Back to Talbott and Computers in the Classroom
A child raised in deep communication with nature will later gain an adult ability to deal properly with abstraction. But even for the adult, abstraction wholy divorced from its matrix of origin leads only to effective power shorn of understanding or meaning. (Talbott 148)

But children of four do not make theories and test them, if by those activities one means anything remotely like the logically sophisticated, intellectually centered activity of the adult. The child is not looking for what we tend to think of as 'relevant facts," but rather for a coherent image. And this coherence is experienced, not as explicit logical consistancy, but rather as a pictorial unity of feeling and meaning. (Talbott 170)