The psychology of learning / by Edward L. Thorndike.

  • Edward Thorndike
Date:
1913
Catalogue details

Licence: In copyright

Credit: The psychology of learning / by Edward L. Thorndike. Source: Wellcome Collection.

Provider: This material has been provided by The University of Leeds Library. The original may be consulted at The University of Leeds Library.

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    which we may denominate specific discipline and general dis- cipline. Specific discipline consists in the analysis of the specific elements which are to be found to be critical in deter- mining certain reactions, and in the practice by which the appropriate reaction is made the habitual response to each element thus discriminated. General discipline consists of training in the recognition of these critical elements in a variety of situations.” [Henderson, ’09, p. 609 f.] “By a discipline of body we mean that through exercise of function and experience of a given sort a tendency or potentiality for action in that direction is produced. . . . Correspondingly the mind when habituated to given ways of functioning is trained or disciplined in those directions. . . . Inasmuch as any physical work, no matter how complex, is made up of simple elements, it also follows that these ele- ments can be woven into manifold new combinations. When- ever a new activity involves an element already learned that part of the process does not need to be again mastered. However, it must be recognized that not only the element, but also its connections have to be considered. . . . Similarly with mental operations. Almost any study involves elements that have been mastered in other connections. These ele- ments are immediately serviceable. . . . But it must not be forgotten that the combination of old, and even perfectly familiar, elements is a difficult matter in itself. Old com- binations may even be a hindrance, especially if too fixed. Bad habits of walking, talking, writing, singing, or think- ing are harder to modify than new ones are to inculcate. . . . Most subjects of instruction have a great many similar elements. As far as they have similar elements they are valuable for each other. The greater the number of identical elements in the two, the greater the value. “Next in value to the elements of old knowledge which are utilized in learning new things there are certain ideals and attitudes toward work. There are no general faculties of attention, memory and reason, which attend, memorize and reason about one thing as well as another by simply ‘con- necting them up.’ But there are habits of attending to things, of trying to memorize, trying to reason; in short, habits of striving for excellence, which are no mean possession. In fact, oftentimes the ideals of excellence and of application
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