Your Mind and How to Use It: A Manual of Practical Psychology. Atkinson William Walker
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feel inclined to practice in this way, it will be found possible to begin to take notice of the details of things one sees, the expression of persons' faces, the details of their dress, their tone of voice, the quality of the goods we handle, and the little things especially. Perception, like attention, follows interest; but, likewise, interest may be created in things by observing their details, peculiarities, and characteristics.
The best knowledge gained by one is that resulting from his own personal perception. There is a nearness and trueness about that which one knows in this way which is lacking in that which he merely believes because he has read or heard it. One can make such knowledge a part of himself. Not only is one's knowledge dependent upon what he perceives, but his very character also results from the character of his percepts. The influence of environment is great – and what is environment but things perceived about one? It is not so much what lies outside of one, as what part of it gets inside of one by perception. By directing his attention to desirable objects, and perceiving as much of them as is possible, one really builds his own character at will.
The world needs good "perceivers" in all the walks of life. It finds a shortage of them, and is demanding them loudly, being willing to pay a good price for their services. The person who can voluntarily perceive and observe the details of any profession, business, or trade will go far in that vocation. The education of children should take the faculty of perception into active consideration. The kindergarten has taken some steps in this direction, but there is much more to be done.
CHAPTER VII
Memory
PSYCHOLOGISTS class as "representative mental processes" those known as memory and imagination, respectively. The term "representation" is used in psychology to indicate the processes of re-presentation or presenting again to consciousness that which has formerly been presented to it but which afterward passed from its field. As Hamilton says: "The general capability of knowledge necessarily requires that, besides the power of evoking out of unconsciousness one portion of our retained knowledge in preference to another, we possess the faculty of representing in consciousness what is thus evoked."
Memory is the primary representative faculty or power of the mind. Imagination depends upon memory for its material, as we shall see when we consider that faculty. Every mental process which involves the remembrance, recollection, or representation of a sensation, perception, mental image, thought, or idea previously experienced must depend upon memory for its material. Memory is the great storehouse of the mind in which are placed the records of previous mental experiences. It is a part of the great subconscious field of mental activity, and the greater part of its work is performed below the plane of consciousness. It is only when its results are passed into the field of consciousness that we are aware of its existence. We know memory only by its works. Of its nature we know but little, although certain of its principal laws and principles have been discovered.
It was formerly customary to class memory with the various faculties of the mind, but later psychology no longer so considers it. Memory is now regarded as a power of the general mind, manifesting in connection with every faculty of the mind. It is now regarded as belonging to the great subconscious field of mentation, and its explanation must be sought there. It is utterly unexplainable otherwise.
The importance of memory cannot be overestimated. Not only does a man's character and education depend chiefly upon it, but his very mental being is bound up with it. If there were no memory, man would never progress mentally beyond the mental state of the newborn babe. He would never be able to profit by experience. He would never be able to form clear perceptions. He would never be able to reason or form judgments. The processes of thought depend for material upon the memory of past experiences; this material lacking, there can be no thought.
Memory has two important general functions, viz.: (1) The retention of impressions and experiences; and (2) the reproduction of the impressions and experiences so retained.
It was formerly held that the memory retained only a portion of the impressions and experiences originally noted by it. But the present theory is that it retains every impression and experience which is noted by it. It is true that many of these impressions are never reproduced in consciousness, but experiments tend to prove, nevertheless, that the records are still in the memory and that appropriate and sufficiently strong stimuli will bring them into the field of consciousness. The phenomena of somnambulism, dreams, hysteria, delirium, approach of death, etc., show that the subconscious mind has an immense accumulation of apparently forgotten facts, which unusual stimuli will serve to recall.
The power of the memory to reproduce the retained impressions and experiences is variously called remembrance, recollection, or memory. This power varies materially in various individuals, but it is an axiom of psychology that the memory of any person may be developed and trained by practice. The ability to recall depends to a great extent upon the clearness and depth of the original impression, which in turn depends upon the degree of attention given to it at the time of its occurrence. Recollection is also greatly aided by the law of association, or the principle whereby one mental fact is linked to another. The more facts to which a given fact is linked, the greater the ease by which it is recalled or remembered. Recollection is also greatly assisted by use and exercise. Like the fingers, the memory cells of the brain become expert and efficient by use and exercise, or stiff and inefficient by lack of the same.
In addition to the phases of retention and reproduction, there are two important phases of memory, viz.: (3) Recognition of the reproduced impression or experience; and (4) localization of the impression, or its reference to a more or less definite time and place.
The recognition of the recalled impression is quite important. It is not enough that the impression be retained and recalled. If we are not able to recognize the recalled impression as having been experienced before, the recollection will be of but little use to us in our thought processes; the purposes of thought demand that we shall be able to identify the recalled impression with the original one. Recognition is really re-cognition – re-knowing. Recognition is akin to perception. The mind becomes conscious of the recalled impression just as it becomes conscious of the sensation. It then recognizes the relation of the recalled impression to the original one just as it realizes the relation of the sensation to its object.
The localization of the recalled and recognized impression is also important. Even if we recognize the recalled impression, it will be of comparatively little use to us unless we are able to locate it as having happened yesterday, last week, last month, last year, ten years ago, or at some time in the past; and as having happened in our office, house, or in such-and-such a place in the street, or in some distant place. Without the power of localization we should be unable to connect and associate the remembered fact with the time, place, and persons with which it should be placed to be of use and value to us in our thought processes.
The retention of a mental impression in the memory depends very materially upon the clearness and depth of the original impression. And this clearness and depth, as we have previously stated, depend upon the degree of attention bestowed upon the original impression. Attention, then, is the important factor in the forming and recording of impressions. The rule is: Slight attention, faint record; marked attention, clear and deep record. To fix this fact in the mind, the student may think of the retentive and reproductive phases of memory as a phonographic record. The receiving diaphragm of the phonograph represents the sense organs, and the recording needle represents the attention. The needle makes the record on the cylinder deep or faint according to the condition of the needle. A loud sound may be recorded but faintly, if the needle is not properly adjusted. And, further, it must be remembered that the strength of the reproduction depends almost entirely upon the clearness and depth of the original impression on the cylinder; as is the record, so is the reproduction. It will be well for the student to carry this symbol of the phonograph in his mind; it will aid him in developing his powers of memory.
In this connection we should remember that attention depends largely upon interest. Therefore we would naturally expect to find that we remember interesting things far more readily than those which lack interest. This supposition is borne out in actual experience. This accounts for the fact that every one remembers a certain class of things better than he does others.