Conceptualization
Conceptualization is the emergence of concepts in a concept network (e.g. in the brain). Conceptualization is a resultant of learning and forgetting. While learning provides new links between cells and concepts, forgetting trims redundant and interfering links in the process of generalization. In the early stages of conceptualization, concepts may by activated by a large number of links of low specificity. In later stages, less specific links are eliminated and the concept responds accurately to highly specific input patterns.
In terms of connectivity, conceptualization is changing brain topologies from random networks to small-world networks. A newborn's brain is characterized by a large number of dense and chaotic connections. An adult brain is sparse, specialized (specific), non-overlapping, more hierarchic, and having small-world network characteristics. Conceptualization reduces interference between similar input patterns and underlies pattern separation.
Educational strategies at early ages can influence the brain architecture by interfering or promoting computationally effective conceptualization. One of the grave errors is the widespread practice of coercive learning (e.g. in preschool). For that reason, early academic instruction can affect children for life.
This glossary entry is used to explain texts in SuperMemo Guru series on memory, learning, creativity, and problem solving
Figure: Hypothetical course of learning and conceptualization in a fixed-size concept network. The naïve network begins the learning process at high plasticity (in red). As individual concepts form, they are consolidated and stabilized. The overall stability of the network keeps increasing (dark blue). The speed of conceptualization (in orange) is a resultant of plasticity and stability. It reaches its theoretical maximum somewhere on the way from the random graph stage to a sparse representation stage. This is the time of a large supply of concepts that may be subject to generalization, and a good balance between stabilization and forgetting. The overall problem solving capacity of the network (light blue) is negligible at first, and tends to saturate with network stabilization. Large number of well-stabilized concepts makes it harder to find new plastic network nodes for further conceptualization. The maximum capacity of the network depends on its size. Speed of learning in spaced repetition at older ages seems to indicate that the size of the concept network of the human brain is high enough to provide for lifelong learning without noticeable saturation. See: Conceptualization theory of childhood amnesia and How much knowledge can human brain hold
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