Psychology Part 10

(3) Conscious purpose.

D. _________

(1) They are aroused by stimuli.

(2) They persist for a time.

(3) They influence the response to other stimuli.

E. _________

(1) They are neural rather than chemical.

(2) They amount to a preparation or readiness for a certain response.

(3) They persist sometimes for only a few seconds, sometimes for many minutes at least.

F. _________

(1) A whole series of acts may be set going by a single stimulus.

(2) The series comes to an end when a certain result has been reached.

(3) Each act in the series is a response to some particular stimulus, and yet would not be aroused by that stimulus except for the active adjustment towards the end-result.

{87} (4) The end-result cannot be reached until a particular stimulus helps the adjustment to arouse the end-reaction.

(5) The preliminary acts in the series bring the required stimulus that can give the end-reaction.

G. _______

(1) It may be kept active by a continuing peripheral stimulus.

(2) It may be unable to discharge fully because its main path of discharge is blocked.

H. _______

(1) The main center has minor connections with other centers, in addition to its main path of discharge.

(2) The persisting activity of the main center influences other centers by way of facilitation and inhibition.

2. Fill in the blanks in the following paragraph:

"A motive or (1) is a reaction that has not yet come off. It has been (2) by some stimulus, and it tends towards a certain (3), which however it is unable of itself to produce, but requires the a.s.sistance of another (4) which is not yet present. The motive gives rise to (5) responses, which, if (6), finally bring the required (7), and this, combined with the (8) arouses the (9), and so brings the whole (10) of acts to a close."

3. Cite cases ill.u.s.trating the importance of preparatory adjustment (a) for securing prompt reaction, and (b) for securing keen observation.

4. Cite a case where some need or desire gives rise to a series of preparatory reactions.

5. Cite a case where a need or desire leads to the omission (inhibition) of acts that would otherwise have occurred.

6. What is meant by the last sentence in the chapter?

7. An experiment on the "delayed reaction". Take two sheets of paper, and on each write the letters A, B, C, D, E, and F, scattering them irregularly over the sheet. The task, in general, is now to take aim at one of the letters, while your hand, holding a pencil, is raised to the side of your head, and then to close the eyes and strike at the letter aimed for. First aim at A, and mark the point hit with an a, then the same with B, and so on. With the first sheet, strike as soon as you have got your aim and closed your eyes; but with the second sheet, aim, close your eyes, and count ten slowly before striking, keeping the eyes closed till the stroke has been made. Two sorts of observation should now be made: first, introspective--record at once what you can of the way you kept your aim during the delay. Second, objective--measure the errors, and determine how much the delay affected your aim. What conclusions can you draw from the experiment?

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REFERENCES

On the "delayed reaction", see Walter S. Hunter, "The Delayed Reaction in Animals and Children", _Behavior Monographs_, No. 6, 1913. A brief summary of this work can also be found in Hunter's _General Psychology_, 1919, pp. 31-33.

On the homing of pigeons and terns, see Watson and Lashley, _An Historical and Experimental Study of Homing_, published by the Carnegie Inst.i.tution of Was.h.i.+ngton, 1915.

Interesting examples of changed organic states affecting the behavior of unicellular animals are given by Jennings in his _Behavior of the Lower Organisms_, 1906, and by Margaret F. Washburn in _The Animal Mind_, 2nd edition, 1917, pp. 246-257.

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CHAPTER V

NATIVE AND ACQUIRED TRAITS

SOME RESPONSES ARE PROVIDED BY NATURE, WHILE OTHERS HAVE TO BE LEARNED BY EXPERIENCE

John Doe is a strongly built man, over six feet high, with big bones and muscles, erect, vigorous, with plenty of color in his face, dark-haired, blue-eyed, clean-shaven, with a scar on his cheek, broad face and large ears. He is easy-going, even-tempered, fond of children and also of women, rather slangy and even profane in his talk, has a deep, sonorous voice and can carry the ba.s.s in a chorus. He is handy with tools, can drive or repair an automobile, is a fairly good carpet salesman, but much prefers out-of-door work. Rather free in spending his money, he has never run into debt except on one occasion, which turned out badly for him. Which of these traits of John Doe are native and which are acquired? How far are his physical, mental and moral characteristics the result of his "original nature" and how far have they been ingrained in him or imposed upon him by his training and environment?

The distinction between native and acquired is clearest in the field of anatomy. Hair color and eye color are evidently native, and so, in the main, is the size of the body, though undoubtedly growth may be stunted by poor nutrition, and the individual fail to reach his "natural" height and weight. On the other hand, scars, tan, and the after-effects of disease or injury, are evidently acquired. Of movements, the native character of the reflexes has already been noted, and it is clear that skill in handling tools or {90} managing the voice is learned, though the individual may have a natural apt.i.tude for these performances. Temperament and emotional traits we usually think of as belonging to a man's "nature", though we have to admit that a naturally cheerful disposition may be soured by ill treatment. On the other hand, while we reckon habits, such as profanity, or free spending, or an erect carriage, as belonging with the acquired traits, we know that some natures are p.r.o.ne to certain habits, and other natures to other habits. Thus the effects of "nature" and "experience" are almost inextricably interwoven in the behavior of an adult person.

Difficult as it certainly is to separate the native from the acquired in human action, the attempt must be made. We cannot dodge so fundamental a problem. Scientifically it is important as the starting-point of a genetic study; we must know where the individual starts in order to understand the course of his development.

Practically it is important because there is reason to believe that native traits are deeply seated and not easily eradicated, even though they can be modified and specialized in different ways. If a habit is not simply a habit, but at the same time a means of gratifying some natural tendency, then it is almost imperative to find a subst.i.tute gratification in order to eliminate the habit. The individual's nature also sets limits beyond which he cannot be brought by no matter how much training and effort; and this is true of mental development as well as of physical.

The Source of Native Traits

"Native" means a little more than "congenital." A child may be born blind, having been infected by disease germs shortly before birth; he may be congenitally an idiot because of head injury during a difficult birth; or his mentality may have been impaired, during his uterine life, by {91} alcohol reaching his brain from a drunken mother. Such traits are congenital, but acquired. Native traits date back to the original const.i.tution of the child, which was fully determined at the time when his individual life began, nine months before birth. The "fertilized ovum", formed by the combination of two cells, one from each of the parents, though microscopic in size and a simple sphere in shape, somehow contains the determiners for all the native or inherited traits of the new individual.

It is very mysterious, certainly. This microscopic, featureless creature is already a human individual, with certain of its future traits--those that we call "native"--already settled. It is a human being as distinguished from any other species, it is a white or colored individual, male or female, blonde or brunette, short or tall, stocky or slender, mentally gifted or deficient, perhaps a "born"

musician or adventurer or leader of men. These and all other native traits are already determined and latent within it; and the only question, regarding such traits, is whether the environment is going to be such as to enable this young individual to live and mature and unfold what is latent within it.

Reactions Appearing at Birth Must Be Native

For the first few months of the individual's existence, sheltered as it is within the mother's body, there is no chance for any acquisition, except of certain abnormalities such as were alluded to above. What occurs during this prenatal period is natural development, not learning or any effect of experience. The traits displayed by the new-born child are, accordingly, native traits. His breathing, crying, starting at a noise, squirming, stretching, grasping, sucking and swallowing, and other movements made from birth on, are to be counted as native reactions, that is to say, as {92} reactions executed by sensory, muscular and nervous machinery that have become ready for use by the mere process of natural growth. This is the first and clearest sign of a native trait, that it shall appear at birth.

Reactions That Cannot Be Learned Must Be Native

But native traits continue to make their appearance as the child's development proceeds after birth. Inherited anatomical traits, like stature and build, hair color, beard, and shape of nose, though certainly determined by native const.i.tution, do not fully make their appearance till maturity. In fact, what does maturity mean, except that the natural characteristics have finally reached their complete development? And it is as true of internal structure as of external, that natural development, far from being complete at birth, keeps on till maturity. The neurones continue to grow, and their synapses in the nerve centers to become closer knit, just by virtue of natural growth; and thus reflex arcs, and other reaction machinery, one by one reach the ready-to-use stage during the individual's growing-up, especially during the first few years. With the growth to a functional condition of their sensori-neuro-muscular mechanisms, mental and motor reactions that are native, though not present at birth, make their appearance. The native intelligence of the child gradually unfolds, likewise his special native "gifts" and his inherited emotional and impulsive traits.