. E., & McDermut, W. (2013). Personality traits predict irrational beliefs. Journal of Rational-Emotive & Cognitive-Behavior Therapy , 31 (4), 231–242. https://doi.org/10.1007/s10942-013-0172-1

Strickhouser, J. E., Zell, E., & Krizan, Z. (2017). Does personality predict health and well-being? A metasynthesis. Health Psychology , 36 (8), 797–810. https://doi.org/10.1037/hea0000475

Thimm, J. C., Jordan, S., & Bach, B. (2016). The personality inventory for DSM-5 short form (PID-5-SF): Psychometric properties and association with big five traits and pathological beliefs in a Norwegian population. BMC Psychol , 4 (1), 61. https://doi.org/10.1186/s40359-016-0169-5

Uliaszek, A. A., Amestoy, M. E., Fournier, M. A., & Al-Dajani, N. (2023). Criterion a of the alternative model of personality disorders: Structure and validity in a community sample. Psychological Assessment, 35(5), 453–461. https://doi.org/10.1037/pas0001225

Vittengl, J. R., Jarrett, R. B., Ro, E., & Clark, L. A. (2023). How can the DSM-5 alternative model of personality disorders advance understanding of depression?. Journal of Affective Disorders, 320, 254–262. https://doi.org/10.1016/j.jad.2022.09.146

Vîslă, A., Flückiger, C., Holtforth, G., M., & David, D. (2016). Irrational beliefs and psychological distress: A meta-analysis. Psychotherapy and Psychosomatics , 85 (1), 8–15. https://doi.org/10.1159/000441231

Vize, C. E., Ringwald, W. R., Edershile, E. A., & Wright, A. G. C. (2022). Antagonism in Daily Life: An exploratory ecological momentary Assessment Study. Clinical Psychological Science , 10 (1), 90–108. https://doi.org/10.1177/21677026211013507

Watkins, D. C., & Johnson, N. C. (2018). Age and gender differences in psychological distress among African americans and whites: Findings from the 2016 National Health interview survey. Healthcare (Basel Switzerland) , 6 (1), 6. https://doi.org/10.3390/healthcare6010006

Widiger, T. A., & Gore, W. L. (2014). Dimensional versus categorical models of psychopathology. The Encyclopedia of Clinical Psychology , 1–12. https://doi.org/10.1002/9781118625392.wbecp108

Widiger, T. A., & Oltmanns, J. R. (2017). Neuroticism is a fundamental domain of personality with enormous public health implications. World Psychiatry , 16 (2), 144–145. https://doi.org/10.1002/wps.20411

Wright, A. G. C. (2019). Antagonism from the perspective of interpersonal theory. In J. D. Miller, & D. R. Lynam (Eds.), The handbook of antagonism: Conceptualizations, assessment, consequences, and treatment of the low end of agreeableness (pp. 155–170). Elsevier Academic. https://doi.org/10.1016/B978-0-12-814627-9.00011-6

Chapter   Google Scholar  

Download references

Acknowledgements

The authors would like to thank all the individuals who participated in this research.

Provenance and peer review

Not commissioned, externally peer reviewed.

Open Access funding enabled and organized by CAUL and its Member Institutions. None.

Author information

Authors and affiliations.

Department of Psychological Sciences, Swinburne University of Technology, John St, Hawthorn, Melbourne, VIC, 3122, Australia

Ronan J. Galloghly & Simon R. Knowles

Department of Health Science and Biostatistics, School of Health Sciences, Swinburne University of Technology, Melbourne, Australia

Pragalathan Apputhurai

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Simon R. Knowles .

Ethics declarations

Ethical approval.

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Consent to participate

Informed consent was obtained from all individual participants included in the study.

Consent to publish

Informed consent to publish the study findings was obtained from all individual participants included in the study.

Conflict of interest

The authors have no conflict of interests in relation to this study.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Galloghly, R.J., Apputhurai, P. & Knowles, S.R. Exploring the role of dysfunctional attitudes and unhelpful thoughts in the relationship between personality traits and psychological distress in Australian University students. Curr Psychol (2024). https://doi.org/10.1007/s12144-024-06239-3

Download citation

Accepted : 05 June 2024

Published : 28 June 2024

DOI : https://doi.org/10.1007/s12144-024-06239-3

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Australian university students
• Dysfunctional attitudes
• Personality traits
• Psychological distress
• Unhelpful thinking
• Find a journal
• Publish with us
• Track your research