The theory of conceptual blending states that new concepts are formed by combining highly different mental spaces. The theory of conceptual blending is crucial to the role of input in the way that it affects richness and coherence. This paper is a journey to explore the developmental aspects of conceptual blending. The paper explains how different types of input play a role in forming and refining blended concepts in children. This article attempts to bridge the gap of knowledge on how input complexity and diversity impact the cognitive process of conceptual blending in children. Almost all of the previous studies were on adult cognition; how this cognitive mechanism develops is therefore relatively unknown. The present study aims to discover how different styles of input, running from the simplest to the most complex and from homogeneous to heterogeneous, affect the developmental course of conceptual blending in children aged from 5 through 10 years. By drawing on an amalgamation of experiment-based tasks with qualitative analysis, this research has singled out patterns of how children integrate input from diverse mental spaces into novel concepts. Preliminary results indicate that children with more diversified and complex input are much more flexible in the blending of concepts; they produce very elaborate, creative results. The research also highlighted some developmental milestones for the mastery of blending processes, marking the age-related progress in the synthesis of information from several sources.
Asst. Lect. Eman Hilal Nheir (Tue,) studied this question.