Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals eBook

This eBook from the Gutenberg Project consists of approximately 217 pages of information about Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals.

Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals eBook

This eBook from the Gutenberg Project consists of approximately 217 pages of information about Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals.

Reflection will show you that there are peculiarities in your memory which would be quite whimsical and unaccountable if we were forced to regard them as the product of a purely spiritual faculty.  Were memory such a faculty, granted to us solely for its practical use, we ought to remember easiest whatever we most needed to remember; and frequency of repetition, recency, and the like, would play no part in the matter.  That we should best remember frequent things and recent things, and forget things that are ancient or were experienced only once, could only be regarded as an incomprehensible anomaly on such a view.  But if we remember because of our associations, and if these are (as the physiological psychologists believe) due to our organized brain-paths, we easily see how the law of recency and repetition should prevail.  Paths frequently and recently ploughed are those that lie most open, those which may be expected most easily to lead to results.  The laws of our memory, as we find them, therefore are incidents of our associational constitution; and, when we are emancipated from the flesh, it is conceivable that they may no longer continue to obtain.

We may assume, then, that recollection is a resultant of our associative processes, these themselves in the last analysis being most probably due to the workings of our brain.

Descending more particularly into the faculty of memory, we have to distinguish between its potential aspect as a magazine or storehouse and its actual aspect as recollection now of a particular event.  Our memory contains all sorts of items which we do not now recall, but which we may recall, provided a sufficient cue be offered.  Both the general retention and the special recall are explained by association.  An educated memory depends on an organized system of associations; and its goodness depends on two of their peculiarities:  first, on the persistency of the associations; and, second, on their number.

Let us consider each of these points in turn.

First, the persistency of the associations.  This gives what may be called the quality of native retentiveness to the individual.  If, as I think we are forced to, we consider the brain to be the organic condition by which the vestiges of our experience are associated with each other, we may suppose that some brains are ’wax to receive and marble to retain.’  The slightest impressions made on them abide.  Names, dates, prices, anecdotes, quotations, are indelibly retained, their several elements fixedly cohering together, so that the individual soon becomes a walking cyclopaedia of information.  All this may occur with no philosophic tendency in the mind, no impulse to weave the materials acquired into anything like a logical system.  In the books of anecdotes, and, more recently, in the psychology-books, we find recorded instances of monstrosities, as we may call them, of this desultory memory; and they are often otherwise very stupid men.  It is, of

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Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals from Project Gutenberg. Public domain.