Psychology by Robert S. Woodworth (top rated ebook readers .TXT) 📕

reaction, rising from my chair, is preparatory and brings the button close enough to act as a stimulus for the hand reaction. The button within reach is not by itself sufficient to arouse the turning reaction, nor is the need for light alone sufficient. The two conditions must be present together, and the preparatory reaction is such that, given the need, the other condition will be met and the reaction then aroused. What a Tendency Is, in Terms of Nerve Action

Very little need be added to our neural conception of a reaction in order to get a satisfactory conception of a tendency to reaction. Principally, we must add this fact, that a nerve center aroused to activity does not always discharge instantly and completely into the muscles, or into some other center, and come to rest itself. It does so, usually, in the case of a reflex, and in other momentary reactions; as when A makes you think of B, and B at once of C, and so on, each thought occupying you but a moment. But a tendency means the arousing of a nerve center under conditions which do not allow that center to discharge at once. The center remains in a condition of tension; energy is dammed up there, unable to find an outlet.

We have already seen what the conditions are that cause this damming up of energy. The center that is aroused tends to arouse in turn some lower motor center, but by itself does not have complete control over that lower center, since the lower center also requires a certain external stimulus in order to arouse it to the discharging point. Until the proper external stimulus arrives to complete the arousal of the lower center, the higher center cannot discharge its energy.

When there is an "organic state" present, such as hunger or thirst, this may act as a persistent stimulus to the sensory nerves and through them to the higher center in {83} question; and then we can readily understand how it is that the center remains active until the organic state is relieved. But where there is no such persistent organic stimulus, as there can scarcely be in the case of the bloodhound or of the man hurrying to a train or seeking in the crowd for a friend, there we have to suppose that a center, once aroused to activity and prevented from complete discharge, remains active by virtue of energy dammed up in itself. There is pretty good physiological evidence that this sort of thing is a fundamental fact; for there are certain rhythmical reflexes, like scratching or stepping, that, when started going by a momentary sensory stimulus, keep it up for a time after the stimulus has ceased. There seems to be no doubt that a nerve center, once aroused, may stay aroused for a time.

The "dammed-up energy" here is not to be confused with the "stored energy" spoken of under the head of reactions. We said, in that connection, that a stimulus released energy stored in the organism. That, however, was potential energy, dormant within the organism till aroused; but what we have here in mind is active or kinetic energy. Stored energy is like that of coal in the bin; dammed-up energy is like that of steam in the boiler.

Dammed-up energy in the nerve centers accounts for the persistence of a tendency to reaction after the stimulus has ceased. It accounts for the "delayed reaction" and similar cases. But how shall we account for preparatory reactions? We have a nerve center in an active state, tending to discharge into a certain lower motor center, but unable to do so because a peripheral stimulus is necessary, in addition, in order to arouse this lower center. Then we find the higher center discharging into other lower centers, and so giving rise to preparatory reactions. More precisely, what we find is that the higher center facilitates the response {84} of certain lower centers to their proper peripheral stimuli, while inhibiting the response of other lower centers to their appropriate stimuli. This is the same sort of thing that we observe in all control exerted by a higher center over a lower. It means that the higher center, besides its main line of connection with the lower center that will give the end-reaction, has minor lines of connection with certain other lower centers; some of these centers it facilitates and others it inhibits. These connections between the main and the subordinate centers may have been established by inborn nature, or by previous training, as will be explained in later chapters.

The action of the main center on the subordinate centers concerned in executing preparatory reactions does not relieve the tension in the main center. The dammed-up energy stays there till the proper stimulus is procured for arousing the end-reaction, and then escapes through its main channel of discharge, and the main center then finally comes to rest.

It may fairly be urged that no violence has been done to the general conception of a reaction by these additions, and also that with the additions the notion of a reaction has room for tendencies or inner adjustments. So that we conclude that stimulus-response psychology is adequate to the job, and will do justice to all forms of human behavior. It has a place for sensations, perceptions and thoughts, as we saw in the preceding chapter, and it has a place also for purposes, desires and motives generally.

Motives

In the present chapter, desirous of "keeping close to the ground", we have said little of distinctively human motives. That will come later. In general, a motive is a tendency towards a certain end-result or end-reaction, a tendency which is itself aroused by some stimulus, and which {85} persists for a time because its end-reaction is not at once made. The end-reaction is not made at once because it can only be aroused by an appropriate stimulus, acting in conjunction with the motive. But the motive, persisting in its inner activity, facilitates reactions to certain stimuli and inhibits others. The reactions it facilitates are preparatory to the end-reaction, in that they provide the necessary conditions for that reaction to occur, which means that they bring to bear on the individual the necessary stimulus which can arouse the end-reaction. The restlessness that characterizes an individual driven by an inner motive gives way to rest and satisfaction when the end-result is reached.

Motives range from the primitive or primal, like hunger, to the very advanced, such as zeal for a cause. They range from the momentary, illustrated by the need for more light in reading, to the great permanent forces of life, like amour propre and esprit de corps. But the permanent motives are not always active; they sleep and are awakened again by appropriate stimuli.

In everyday speech we are apt to use the words "motive" and "reason" interchangeably, as in asking some one what his "motive", or what his "reason" is for doing so and so. A motive, however, is not necessarily a reason, nor a reason a motive. A reason is thought-out and conscious, which a motive need not be. On the other hand, a reason does not become a motive unless it takes hold of us and arouses a genuine tendency towards the planned result. You may prove to me, logically, the desirability of a course of action, but your reasons do not necessarily make me desire it. You can give a child excellent reasons for studying his lessons, but you have to stir some real motive of child life in order to get action. In the highest type of conduct, to be sure, motive and reason pull together, reason showing the way to the goal at which motive is aimed.

{86}

EXERCISES

1. Complete the following outline of the chapter, by filling in main headings to fit the subordinate headings that are given below:

A. _________

(1) It keeps close to the facts.
(2) It has room for introspective as well as behavior study.
(3) It can be applied practically.

B. _________

(1) A stimulus is typically external, a purpose internal.
(2) A stimulus typically acts for a moment, a purpose persists for some time.
(3) A stimulus is not directed towards a result, a purpose is so directed.

C. _________

(1) Organic or physiological states that predispose towards certain forms of behavior.
(2) Inner adjustments towards certain results, without foresight of the results.
(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 assistance 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 illustrating 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?

{88}

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