As it was described to me by the Fellows, their students' weakness is a conceptualizing one, an inability, for example, to move from a prose statement to a statement of the same problem as a series of simple computational operations.
Right handers, for example, conceptualize "good" and "bad" in terms of motor dominance rather than cultural conventions and tend to prefer or make positive evaluations of people or objects presented in their right side (Casasanto 2014, 2009, Casasanto and Henetz 2012).
However, in explaining why there is a lack of equity, despite the official policy, Bourdieu (1994) argued that those possessing symbolic power are interested in preserving the existing power structure by, for example, conceptualizing the world and thus making those who lack capital accept their inferior position as a matter of course.
The experienced provider, for example, conceptualizes patient movement through phases intuitively.
Activity theory (Engeström, 2001), for example, conceptualizes knowledge as an interaction of individuals with cultural artifacts like tools, symbols, and language as the central mode of learning.
For example, Roever conceptualized the focal construct of his instrument as comprising of two different types of implicatures.
Park et al. (2013) show that a recent rise of publications in the field of disaster management may be related to a series of natural and manmade disasters since the new millennium, which have been conceptualized using the resilience concept (for example, the Indian Ocean earthquake and tsunami in 2004, and Hurricanes Katrina and Rita in the Gulf of Mexico in 2005).
Thus a key issue for professors and GSIs is: How do we build on students' previous writing experiences, but move them beyond the notion of field notes as a personal journal, for example, to conceptualizing field notes as concrete description of events, interactions, people, and places within their research setting?
In future research we can use these insights for more systematic studies on seminar learning, for example by conceptualizing interventions that can be implemented iteratively in seminars.
For example, by conceptualizing threat information as operating through an associative network, it is possible to explain various phenomena and to make predictions about what factors should mitigate or exacerbate the verbal information pathway.
