slower. It is also quite likely that the plateau may indicate that some
of the factors operative at the start are operative no longer. Thus,
although the learning was rapid at the beginning because the material
learned at that time was easy, the plateau may come because the things
to be learned have become difficult. Or, whereas the beginning was
attacked with considerable interest, the plateau may mean that the
interest is dying down, and that less effort is being exerted.

If these theories are the true explanation of the plateau, we see that
it is not to be regarded as a time of reduction in learning, to be
contemplated with despair. The appropriate attitude may be one of
resignation, with the determination to make it as slightly disturbing
as possible. But though the reasons just described may have something
to do with the production of the plateau, as yet we have no evidence
that the plateau cannot be dispensed with. It is practically certain
that the plateau is not caused entirely by necessity for rest or
unconscious learning. It frequently is due, we must regretfully admit,
to poor early preparation. If at the beginning of a period of learning
an insecure foundation is laid, it cannot be expected to support the
burden of more difficult subject-matter.

We have enumerated a number of the explanations that have been advanced
to account for the plateau, and have seen that it may have several
causes, among which are necessity for rest, increased difficulty of
subject-matter, loss of interest and insufficient preparation. In
trying to eliminate the plateau, our remedy should be adapted to the
cause. In recognition of the fact that learning proceeds irregularly,
we see that it is rational to expect the amount of effort to be exerted
throughout a period of learning, to vary. It will vary partly with the
difficulty of subject-matter and partly with fluctuations in bodily and