the foundations of personality-第10节

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epresents　the　power　of　the　permanent　purposes　and　ideals　of　the　individuals；　and　it　wars　on　the　less　permanent　desires　and　impulses；　because　there　is　in　memory　the　uneasiness　and　anxiety　that　resulted　from　indulgence　and　the　pain　of　the　feeling　of　inferiority　that　results　when　one　is　hiding　a　secret　weakness　or　undergoing　reproof　or　punishment。　This　group　of　permanent　purposes；　ideals　and　aspirations　corresponds　closely　to　the　censor　of　the　Freudian　concept　and　here　is　an　example　where　a　new　name　successfully　disguises　an　age…old　thought。　In　other　words；　conscience　is　social　in　its　origin；　developing　differently　in　different　people　according　to　their　teaching；　intelligence；　will；　ego…feeling；　instincts；　etc。　From　the　standpoint　of　character　analysis　there　are　many　types　of　people　in　regard　to　conscience　development。　In　respect　to　the　reactions　to　praise　and　blame　the　following　types　are　conspicuous：　1。　A　〃weak〃　group　in　whom　these　act　as　apparently　the　sole　motives。　2。　A　group　energized　by　love　of　praise。　3。　A　group　energized　mainly　by　fear　of　blame。　4。　A　type　that　scorns　anything　but　material　reward。　5。　Another；　that　〃takes　advantage〃　of　reward；　likes　praise　but　is　merely　made　conceited　by　it；　hates　blame　but　is　merely　made　angry　by　it；　fears　punishment　and　finds　its　main　goad　to　good　conduct　in　this　fear。　6。　Then　there　are　those　in　whom　all　these　motives　operate　in　greater　or　lesser　degree；the　so…called　normal　person。　In　reality　he　has　his　special　inclinations　and　dreads。　7。　The　majority　of　people　are　influenced　mainly　by　the　group　with　which　they　have　cast　their　positions；　the　blame　of　others　being　relatively　unimportant　or　arousing　anger。　For　there　is　this　great　difference　between　our　reactions　to　praise　and　blame：　that　while　the　praise　of　almost　any　one　and　for　almost　any　quality　is　welcome；　the　blame　of　only　a　few　is　taken　〃well；〃　and　for　the　rest　there　is　anger；　contempt　or　defiance。　The　influence　of　blame　varies　with　the　respect；　love　and　especially　acknowledged　superiority　of　the　blamer。　The　〃boss〃　has　a　right　to　blame　and　so　has　father　or　mother　while　we　are　children；　but　we　resent　bitterly　the　blame　of　a　fellow　employee；　〃he　has　no　right　to　blame；〃　and　we　rebel　against　the　blame　of　our　parents　when　we　grow　up。　In　fact；　the　war　of　the　old　and　new　generations　starts　with　the　criticism　of　the　elder　folk　and　the　resentment　of　the　younger　folk。　It　will　be　seen　that　reaction　to　praise　and　blame；　etc。；　will　depend　upon　the　irritability　of　ego　feeling；　the　love　of　superiority　and　the　dislike　for　inferiority。　This　basic　situation　we　must　defer　discussing；　but　what　is　of　importance　is　that　the　primitive　disciplinary　weapons　we　have　discussed　never　lose　their　cardinal　value　and　remain　throughout　life　and　in　all　societies　the　prime　modes　of　thought　and　conduct。　In　similar　fashion　the　conscience　types　might　be　depicted。　From　the　over…conscientious　who　rigidly　hold　themselves　to　an　ideal；　who　watch　every　departure　from　perfection　with　agony　and　self…reproach；　and　who　may　either　reach　the　highest　level　or　〃break　down〃　and　become　inefficient　to　the　almost　conscienceless　group；　doing　only　what　seems　more　profitable；　are　many　intermediate　types　merging　one　with　the　other。　There　are　people　whose　conscience　is　localized；　as　the　self…sacrificing　father　who　is　a　pirate　in　business；　or　as　the　policeman　who　holds　rigidly　to　conscience　in　courage　and　loyalty　to　his　fellows；　but　who　finds　no　internal　reproach　when　he　takes　a　bribe　or　perjures　himself　about　a　criminal。　What　we　call　a　code　is　really　a　localized　conscience；　and　there　are　many　men　whose　consciences　do　not　permit　seduction　of　the　virgin　but　who　are　quite　easy　in　mind　about　an　intrigue　with　a　married　woman。　So；　too；　you　may　be　as　wily　as　you　please　in　business　but　find　cheating　at　cards　base　and　unthinkable。　Conscience　in　the　abstract　may　be　a　divine　entity；　but　in　the　realities　of　everyday　life　it　is　a　medley　of　motives；　purposes　and　teachings；　varying　from　the　grotesque　and　mischief…working　to　the　sublime　and　splendid。

CHAPTER　III。　MEMORY　AND　HABIT　There　are　two　qualities　of　nervous　tissues　（possibly　of　all　living　tissue）　that　are　basic　in　all　nervous　and　mental　processes。　They　are　dependent　upon　the　modificability　of　nerve　cells　and　fibers　by　stimuli；　e。　g。；　a　light　flashing　through　the　pupil　and　passing　along　the　optical　tracts　to　the　occipital　cortex　produces　changes　which　constitute　the　basis　of　visual　memory。　Experience　modifies　nervous　tissue　in　definite　manner；　and　SOMETHING　remembers。　Who　remembers？　Who　is　conscious？　Believe　what　you　please　about　that；　call　it　ego；　soul；　call　it　consciousness　dipped　out　of　a　cosmic　consciousness；　and　I　have　no　quarrel　with　you。　Memory　has　its　mechanics；　in　the　association　of　ideas；　which　preoccupied　the　early　English　psychologists　and　philosophers；　it　is　the　basis　of　thought　and　also　of　action；　and　it　is　a　prime　mystery。　We　know　its　pathology；　we　think　that　memories　for　speech　have　loci　in　the　brain；　the　so…called　motor　memories　in　Broca's　area。＇1＇　We　know　that　a　hemorrhage　in　these　areas　or　in　the　fibers　passing　from　them；　or　a　tumor　pressing　on　them　may　destroy　or　temporarily　abolish　these　memories；　so　that　a　man　may　KNOW　what　he　wishes　to　say；　understand　speech　and　be　unable　to　say　it；　though　he　may　write　it　（motor　aphasia）。　In　sensory　aphasia　the　defect　is　a　loss　of　the　capacity　to　understand　spoken　speech；　though　the　patient　may　be　able　to　say　what　he　himself　wishes。　（It　is　fair　to　say　that　the　definite　location　of　these　capacities　in　definite　areas　has　been　challenged　by　Marie；　Moutier　and　others；　but　this　denial　does　not　deny　the　organic　brain　location　of　speech　memories；　it　merely　affirms　that　they　are　scattered　rather　than　concentrated　in　one　area。）　＇1＇　Foot　of　the　left　or　right　third　frontal　convolutions；　auditory　speech　in　the　supramarginal；　etc。

In　its　widest　phases　memory　alters　with　the　state　of　the　brain。　In　childhood　impressibility　is　high；　but　until　the　age　or　four　or　five　the　duration　of　impression　is　low；　and　likewise　the　power　of　voluntary　recall。　In　youth　（eighteen…twenty）　all　these　capacities　are　perhaps　at　their　highest。　As　time　goes　on　impressibility　seems　first　of　all　to　be　lost；　so　that　it　becomes　harder　and　harder　to　learn　new　things；　to　remember　new　faces；　new　names。　The　typical　difficulty　of　middle　age　is　to　remember　names；　because　these　have　no　real　relationship　or　logical　value　and　must　be　arbitrarily　remembered。　The　typical　senile　defect　is　the　dropping　out　of　the　recent　memories；　though　the　past　may　be　preserved　in　its　entirety。　With　any　disease　of　the　brain；　temporary　or　permanent；　amnesia　or　memory　loss　may　and　usually　is　present　（e。　g。；　general　paresis；　tumor；　cerebral　arteriosclerosis；　etc。）。　As　the　result　of　Carbon　monoxide　poisoning；　as　after　accidental　or　attempted　suicidal　gas　inhalation；　the　memory；　especially　for　the　most　recent　events；　is　impaired　and　the　patient　cannot　remember　the　events　as　they　occur；　he　passes　from　moment　to　moment　unconnected　to　the　recent　past；　though　his　remote　past　is　clear。　Since　memory　is　the　basis　of　certainty；　of　the　feeling　of　reality；　these　unfortunates　are　afflicted　with　an　uncertainty；　a　sense　of　unreality；　that　is　almost　agonizing。　As　the　effects　of　the　poison　wear　off；　which　even　in　favorable　cases　takes　months；　the　impressibility　returns　but　never　reaches　normality　again。　Unquestionably　there　is　an　inherent　congenital　difference　in　memory　capacity。　There　are　people　who　are　prodigies　of　memory　as　there　are　those　who　are　prodigies　of　physical　strength；and　without　training。　The　IMPRESSIBILITY　for　memories　can　in　no　way　be　increased　except　through　the　stimulation　of　interest　and　a　certain　heightening　of　attention　through　emotion。　For　the　man　or　woman　concerned　with　memory　the　first　point　of　importance　is　to　find　some　value　in　the　fact　or　thing　to　be　learned。　Before　a　subject　is　broached　to　students　the　teacher　should　make　clear　its　practical　and　theoretic　value　to　the　students。　Too　often　that　is　the　last　thing　done　and　it　is　only　when　the　course　is　finished　that　its　practical　meaning　is　stressed　or　even　indicated。　In　fact；　throughout；　teaching　the　value　of　the　subject　should　constantly　be　emphasized；　if　possible；　by　illustrations　from　life。　There　are　only　a　few　who　love　knowledge　for　its　own　sake；　but　there　are　many　who　become　eager　for　learning　when　it　is　made　practical。　The　number　of　associations　given　to　a　fact　determines　to　a　large　extent　its　permanence　in　memory　and　the　power　of　recalling　it。　In　my　own　teaching　I　always　instruct　my　students　in　the　technique　of　memorizing；　as　follows：　1。　Listen　attentively；　making　only　as　many　notes　as　necessary　to　recall　the　leading　facts。　The　auditory　memories　are　thus　given　the　first　place。　2。　Go　home　and　read　up　the　subject　in　your　textbooks；　again　making　notes。　Thus　is　added　the　visual　associations。　3。　Write　out　in　brief　form　the　substance　of　the　lecture；　deriving　your　knowledge　from　both　the　lecture　and　the　book。　You　thus　add　another　set　of　associations　to　your　memories　of　the　subject。　4。　Teach　the　subject　to　or　discuss　it　with　a　fellow　student。　By　this　you　vitalize　the　memories　you　have；　you　link　them　firmly　together；　you　lend　to　them　the　ardor　of　usefulness　and　of　victory。　You　are　forced　to　realize　where　the　gaps；　the　lacun