. Thinking, feeling, doing . Aristotle was a tutor to Alexander. Thefact strikes us at once and will have some power of per-sistence in our memories. Any amount of mechanicalrepetition of Aristotle-tutor-Alexander will not as-sist. But let each repetition be a conscious, attentiveconnection of the three facts ; there is a distinct difficulty lies in making the repetition conscious andnot mechanical. The methods of doing this may be described as volun-tary and involuntary. In the voluntary method the in-dividual calls up each time by an effort of will a char-acteristic picture of Arist
. Thinking, feeling, doing . Aristotle was a tutor to Alexander. Thefact strikes us at once and will have some power of per-sistence in our memories. Any amount of mechanicalrepetition of Aristotle-tutor-Alexander will not as-sist. But let each repetition be a conscious, attentiveconnection of the three facts ; there is a distinct difficulty lies in making the repetition conscious andnot mechanical. The methods of doing this may be described as volun-tary and involuntary. In the voluntary method the in-dividual calls up each time by an effort of will a char-acteristic picture of Aristotle teaching Alexander. Theinvoluntary method consists in finding some word natu-rally connected with Aristotle which by another naturalconnection brings up another word and so on till teachis reached, after which the same process stretches from teach to Alexander. Teachers of memory-culture,like Loisette, have made a special application by themethod of searching for a series of connecting associa- Memory. 251 TIME MEMORY,. BOYS. .GIRLS ARITHMETICAL MEAN. <i—7—r Dependence ofmemory on age. tions between the two words or facts to be remembered. The objection made to such associative systems is that Lawofobiitera- . 1 , . . 1 tion of inter- they are too cumbersome when anything is to be re- mediate While practicing with one of these systems Inoticed the tendency of the middle links to fall out; nomatter how many intermediate words were inserted be-tween Aristotle and teach, after awhile the twowere involuntarily associated, with no thought of themiddle links. This process, which is in harmony withfacts previously discovered concerning the association ofideas, might be called the obliteration of intermediateassociations. Like all our mental life, memory depends upon ageIn a series of exper-iments on schoolchildren a tone wassounded for two sec-onds, then it wasstarted again andthe child was re-quired to stop itwhen it had lasted aslong as befor
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Keywords: ., bookcentury1800, bookdecade1890, booksubjectpsychop, bookyear1895
