Communication, correspondence and consciousnessRussell, S Bent.
doi: 10.1037/h0073348pmid: N/A
Discusses the role of nervous mechanisms in higher forms of consciousness. Two zones are possibly involved in the brain-environment communication: a "far zone" at the object-sense organ site, and a "near zone" at the nerve ending-brain site. Consciousness is thus a result of two ongoing processes: communication between the environment and the brain, and simulation of the environment at the brain. This simulation may also be referred to as a mimetic process. When simulation occurs incompletely, i.e., in the absence of the object, images, such as illusions and memory occur. The degree of precision in correspondence between the simulation and the environment increases with training and education which lead to the formation of memory associations, or habits.
The heterochromatic differential threshold for brightness: TheoreticalTroland, L. T.
doi: 10.1037/h0073332pmid: N/A
Studies the differential threshold for brightness as a function of the color difference existing between two fields. Values of the relative threshold were obtained for two Ss using primary and comparison colors spread over the spectrum. The Method of Limits was used. A close correspondence was found between the order of the hue intervals and that of the thresholds for both Ss. The heterochromatic comparison factor varied from unity, for no color difference, to 5-10 for a maximum color difference. The value was lower for neighboring pairs of colors than for antagonistic pairs. The grouping of hues into "warm" and "cold" was validated. The representation of the relations of spectral colors as a "color pyramid" and the influence of color difference upon luminosity discrimination have been discussed. The relationship between the threshold (t) and its variation measure was found to be roughly linear and approximately: t = 4 v.
Associative aids: III. Their relation to the theory of thought and to methodology in psychologyReed, H. B.
doi: 10.1037/h0073202pmid: N/A
Discusses the theory of thought and suggests that association may be the means by which thinking initially occurs. The experiments with associative aids had demonstrated that these were used most frequently in the initial, problematic stages of thought, but with continued repetition, they disappeared and thinking became unconscious. The influence of practice on thinking can be seen both as expressed in association and in sensory content: both occur only during the early stages of learning. Reviews the work of the Kulpe school which suggests that conscious thinking is merely a stage in habit formation. The method of objective report is projected as being superior to that of introspection.
Community of ideasPintner, Rudolph
doi: 10.1037/h0069816pmid: N/A
Demonstrates the high degree of likeness in the association of ideas of individuals when placed under similar conditions. Three groups of Ss were included in the study: 567-739 university students; 236 school age children aged thirteen and above; and 119 school age children aged twelve and below. Twenty stimulus words were presented to each group who were required to write down the first object that they thought of, when presented a class of objects. Results indicated a high stability of responses for most of the classes presented, and a narrow range of variability in these responses. Further, the responses of all three groups were quite similar, though the children below twelve years showed a greater tendency to fail to respond.
Psychoanalytic concepts and re-educationRahn, Carl
doi: 10.1037/h0075679pmid: N/A
Discusses Freudian concepts in the context of removing psychopathology. Identifies four factors that form a part of the healing process. (1) diagnosis of the disorder (2) enthusiasm on the part of physician and patient (3) a formulation of what constitutes "normal" functioning and (4) the release of the mechanisms that affect reeducation. The process of reeducation involves two phases: (1)a new psychophysical set, and (2) the control of mechanisms. Freudian psychoanalysis helps in both preparation of paths as well as in the release of the appropriate act. Preparation is achieved through analysis which succeeds in giving the patient a formulation of the ideal. The release of the act is achieved through the libido, which has been compared to a "life force". The enthusiasm provided during psychoanalysis is assumed to aid in reeducation. Distinguishes between the libido as a scientific concept and its stimulus value as a releaser of energy.