The Mind of the Child - Child Psychology : Part 7

The Story of the Mind
by James Mark Baldwin

(Page 10 of 21)

His discrimination of what belongs to his own body is probably aided by so-called "double touch" - the fact that when he touches his own body, as in touching his foot with the hand, he has two sensations, one in the foot and the other in the hand. This is not the case when he touches other objects, and he soon learns the distinction, getting the outlines of his own body marked out in a vague way. The learning of the localities on his body which he can not see, however, lags far behind. The movements of his limbs in active exploration, accompanied by sight, enables him to build up his knowledge of the world about him. Learning this he soon falls to "experimenting" with the things of space. Therefore he begins to find out how things fit together, and what their uses are.

On the side of his movements we find him going through a series of remarkable adaptations to his environment. At the beginning his movements are largely random discharges, or reflexes of an instinctive character, such as sucking. Yet in the first month he shows the beginning of adaptation to the suggestions of his daily life, the first manifestations of acquired Habit. He learns when and how long he is expected to sleep, when and how much to eat; he very soon finds out the peculiar touch and vocal tones of this person or that, and acts upon these distinctions. He gets to know the meaning of his food bottle, to understand the routine movements of persons about the room, and the results of violations of their order. His hat, wraps, carriage, become in the first half year signals to him of the outdoor excursion. He no longer bobs his head about when held erect, and begins to control his natural processes. The remarkable thing about all these adaptations is that they occur before the infant can in any sense be said to have a Will; for, as has been said, the fibers of the brain necessary to voluntary action - in the cortex of the hemispheres - are not yet formed.

The realization of this extraordinary adaptiveness of the very young child should save parents many an anxious day and sleepless night. There is practically nothing more easy than to impress upon the child whatever habits of daily - and nightly! - routine one wishes to give him, if he be taken early enough. The only requirements are knowledge of what is good for him, and then inviolable regularity in everything that concerns him. Under this treatment he will become as "obstinate" in being "good" as the opposite so-called indulgent or capricious treatment always make him in being "bad." There is no reason whatever that he should be walked with or held, that he should be taken up when he cries, that he should be trotted when he awakes, or that he should have a light by night. Things like this are simply bad habits for which the parents have themselves to thank. The child adapts himself to his treatment, and it is his treatment that his habits reflect.

During the second half-year - sooner or later in particular cases - the child is ready to begin to imitate. Imitation is henceforth, for the following few years, the most characteristic thing about his action. He first imitates movements, later sounds, especially vocal sounds. His imitations themselves also show progress, being at first what is called "simple imitation" (repeating a distinction already spoken of in the chapter on animals), as when the child lies in bed in the morning and repeats the same sound over and over again. He hears his own voice and imitates it. In this sort of imitation he simply allows his instinct to reproduce what he hears without control or interference from him.

He does not improve, but goes on making the same sounds with the same mistakes again and again. But a little later he begins what is called "persistent imitation" - the "try-try-again," already spoken of - which is a very different thing. Persistent imitation shows unmistakably the presence of will. The child is not satisfied with simple imitation or mere repetition, whether it be good or bad in its results. He now sees his errors and aims consciously to improve. Note the child's struggles to spoke a word right by imitation of the pronunciation of others. And he succeeds. He gradually gets his muscles under control by persistence in his try-try-again.

Then he goes further - about the beginning of his second year, usually. He gets the idea that imitation is the way to learn, and turns all his effort into imitations experimentally carried out. He is now ready to learn most of the great processes of his later culture. Speech, writing, this special accomplishment and that, are all learned by experimental imitation.

The example of the child's trying to draw or write has already been cited. He looks at the copy before him; sets all his muscles of hand and arm into massive contraction; turns and twists his tongue, bends his body, winds his legs together, holds his breath, and in every way concentrates his energies upon the copying of the model. In all this he is experimenting.

He produces a wealth of movements, from which, very gradually, as he tries and tries again, the proper ones are selected out. These he practices, and lets the superfluous ones fall away, until he secures the requisite control over hand and arm. Or suppose a child endeavoring, in the crudest fashion, to put a rubber on the end of a pencil, after seeing some one else do it - just the sort of thing a year-old child loves to imitate. What a chaos of ineffective movements! But with repeated effort he gets nearer and nearer to it, and finally succeeds.

On the side of action, two general principles have been formulated in child psychology, both illustrated in the cases and experiments now given: The one, Motor Suggestion, is, as we saw, a principle of general psychology. Its importance to the child is that by it he forms Habits, useful responses to his environment, and so saves himself many sad blunders. The other principle is that of Imitation; by it the child learns new things directly in the teeth of his habits. By exercising in an excessive way what he has already learned through his experimental imitations, he is continually modifying his habits and making new adaptations. These two principles dominate the active life of the adult man as well.

Personality Suggestion. - A further set of facts may be cited to illustrate the working of Suggestion, now in the sphere of the receptive life. They are important as showing the child's progress in learning the great features of personality.

Copyright 1902 by D. Appleton and Company.

About the Author

James Mark Baldwin (1861-1934) was an American philosopher and psychologist who was educated at Princeton under the supervision of Scottish philosopher James McCosh. He made important contributions to early psychology, psychiatry, and to the theory of evolution.