ABSTRACT
We have seen that an essential feature of the present model of intelligence is schematic learning. In Chapter 3, we also saw that if what we learn at a given time is to be usable on future occasions, abstraction and conceptualization are also necessary. So our meaning of a schema has now expanded to mean a structure of conceptualized knowledge. We have further noted that concepts and schemas cannot be communicated directly. Each individual has to construct them for himself, in his own mind. This is not too difficult with schemas in which all the concepts are of a low level of abstraction, such as the butterflies example. The more abstract the schema becomes, the greater the difficulty in constructing it, and thus greater the need for help.
