A text-book of psychology

Front matter

NATIONAL LIBRARY OF MEDICINE Bethesda, Maryland

Gift of Bradford H. Gray, Ph.D.

wes rs 59,

Preface

THE present work has been written to take the place of my Outline of Psychology. The Outline, which was stereotyped in 1896, had long passed beyond the possibility of revision, and the continued demand for it showed that there was still room in the science for a text-hook which set experimental methods and experimental results in the forefront of discussion. I should have preferred, however ungratefully, to let the book die its natural death; for I feared that it would be impossible to recover the freshness and vigour of the first writing, and I knew that another issue would lay an oppressive tax upon future time and energy. But colleagues and. pupils and publisher were insistent, and I finally decided to rewrite. A first part, containing approximately half of the new work, appeared in 1909. For the benefit of those who have purchased this installment, the second part is now issued in separate form. Both parts are comprised in the present volume.

It was the intention of author and publisher that, on the completion of the Zext-book, the Outline should be withdrawn from the market. They look forward to this withdrawal in the near future; meanwhile, so long as the steady demand for the book is kept up, the last edition of the Outline will be held on sale.— vil

Vili Preface

It is, I think, unnecessary to apologise for the increase in size. If psychology is to be taken seriously, its problems must nowadays be treated in some detail. Besides, the Zext-book aims, within its limits and upon the elementary level, at systematic completeness; it is not a digest or redaction of a larger work, to which the student may be referred for further information.’ I could wish, remembering some of the criticism called forth by the Outline, that I had a fully elaborated Systematic Psychology to fall back upon; but I am inclined to believe that, from the student’s point of view, a text written expressly for the class-room is more satisfactory than the simplified version of a book written primarily for psychologists.

The Zext-book follows, in general, the lines laid down in the Outline. The only point that calls for special mention here is, perhaps, the scant space accorded to nervous physiology. Readers of the Introduction, and especially of § 9, will acquit me of any desire to minimise the importance of this subject. But I have always held that the student should get his elementary knowledge of the nervous system, not from the psychologist, but from the physiologist ; the teacher of psychology needs all the time at his disposal for his own science. It is true that psychology, if it is to be explanatory, must supplement the description of mental processes by a statement of their physiological conditions. But then it is also true, unfortunately, that any such statement, in the present condition of our knowledge, must be largely hypothetical. Ina comprehensive work, discussion of the various physiological theories, for instance, of feeling and attention would be altogether in place; to discuss them with beginners strikes me, I confess, as a sheer waste of time. My own

Preface ix plan is to show, by reference to the theory that appeals to me at the moment as the most plausible, how in principle an explanation is to be worked out. But I am careful to say that the theory itself is simply guess-work, that many other guesses have been made, and that there is a great gulf fixed between established physiological fact and the secondary constructions of physiological psychology.

A special feature of the Outline was the paragraph, entitled “ Method,” in which I showed how the reader might test for himself the statements made in the Section to which it was appended. Some of the methods thus described had been worked out only in my own laboratory ; their technique was crude and their range of application restricted. Now, after fourteen- years, the variety and refinement of method are so great that an adequate treatment, within text-book limits, is out of the question. Nevertheless, it is important that the student be instructed in method. And if I might offer a suggestion to teachers of psychology who propose to use this book in the class-room, it would be that they go behind my discussion, now and again, to the original sources. A topical lecture, that gives a critical account of the plan, method and results of some single investigation, is not less interesting and may sometimes be more valuable than a logically proportioned review of the entire subject-matter of a Section.

My thanks are due to my wife, and to my colleague, Professor Madison Bentley, for constant advice and assistance during the preparation of the Zert-book. I dedicated the third edition of the Outline to the Regius Professor of Medicine in my old university; it was he who, in 1890, suggested the writing of the book. Sir John Burdon x Preface

Sanderson has now laid down a life full of years and honours. I owe him—as who of his pupils does not? — a heavy debt of gratitude; and I dedicate the Texrt-book to his memory.

CORNELL HEIGHTS, ITHACA, N.Y,, July 15, 1910.

§ 1. Science and Experience ace Ceomtec ves Creer eure § 2. The Subject-matter of Psychology . ° ° ° ° ° ° § 3. The Common-sense View of Mind. . ° ° ° ° ° § 4. Psychophysical Parallelism . . Bik ergs ies See et bit dee tne § 5. Mental Process, Consciousness and Mind . . ° e . § 6. The Method of Psychology . . ° ° e ails e § 7. The Scope of Psychology . ° ° eittyie Pa Bee ° § 8. The Use of Analogy in Psychology ° Ce ROSES e ° § 9. The Problem of Psychology . ° ° ° ° ° ° ° References for Further Reading . ° . e ° ° ° Note on the Classification of Psychology aia eget paper ieee SENSATION

§ 10, The Elementary Mental Processes renege Spear eet ie Pan) § 11. Elements and Attributes . ° ° ° ° ° ° . § 12. The Attributes of Sensation . 5 e ° e eee . $213. ‘The Classification-of Sensations .,.7 52 6, 6 <6 = 6 5 References for Further Reading . ° ° ° ° e °

THE QUALITY OF SENSATION: VISION § 14. The Visual Qualities . : : ° F ° ° ° ° § 15. Visual Stimulus and Visual Sensation . Sis. ° en § 16. The Dependence of Visual Sensation upon Wave-length and Energy of Light . : ° 3 6 a § 17. The Dependence of Visual Sensation upon cece of Light § 18. The Dependence of Visual Sensation upon the Time and Space

Relations of Stimulus 5 C e ° 2 : 5 ‘ xil

§ 19. § 20.

§ 21.

§ 22.

§ 23. § 24.

§ 25.

§ 26.

§ 27. § 28.

§ 29. § 30. § 31. § 32.

§ 33.

§ 34. § 35. § 36. § 37.

§ 38. § 39.

Daylight and Twilight Vision ° Indirect Vision and Colour Blindness The Primary Colours . ° .

Theories of Vision fe é .

References for Further Reading .

AUDITION The Auditory Qualities : ° e

The Dependence of Auditory Sensation upon Wave-number of

Sound . 3 ;

The Dependence of Auditory Sensation

Sound. a c c .

Beats and Intermediate Tones .

Combinational Tones . ° .

Theory of Audition. . ° References for Further Reading .

Sight and Hearing, Taste and Smell The Olfactory Qualities

Olfactory Sensation and Olfactory Stimulus .

upon Composition of

The Dependence of Olfactory Sensation upon the Composition and Time-relations of Stimulus Theory of Smell . : - ° References for Further Reading .

TASTE The Gustatory Qualities

Gustatory Sensation and Gustatory Stimulus

Mixtures and Adaptations . ° Theory of Taste . : . ° References for Further Reading .

The Skin and its Senses ; 5 The Pressure Sense . e c e e

100 103 106 109 113

114 117 119

129 131 133 138 142

143 146

Contents xiii

§ 40. The Temperature Senses. . ° ° ° eee « 149 § 41. The Pain Sense . : . srimie * Oe Net E52 § 42, Theory of the Cutaneous Senses . -. «© © 0 0 « I55 § 43. Tickle and Itch . . : . cee Sere Weeden eae ep eae y/

KINASSTHETIC SENSES

§ 44. The Kinzsthetic Senses Guihb ve ae soo) re tea 6 ee LOO §.as.7 The: Musculan-Sense). 40") 6. er a Sie 8 a oo LOD § 46. The Tendinous Sense . : . ei ° ° ° 77 163 § 47. The Articular Sense . . sears eere . Set 9 LOK § 48. Movement and Position, Resistance and Weight. . . . 166 § 49. The Alleged Sensation of Innervation . : 0 ° : - 169 § 50. Some Touch-blends . : ° . ° . . ° - II

References for Further Reading . ‘ : ° ° ° 2) 172 § 51. The Kinaesthetic Organs of the Internal Ear we ctemmere - 173 § 52. The Ampullar Sense . ° : ° ° ° ° ° 174 § 53. Theory of the Ampullar Sense. ° ° eae ° = 176 § 54. The Vestibular Sense . : . Save ei eta ee wee <5 S755.. Pheory of the Vestibular Sense .2 se eet 0 wire 0 ESO

References for Further Reading . 5 . ° e . arloz

OTHER ORGANIC SENSATIONS § 56. The Sensitivity of the Abdominal Organs. ° ° ° « 183 § 57. The Sensations of the Digestive and Urinary Systems. . - 187 § 58. The Sensations of the Circulatory and Respiratory Systems . - 189 § 59. The Sensations of the Genital System . . ° . ° - IQ! References for Further Reading . ° ° ° e ° - 193

SYNAESTHESIA

§ 60. Synaesthesia. ° ° ° ° peti e ° ° « 194 § 61. The Image ° ° ° ° ° e e ° e e e 197 References for Further Reading . salute ° eee » 200

§ 62. The Intensity of Sensation . sever se 6 ° Seer » 201 Sic Mental Measurement: 624 Gis. ee oes tee Og xiv

§ 64. § 65. § 66.

§ 67.

§ 75. § 76. § 77: § 78.

Liminal and Terminal Stimuli . . ;

The Just Noticeable Difference as the Unit of Measurement . Weber’s Law é 4 ° : 6 ° b : 5 2 Theory of Weber’s Law 5 ° ° . 5 : A References for Further Reading . ° ° ° ° ° °

AFFECTION Feeling and Affection . : ° ° ° . ° ° ° Affection and Sensation . : : : : . .

Other Views of Affection . : ° ° The Methods of Investigating Affection : ‘ ‘ .

The Tridimensional Theory of Feeling . : ° °

The Dependence of Affection upon Stimulus Shuvees . ° The Bodily Conditions of Affection . 6 : . . References for Further Reading . - : ° . ° .

The Attentive Consciousness $ c ° : ° ° The Development of Attention . . ° ° : ° ° The Two Levels of Consciousness ‘ . “ é The Kinzsthetic and the Affective Factors in the Attentive Consciousness 3 5 - : The Experimental Investigation of Attention ‘ . . The Range of Attention 5 ° : . : . .

The Duration of Attention . . . ° . ° : The Degree of Attention . < . . ° ° .

Accommodation and Inertia of Attention . ° ° . : The Bodily Conditions of Attention . : ° ° . WReterencés’ for: Murther Reading: 50) 6 is. ee oe 6

§ 93. § 94. § 95.

§ 96. § 97. § 98.

§ 99. § 100.

§ Io.

§ 102, § 103. § 104.

PERCEPTION

The Sensory Attribute of Extent eo eae Whe Third Dimension: asc" Gs yee ee The Stereoscope. ‘ ° . ° ° ° The Perception of Space: Locality . ° ° The Perception of Space: Magnitude eee

Secondary Spatial Perceptions . ° ° e Illusory Spatial Perceptions . . ° ° Theories of Space Perception . ° ° ° References for Further Reading . ° °

The Sensory Attribute of Duration . See The Perception of Rhythm. . Gris mn otve Theories of Time Perception . ° ° e References for Further Reading . ° One

QUALITATIVE PERCEPTIONS Qualitative Perceptions . . ° ° ° Tonal Fusion . : . ° ° ° ° Theories of Qualitative Perception . e °

Simple and Composite Perceptions ° ° ° The Perception of Movement . ° ° ° The Perception of Melody . . ° ° ° References for Further Reading . : ° °

THE PsyCHOLOGY OF PERCEPTION

Pure and Mixed Perceptions . . ° °

Meaning ° e . ry ° e ° e The Form of Combination . 5 fe ° ° References for Further Reading. ° ° °

340 344 346 347

349 35! 352 355

365 367 371 373 xvi

§ 105. § 106.

§ 107.

§ 128. § 129.

The Doctrine of Association C 5 The Idea . - 6 ° ° ° The Law-of Association . 0 ‘ The Experimental Study of Association

Results: The Conditions of Impression

Results: The Conditions of Associative Tendency

The Associative Consciousness

Retention: The Course of the Image.

Retention: The Process of Dissociation Retention: Individual Differences .

The Recognitive Consciousness . : Recognition and Direct Apprehension

The Memory Consciousness

The Memory Image and the Image of Imagination

The Imaginative Consciousness .

Illusions of Recognition and Memory.

References for Further Reading... .

The Reaction Experiment . . .

The Analysis of the Simple Reaction .

Compound Reactions . ° ° .

Action ; ‘a ° : ry Q The Genesis of Action G e ;

The Classification of Action . .

Will . : : : : ° References for Further Reading . °

The Nature of Emotion . A C

The ‘ James-Lange Theory’ of Emotion

396 401 403 407

ALO

413 416 421 424 426

471 474

§ 130. The ‘ James-Lange Theory’: Criticism and Modification

§ 131. The Organic Reaction as Constitutive of Emotion

§ 132. The Organic Reaction as Expressive of Emotion

§ 133. The Forms of Emotion 5 5 6 : .

§ 134. Emotive Memory ; : : . °

§ 135. Mood, Passion and Temperament. : .

§ 136. The Nature of Sentiment . 5 ; ° :

§ 137. The Forms of Sentiment . . . ° ° References for Further Reading . ° ‘ °

§ 138. The Nature of Conscious Attitude :

§ 139. The Alleged Elementary Process of Thought

§ 140. The Alleged Elementary Process of Relation

§ 141. The Analysis of Conscious Attitude .

§ 142. Language . ° .

§ 143. The Abstract Idea ., 5 . : scene

§ 144. Generalisation and Abstraction . 5 5

§ 145. Comparison and Discrimination .

§ 146. Expectation, Practice, Habituation, Fatigue ;

§ 148. TheSelf . : a é F . . .

References for Further Reading . 5 . °