Psychology by Robert S. Woodworth (intellectual books to read .TXT) 📖

any one of several points. First, he may see no question that calls for investigation. Everything seems a matter-of-course, and he concludes that science is complete, with nothing left for him to discover. Second, seeing something that still requires explanation, he may lack fertility in guessing, or may be a poor guesser and set off on a wild-goose chase. Helmholtz, an extremely fertile inventor of high-grade hypotheses, describes how he went about it. He would load up in the morning with all the knowledge he could assemble on the given question, and go out in the afternoon for a leisurely ramble; when, without any strenuous effort on his part, the various facts would get together in new combinations and suggest explanations that neither he nor any one else had ever thought of before. Third, our would-be scientific investigator may lack the clear, steady vision to see the consequences of his hypothesis; and, fourth, he may lack the enterprise to go out and look for the facts that his hypothesis tells him should be found. Psychology and Logic

Psychology is not the only science that studies reasoning; that is the subject-matter of logic as well, and logic was in the field long before psychology. Psychology studies the process of reasoning, while logic checks up the result and shows whether it is valid or not. Logic cares nothing about the exploratory process that culminates in inference, but limits itself to inference alone.

Inference, in logical terminology, consists in drawing a conclusion from two given premises. The two premises are the "two facts" which, acting together, arouse the {476} perceptive response called inference, and the "third fact" thus perceived is the conclusion. [Footnote: The "two facts" or premises need not be true; either or both may be assumed or hypothetical, and still they may lead to a valid conclusion, i.e., a conclusion implicated in the assumed premises.] Logic cares nothing as to how the premises were found, nor as to the motive that led to the search for them, nor as to the time and effort required, nor the difficulty encountered; these matters all pertain to psychology.

Logic sets forth the premises and conclusion in the form of the "syllogism", as in the old stand-by:

Major premise: All men are mortal
Minor premise: Socrates is a man
Conclusion: Therefore, Socrates is mortal

The syllogism includes three "terms", which in the above instance are "Socrates", "mortal", and "man" or "men". Logic employs the letters, S, P, and M to symbolize these three terms in general. S is the "subject" (or, we might say, the "object" or the "situation") about which something is inferred. P is the "predicate", or what is inferred about S; and M is the "middle term" which corresponds to our "yardstick" or "point of reference", as we used those words at the beginning of the chapter. S is compared with P through the medium of M; or, S and P are both known to be related to M, and therefore (when the relations are of the right sort) they are related to each other. It is part of the business of logic to examine what relations are, and what are not, suitable for yielding a valid inference.

In symbols, then, the syllogism becomes:

Major premise: M is P
Minor premise: S is M
Conclusion: Therefore, S is P

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Without confounding logic and psychology in the least, we may take this symbolic syllogism as a sort of map, on which to trace out the different exploratory processes that we have already described under the head of "varieties of reasoning". To do so may make these different processes stand out more distinctly.

In problem-solution, we start with S, a situation unsolved, i.e., without any P. P, when found, will be the solution. We explore the situation, and find in it M; i.e., we observe that S is M. Now M recalls our previously acquired knowledge that M is P. Having then before us the two premises, we perceive that S is P, and are saved.

In rationalization or explanation, we know, to start with, that S is P, and wish to know why this is so. As before, we explore S, find M, recall that M is P, and see that S, therefore, is P. Our final conclusion is, really, that S is P because it is M; that January is cold because it gets little sunlight.

In application, doubt or verification, we start with the major premise, M is P, and explore our memories for an S which, being M, should therefore be P according to our hypothesis. If we find an S which is not P, then our final conclusion is that the major premise is false.

Reference to our "map" indicates that there might be several other varieties of reasoning, and there are, indeed, though they are scarcely as important as those already mentioned. Reasoning sometimes starts with the observation of P, which means something that might prove useful on some future occasion. Your attention is caught by these prominent words in an advertisement, "$100 a week!" That might come in handy on some future occasion, and you look further to see how all that money can be attached to S, yourself on some future occasion. You soon learn that you have only to secure subscriptions for a certain magazine, {478} and that income may be yours. P is the money, and M is the occupation that gives the money, while S is yourself supposedly entering on this occupation and earning the money. This type of reasoning is really quite common. If we see a person making a great success of anything, we try to discover how he does it, reasoning that if we do the same, we shall also be successful; or, if we see some one come to grief, we try to see how it happened, so as to avoid his mistake and so the bad consequences of that mistake. We plan to perform M so as to secure P, or to avoid M in the hope of avoiding P.

Sometimes, not so rarely, we have both premises handed out to us and have only to draw the conclusion. More often, we hear a person drawing a conclusion from only one expressed premise, and try to make out what the missing premise can be. Sometimes this is easy, as when one says, "I like him because he is always cheerful", from which you see that the person speaking must like cheerful persons. But if you hear it said that such a one "cannot be a real thinker, he is so positive in his opinions" or that another "is unfeeling and unsympathetic from lack of a touch of cruelty in his nature", you may have to explore about considerably before finding acceptable major premises from which such conclusions can be deduced.

Finally, in asking what are the qualifications of a good reasoner we can help ourselves once more by reference to the syllogistic map. To reason successfully on a given topic, you need good major premises, good minor premises, and valid conclusions therefrom.

(a) A good stock of major premises is necessary, a good stock of rules and principles acquired in previous experience. Without some knowledge of a subject, you have only vague generalities to draw upon, and your reasoning process will be slow and probably lead only to indefinite conclusions. {479} Experience, knowledge, memory are important in reasoning, though they do not by any means guarantee success.

(b) The "detective instinct" for finding the right clues, and rejecting false leads, amounts to the same as sagacity in picking out the useful minor premises. In problem solution, you have to find both of your premises, and often the minor premise is the first to be found and in turn recalls the appropriate major premise. Finding the minor premise is a matter of observation, and if you fail to observe the significant fact about the problem, the really useful major premise may lie dormant, known and retained but not recalled, while false clues suggest inapplicable major premises and give birth to plenty of reasoning but all to no purpose. Some persons with abundant knowledge are ineffective reasoners from lack of a sense for probability. The efficient reasoner must be a good guesser.

(c) The reasoner needs a clear and steady mental eye, in order to see the conclusion that is implicated in the premises. Without this, he falls into confusion and fallacy, or fails, with the premises both before him, to get the conclusion. The "clear and steady mental eye", in less figurative language, means the ability to check hasty responses to either premise alone, or to extraneous features of the situation, so as to insure that "unitary response" to the combination of premises which constitutes the perceptive act of inference.

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EXERCISES

1. Outline the chapter.

2. In what respects does the animal's solution of a problem fall short of reasoning?

3. Give a concrete instance of reasoning belonging under each of the types mentioned in the text.

4. How is it that superstitions such as that of Friday being an unlucky day persist? What would be the scientific way of testing such a belief?

5. What causes tend to arouse belief, and what to arouse doubt?

6. Introspective study of the process of thinking. Attempt to solve some of the following problems, and write down what you can observe of the process.

(a) What is it that has four fingers and a thumb, but no flesh or bone?

(b) Why does the full moon rise about sunset?

(c) If a book and a postage stamp together cost $1.02, and the book costs $1.00 more than the stamp, how much does the stamp cost?

(d) A riddle: "Sisters and brothers have I none, yet this man's father is my father's son."

(e) Prove that a ball thrown horizontally over level ground will strike the ground at the same time, no matter how hard it is thrown.

(f) If no prunes are atherogenous, but some bivalves are atherogenous, can you conclude that some prunes are not bivalves?

(g) Deduce, as impersonally as possible, the opinion of you held by some other person.

REFERENCES

William James, Principles of Psychology, 1890, Vol. II, pp. 325-371. John Dewey, How We Think, 1910.

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CHAPTER XIX

IMAGINATION

MENTAL AS DISTINGUISHED FROM MOTOR MANIPULATION

From discovery we now turn to invention, from exploration to manipulation.

The human enterprise of exploration, which we have examined under the headings of perception and reasoning, as well as earlier under attention, runs the gamut from simple exploratory movements of the sense organs in looking and listening, to the elaborate scientific procedure followed in testing hypotheses and discovering the laws of nature. Inventive or manipulative activity runs a similar gamut from the child's play with his toys to the creation of a work of art, the designing of a work of engineering, the invention of a new machine, or the organization of a new government. The distinction between the two lines of activity is that exploration seeks what is there, and manipulation changes it to something else. Exploration seeks the facts as they exist, while invention modifies or rearranges the facts. The two enterprises go hand in hand, however, since facts must be known to be manipulated, while on the other hand manipulation of an object brings to light facts about it that could never be discovered by simple examination. Invention is based on science and also contributes to the advance of science.

Manipulation and exploration certainly go hand in hand in the little child's behavior. The baby picks up his new toy, turns it about and examines it on all sides, shakes it and is pleased if it makes a noise, drops it and is pleased {482} with its bang on the floor. This is manipulation, certainly; but it is also a way of exploring the properties of the toy.

Beginnings of Imagination in the Child

Beginning with grasping, turning, pushing, pulling, shaking and dropping of objects, the child's manipulation develops in several directions. One line of development leads to manual skill. The child learns to manage his toys