This manuscript looks at factors that affect the early adolescent's progress toward abstract thinking. It is organized around theoretical ideas, research data, and strategies for learning abstract thinking. The authors analyze various theories, eventually concluding that there are no major barriers to the gradual evolution into dominant abstract thinking. This is substantiated in both nongifted and gifted populations although it was found that gifted early adolescents engage in abstract thinking earlier. The applied strategies demonstrate how early adolescents can be taught to do abstract thinking.
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