The Science of Human Nature by William Henry Pyle (best ereader under 100 TXT) π
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an and ends in a muscle. This statement represents the general scheme well enough, but leaves out an important detail. The nerve does not extend directly to a muscle, but ordinarily goes by way of the brain. The brain is merely a great group of nerve cells and fibers which have developed as a central organ where a stimulation may pass from almost any sense organ to almost any muscle.
But another importance attaches to the brain. When a sense organ is stimulated and this stimulation passes on to the brain and agitates a cell or group of cells there, we are conscious. Consciousness shifts and changes with every shift and change of the stimulation.
The brain has still another important characteristic. After it has been stimulated through sense organ and nerve, a similar brain activity can be revived later, and this revival is the basis of memory. When the brain is agitated through the medium of a sense organ, we have sensation; when this agitation is revived later, we hav
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tag="{http://www.w3.org/1999/xhtml}a">176 ff.
Individualistic instincts, 56
Industry, 216
Influencing men, 215
Inheritance, 22
Inherited tendencies, 50 ff.
Initiative, 113
Instincts, 52 ff.;
classification of, 55;
significance of, 55
Interest, 84
Intervals between practice, 102
Jealousy, 58
Joints, sense organs in, 42
Jostβs law, 142
Language and thinking, 170 ff.
Language study, 144
Latin, 116
Law, service of psychology to, 212
Learning and remembering, 138
Learning by wholes, 141
Life occupations, 205
Logical memory, 184 ff.
Meaning, 163 ff.
Medicine, 211
Memories, kinds of, 132
Memory, 124 ff.;
and age and sex, 127;
and habit, 146;
and school standing, 135;
and thinking, 134;
factors of, 128 ff.;
good, dangers resulting from, 137;
kinds of, 132
Mendelian principle, 26
Mental development, 19
Mental differences, 178;
detection of, 180;
importance of, 201 ff.
Mental functions developed, 182
Mental set, 157
Mental tests, 183 ff.
Mind and body, 34 ff.
Mood, 78
Moral training, 117 ff.
Motive, 77
Muscular speed, 14
Museum, school, 62 ff.
Musical ability, 179
Nearsightedness, 44
Needs of child, 77
Nerve tendency, 92
Norms in mental tests, 184 ff.
Occupations, 205
Opposites test, 195 ff.
Organization of experience, 163 ff.
Pain sense, 42
Parents, and habit-formation of children, 104 ff., 119
Perception, 124
Physiological basis of memory, 126
Piano playing, 51, 97
Pitch, 41
Plasticity, 93
Play, 68
Pleasure and habit, 101
Pleasure, higher forms of, 80
Practice, 99, 113
Primary experience, 154
Psychology and culture, 218
Psychology defined, 5;
method of, 13;
problems of, 8
Race, development of, 18 ff.; improvement of, 30 Ranking students, 15 Reasoning, 159; training in, 168 Recalling forgotten names, 146 Recency of experience, 155 Regeneration, 23 Repetition, 99 Respect for authority, 77 Resemblance, 25 Retina, the, 37 f. Revived experience, 125 Rigidity, 108 Rote memory, 189 Rules for habit-formation, 113 Salesmanship, 215 School, and habit, 108; and moral training, 119 f. Schoolhouse, community center, 60 f. Science, 1 Scientific law, 3 Scientist, 1 ff. Securing efficiency, 218 Selecting habits, 109 Sense organs, affects of stimulating, 6, 7; knowledge through, 35 Sleightβs experiment, 140 Smell, 42 Social life of children, 60 Social tendencies, 59 Stimulation, 6 Stimulus and response, 50 Study, learning how to, 132 Subnormal children, 206 Substitution test, 192 Taste, 42 Teacher, function of in memory work, 142; function of in habit-formation, 103 Teaching too abstract, 129 Temperament, 78 Tendons, sense organs in, 42 Thinking, 152 ff., 159 Touch, 42 Transfer of training, 114 ff., 140 Truancies, 61 Typewriting, 51, 94 ff. Vision, 37; importance of, 45 Visual contrast, 39 Vividness and intensity of experience, 156 Wandering, 61 Warmth, sense of, 42 Weight, diagram showing frequency surface of, 177 Word-building test, 197 Work and psychology, 218
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Race, development of, 18 ff.; improvement of, 30 Ranking students, 15 Reasoning, 159; training in, 168 Recalling forgotten names, 146 Recency of experience, 155 Regeneration, 23 Repetition, 99 Respect for authority, 77 Resemblance, 25 Retina, the, 37 f. Revived experience, 125 Rigidity, 108 Rote memory, 189 Rules for habit-formation, 113 Salesmanship, 215 School, and habit, 108; and moral training, 119 f. Schoolhouse, community center, 60 f. Science, 1 Scientific law, 3 Scientist, 1 ff. Securing efficiency, 218 Selecting habits, 109 Sense organs, affects of stimulating, 6, 7; knowledge through, 35 Sleightβs experiment, 140 Smell, 42 Social life of children, 60 Social tendencies, 59 Stimulation, 6 Stimulus and response, 50 Study, learning how to, 132 Subnormal children, 206 Substitution test, 192 Taste, 42 Teacher, function of in memory work, 142; function of in habit-formation, 103 Teaching too abstract, 129 Temperament, 78 Tendons, sense organs in, 42 Thinking, 152 ff., 159 Touch, 42 Transfer of training, 114 ff., 140 Truancies, 61 Typewriting, 51, 94 ff. Vision, 37; importance of, 45 Visual contrast, 39 Vividness and intensity of experience, 156 Wandering, 61 Warmth, sense of, 42 Weight, diagram showing frequency surface of, 177 Word-building test, 197 Work and psychology, 218
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