How to Use Your Mind - A Psychology of Study: Being a Manual for the Use of Students - and Teachers in the Administration of Supervised Study by Harry D. Kitson
page 86 of 144 (59%)
page 86 of 144 (59%)
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_expressions_ are just as important as our _impressions_. By
expressions we mean the motor consequences of our thoughts, and in study they usually take the form of speech and writing of a kind to be specified later. The far-reaching effects of motor expressions are too infrequently emphasized, but psychology forces us to give them prime consideration. We are first apprised of their importance when we study the nervous system, and find that every incoming sensory message pushes on and on until it finds a motor pathway over which it may travel and produce movement. This is inevitable. The very structure and arrangement of the neurones is such that we are obliged to make some movement in response to objects affecting our sense organs. The extent of movement may vary from the wide-spread tremors that occur when we are frightened by a thunderstorm to the merest flicker of an eye-lash. But whatever be its extent, movement invariably occurs when we are stimulated by some object. This has been demonstrated in startling ways in the psychological laboratory, where even so simple a thing as a piece of figured wall-paper has been shown to produce measurable bodily disturbances. Ordinarily we do not notice these because they are so slight, sometimes being merely twitches of deep-seated muscles or slight enlargements or contractions of arteries which are very responsive to nerve currents. But no matter how large or how small, we may be sure that movements always occur on the excitation of a sense organ. This led us to assert in an earlier chapter that the function of the nervous system is to convert incoming sensory currents into outgoing motor currents. So ingrained is this tendency toward movement that we do not need even a sensory cue to start it off; an idea will do as well. In other words, |
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