The Science of Human Nature, William Henry Pyle [best pdf ebook reader .txt] 📗

is three o’clock, and recall that I was to meet a friend at that time. The stimulus in this case is in the brain itself; it is the nervous activity which corresponds to the idea of meeting my friend. If we disregard the distinction between mind and body, we may say that the stimulus for a response may be an idea as well as a perception, the perception arising from the immediate stimulation of a sense organ, and the idea arising from an excitation of the brain not caused by an immediate stimulation of a sense organ.

Instincts and Habits. In human action it is evident that there is always a stimulus to start the nerve-impulse which causes the action. If we make inquiry concerning the connection between the stimulus and response; if we ask how it has come about that a particular stimulus causes a particular response rather than some other possible response, we find two kinds of causes. In one case the causal connection is established through heredity; in the other, the causal connection is established during a person’s lifetime through training.

A chicken, for example, hides under some cover the first time it hears the cry of a hawk; it scratches the first time its feet touch sand or gravel; it pecks the first time it sees an insect near by. An infant closes its eyes the first time it feels cold wind blow upon them; it cries the first time it feels pain; it clasps its fingers together the first time a touch is felt inside them. The child’s nervous system is so organized that, in each of the cases named, the stimulus brings forth the particular, definite response. These acts do not have to be learned.

But it is quite different in typewriting and piano playing. One must learn what keys on the piano to strike in response to the various situations of the notes as written in the music. One must also learn the keys on the typewriter before he can operate a typewriter. And in the case of other habits, we find, for example, that one does not respond by saying “81” for 9 times 9; nor “13” for 6 plus 7; nor “8” for 15 minus 7; nor “8” for the square root of 64; nor “144” for the square of 12, etc., until one has learned in each case.

Some connections between stimulus and response we have through inheritance; all others are built up and established in one’s lifetime, particularly in the first thirty years of one’s life.

We have spoken of bonds between stimulus and response, but have not explained just what can be meant by a bond. In what sense are stimulus and response bound together? A bond is a matter of greater permeability, of less resistance in one direction through the nervous system than in other directions. Nerves are conductors for nerve-currents. When a nerve-current is started in a sense organ, it passes on through the path of least resistance.

Now, some nerves are so organized and connected through inheritance as to offer small resistance. This forms a ready-made connection between stimulus and response. Muscular responses that are connected with their stimuli through inherited bonds, by inherited nerve structure, are called instincts. Those that are connected by acquired bonds are called habits. Sucking, crying, laughing, are instinctive acts. Adding, typewriting, piano playing, are habits.

The term instinct may be given to the act depending upon inherited structure, an inherited bond, or it may be given to the inherited bond itself. Similarly, the term habit may be given to an act that we have had to learn or to the bond which we ourselves establish between response and stimulus. In this book we shall usually mean by instinct an action depending upon inherited structure and by habit an act depending upon a bond established during lifetime. A good part of our early lives is spent in building up bonds between stimuli and responses. This establishing of bonds or connections is called learning.

Appearance of Inherited Tendencies. Not all of our inherited tendencies are manifested immediately after birth, nor indeed in the earliest years of childhood, but appear at different stages of the child’s growth. It has already been said that a child, soon after birth, will close its eyelids when they are blown upon. The lids do not close at this time if one strikes at them, but they will do this later. The proper working of an instinct or an inherited tendency, then, depends upon the child’s having reached a certain state of development.

The maturing of an instinct depends upon both age and use, that is to say, upon the age of the animal and the amount of use or exercise that the instinctive activity has had. The most important factor, however, seems to be age. While our knowledge of the dependence of an instinct upon the age of the animal is not quite so definite in the case of human instincts, the matter has been worked out in the case of chickens.

The experiment was as follows: Chickens were taken at the time of hatching, and some allowed to peck from the first, while others were kept in a dark room and not allowed to peck. When the chickens were taken out of the dark room at the end of one, two, three, and four days, it was found that in a few hours they were pecking as well as those that had been pecking from birth. It seems probable, if we may judge from our limited knowledge, that in the human child, activities are for the most part dependent upon the age of the child, and upon the state of development of the nervous system and of the organs of the body.

Significance of Inherited Tendencies. Although human nature is very complex, although human action nearly always has some element of habit in it, nevertheless, inborn tendencies are throughout life powerful factors in determining action. This will at once be apparent if we consider how greatly we are influenced by anger, jealousy, love, fear, and competition. Now we do not have to learn to be jealous, to hate, to love, to be envious, to fight, or to fear. These are emotions common to all members of the human race, and their expression is an inborn tendency. Throughout life no other influences are so powerful in determining our action as are these. So, although most of our detailed actions in life are habits which we learn or acquire, the fundamental influences which decide the course of our action are inherited tendencies.

Classification of Instincts. For convenience in treatment the instincts are grouped in classes. Those instincts most closely related to individual survival are called individualistic instincts. Those more closely related to the survival of the group are called socialistic. Those individualistic tendencies growing out of periodic changes of the environment may be called environmental instincts. Those closely related to human infancy, adapting and adjusting the child to the world in which he lives, may be called adaptive. There is still another group of inherited tendencies connected with sex and reproduction, which are not discussed in this book.

We shall give a brief discussion of the instincts falling under these various classes. It must be remembered, however, that the psychology of the instincts is indefinite and obscure. It is difficult to bring the instincts into the laboratory for accurate study. For our knowledge of the instincts we are dependent, for the most part, on general observation. We have had a few careful studies of the very earliest years of childhood. However, although from the theoretical point of view our knowledge of the instincts is incomplete, it is sufficient to be of considerable practical value.

The Individualistic Instincts. Man’s civilized life has covered but a short period of time, only a few hundred or a few thousand years. His pre-civilized life doubtless covered a period of millions of years. The inborn tendencies in us are such as were developed in the long period of savage life. During all of man’s life in the time before civilization, he was always in danger. He had many enemies, and most of these enemies had the advantage of him in strength and natural means of defense. Unaided by weapons, he could hardly hold his own against any of the beasts of prey. So there were developed in man by the process of natural selection many inherited responses which we group under the head of fear responses.

Just what the various situations are that bring forth these responses has never been carefully worked out. But any situation that suddenly puts an individual in danger of losing his life brings about characteristic reactions. The most characteristic of the responses are shown in connection with circulation and respiration. Both of these processes are much interfered with. Sometimes the action is accelerated, at other times it is retarded, and in some cases the respiratory and circulatory organs are almost paralyzed. Also the small muscles of the skin are made to contract, producing the sensation of the hair standing on end. Just what the original use of all these responses was it is difficult now to work out, but doubtless each served some useful purpose.

Whether any particular situations now call forth inherited fear responses in us is not definitely established. But among lower animals there are certain definite and particular situations which do call forth fear responses. On the whole, the evidence rather favors the idea of definite fear situations among children. It seems that certain situations do invariably arouse fear responses. To be alone in the dark, to be in a strange place, to hear loud and sudden noises, to see large, strange animals coming in threatening manner, seem universally to call forth fear responses in children.

However, the whole situation must always be considered. A situation in which the father or mother is present is quite different from one in which they are both absent. But it is certain that these and other fears are closely related to the age and development of the child. In the earlier years of infancy, certain fears are not present that are present later. And it can be demonstrated that the fears that do arise as infancy passes on are natural and inherited and not the result of experience.

Few of the original causes of fear now exist. The original danger was from wild animals chiefly. Seldom are we now in such danger. But of course this has been the case for only a short time. Our bodies are the same sort of bodies that our ancestors had, therefore we are full of needless fears. During the early years of a child’s life, wise treatment causes most of the fear tendencies to disappear because of disuse. On the other hand, unwise treatment may accentuate and perpetuate them, causing much misery and unhappiness. Neither the home nor the school should play upon these ancestral fears. We should not try to get a child to be good by frightening him; nor should we often use fear of pain as an incentive to get a child to do his work.

Man has always been afraid, but he has also always been a fighter. He has always had to fight for his life against the lower animals, and he has also fought his fellow man. The fighting response is connected with the emotions of anger, envy, and jealousy. A man is angered by anything that interferes with his life, with his purposes, with whatever he calls his own. We become angry if some one strikes our bodies, or attacks our beliefs, or the beliefs of our dear friends, particularly of our families. The typical responses connected with anger are such as faster heart-beat, irregular breathing, congestion of the blood in the face and head, tightening of the voluntary muscles, particularly a setting of the teeth and a