Edward L. Thorndike

“ If by the pain we must mean the pain as felt by some one, then by the sun we can mean only the sun as seen by some one. Pain and sun are equally subjects for a science of ‘consciousness as such.’ But if by the sun is meant the sun of common sense, physics and astronomy, the sun as known by any one, then by the pain we can mean the pain of medicine, economics and sociology, the pain as known by any one, and by the sufferer long after he was or had it. ”

“ The notion of thinking as coming to a lack, filling it, meeting an obstacle, dodging it, being held up by a difficulty and overcoming it, is so one-sided as to verge on phantasy. The overt lacks, strains, and difficulties come perhaps once in five hours of smooth straightforward use and adaptation of existing connections, and they might as truly be called hindrances to thought—barriers which past successes help the thinker to surmount. ”

“ The facts of imitation in human and animal behavior are explainable by the laws of instinct, exercise and effect.
Some cases of imitation are undoubtedly mere instincts in which the situation responded to is an act by another of the same species. If the baby smiles at a smile, it is because of a special, inborn connection between that sight and that act,—he smiles at a smile for just the same reason that he draws down his mouth and wails at harsh words. At that stage of his life he does not imitate other simple acts. A man runs with a crowd for the same reason that he runs from a tiger. ”

“ It certainly is not the best psychology and not the best educational theory to think that the pupil first masters a principle and then merely applies it—first does some thinking and then computes by mere routine. On the contrary, the applications should help to establish, extend, and refine the principle—the work a pupil does with numbers should be a main means of increasing his understanding of the principles of arithmetic as a science. ”

“ But I have tried to show that the fact that an animal reacts alike to a lot of things gives no reason to believe that it is conscious of their common quality and reacts to that consciousness, because the things it reacts to in the first place are not the hard-and-fast, well-defined ‘things’ of human life. What a ‘recept’ or ‘predominant’ really stands for is no thing which can be transformed into a notion of a quality by being labelled with a name. This easy solution of the problem of abstraction is impossible. A true idea of the problem itself is better than such a solution. ”

“ As each new ability is acquired, then, we seek to have it take its place as an improvement of a thinking being, as a coöperative member of a total organization, as a soldier fighting together with others, as an element in an educated personality. Such an organization of bonds will not form itself any more than any one bond will create itself. ”

“ Thousands of cats on thousands of occasions sit helplessly yowling, and no one takes thought of it or writes to his friend, the professor; but let one cat claw at the knob of a door supposedly as a signal to be let out, and straightway this cat becomes the representative of the cat-mind in all the books. The unconscious distortion of the facts is almost harmless compared to the unconscious neglect of an animal’s mental life until it verges on the unusual and marvelous. ”

“ We distinguish 'thinking things together,' as when a diagram or problem or proof is understood, from thinking of one thing after another as when a number of words are spelled or a poem in an unknown tongue is learned. In proportion as thinking is purposive, with selection from the ideas that come up, and in proportion as it deals with novel problems for which no ready-made habitual response is available, and in proportion as many bonds act together in an organized way to produce response, we call it reasoning. ”

“ Does the kitten feel “sound of call, memory-image of milk in a saucer in the kitchen, thought of running into the house, a feeling, finally, of ‘I will run in’”? Does he perhaps feel only the sound of the bell and an impulse to run in, similar in quality to the impulses which make a tennis player run to and fro when playing? The word ‘association’ may cover a multitude of essentially different processes, and when a writer attributes anything that an animal may do to association, his statement has only the negative value of eliminating reasoning on the one hand and instinct on the other. ”

“ Within recent years there have been three lines of advance in psychology which are of notable significance for teaching. The first is the new point of view concerning the general process of learning. We now understand that learning is essentially the formation of connections or bonds between situations and responses, that the satisfyingness of the result is the chief force that forms them, and that habit rules in the realm of thought as truly and as fully as in the realm of action. ”

“ Nowhere in the animal kingdom do we find the psychological elements of reasoning save where there is a mental life made up of the definite feelings which I have called ‘ideas,’ but they spring up like magic as soon as we get in a child a body of such ideas. If we have traced satisfactorily the evolution of a life of ideas from the animal life of vague sense-impressions and impulses, we may be reasonably sure that no difficulty awaits us in following the life of ideas in its course from the chaotic dream of early childhood to the logical world-view of the adult scientist. ”

“ The problem is to attach that interest to arithmetical learning. Nor should a teacher be satisfied with attaching the interest as a mere tail that steers the kite, so long as it stays on, or as a sugar-coating that deceives the pupil into swallowing the pill, or as an anodyne whose dose must be increased and increased if it is to retain its power. Until the interest permeates the arithmetical activity itself our task is only partly done, and perhaps is made harder for the next time. ”

“ On the contrary, we have all grades of partial ‘forgetfulness,’ just like the grades of swimming one might find if he dropped a dozen college professors into the mill ponds of their boyhood, just like the grades of forgetfulness of the associations once acquired on the ball field which are manifested when on the Fourth of July the ‘solid men’ of a town get out to amuse their fellow citizens. ”

“ A third unwise tendency is to degrade the mere giving of information—to belittle the value of facts acquired in any other way than in the course of deliberate effort by the pupil to relieve a problem or conflict or difficulty. As a protest against merely verbal knowledge, and merely memoriter knowledge, and neglect of the active, questioning search for knowledge, this tendency to belittle mere facts has been healthy, but as a general doctrine it is itself equally one-sided. ”

“ The cat who reacts to a loop of small wire of a blue color knows just what that loop is, and when it sees a different loop, knows its differences, but knows also its likeness, and reacts to the essential. Thus crediting the cat with our differentiation and perception of individuality, they credit it with our conceptions and perceptions of similarity. Unless the animal has the first, there is no reason to suppose the last. ”

“ The reasons for the good showing that arithmetic makes are probably the strength of its appeal to the interest in definite achievement, success, doing what one attempts to do; and of its appeal, in grades 5 to 8, to the practical interest of getting on in the world, acquiring abilities that the world pays for. Of these, the former is in my opinion much the more potent interest. Arithmetic satisfies it especially well, because, more than any other of the 'intellectual' studies of the elementary school, it permits the pupil to see his own progress and determine his own success or failure. ”

“ Association in animals does not equal association in man. The latter is built over and permeated and transformed by inference and judgment and comparison; it includes imitation in our narrow sense of transferred association; it obtains where no impulse is included; it thus takes frequently the form of long trains of thought ending in no pleasure-giving act; its elements are often loose, existing independently of the particular association; the association is not only thought, but at the same time thought about. None of these statements may be truthfully made of animal association. ”

“ Whatever is done to supply greater strength of motive in studying arithmetic must be carefully devised so as not to get a strong but wrong motive, so as not to get abundant interest but in something other than arithmetic, and so as not to kill the goose that after all lays the golden eggs—the interest in intellectual activity and achievement itself. It is easy to secure an interest in laying out a baseball diamond, measuring ingredients for a cake, making a balloon of a certain capacity, or deciding the added cost of an extra trimming of ribbon for one's dress. ”

“ There is no reasoning, no process of inference or comparison; there is no thinking about things, no putting two and two together; there are no ideas—the animal does not think of the box or of the food or of the act he is to perform. He simply comes after the learning to feel like doing a certain thing under certain circumstances which before the learning he did not feel like doing. Human beings are accustomed to think of intellect as the power of having and controlling ideas and of ability to learn as synonymous with ability to have ideas. ”

“ They are not carried up into a free life which works them over anew. A complex act does not imply a complex thought, or, more exactly, a performance of a series does not imply the thought of a series. ”

“ In acts of reasoning man has been supposed to connect with a given situation a response that could never have been predicted merely from knowledge of what responses were connected with that situation by his original nature or had been connected with it by the laws of exercise and effect. Inference has been supposed to create bonds in and of itself and to be above the mere laws of habit. ”

“ If a cat pushes a button around with its nose, while its main occupation, the act to which its general ‘set’ impels it, to which, we say, it is chiefly attentive, is that of clawing at an opening, it will be less aided in the formation of the habit than if it had been chiefly concerned in what its nose was doing. The successful response is as a rule only a part of all that the animal is doing at the time. In proportion as it is an eminent, emphatic part of it, learning is aided. ”

“ One of the lower animals is so obviously a bundle of original and acquired connections between situation and response that the student is led to attend to the whole series,—situation, response and connection or bond,—rather than to just the conscious state that may or may not be one of the features of the bond. It is so useful, in understanding the animal, to see what it does in different circumstances and what helps and what hinders its learning, that one is led to an intrinsic interest in varieties of behavior as well as in the kinds of consciousness of which they give evidence. ”

“ Complexity of Associations
An important question, especially if one wishes to rate an animal on a scale of intelligence, is the question of how complex an association it can form. A man can learn that to open a door he has to put the key in its hole, turn it, turn the knob, and pull the door. Here, then, is a complex act connected with the simple sense-impression. Or, conversely, a man knows that when the ringing of a bell is followed by a whistle and that by a red light he is to do a certain thing, while if any of the three happens alone, he is not to. ”