Psychology - Robert S. Woodworth (trending books to read TXT) 📗

and looked in the wrong direction. The parental instinct is an instinct to give, and the answering instinct would be one to take--not to give in return. It is probably not instinctive for the child to do for the parent, but is it not instinctive for the child to take from the parent, and to look to the parent for what he wants? It is not exactly "unnatural conduct" in a child to impose on his mother, as it would be in the mother to impose on the child; but would it not be unnatural in a child to take an unreceptive and distrustful attitude towards his mother?

Filial love is different. It is not purely instinctive, but depends on intelligence. It is only possible if the child has the intelligence to see the parent as something besides a parent--as some one needing care and protection--and if the child himself takes a parental attitude towards the parent. But that is a grown-up attitude, seldom taken by {151} young children. It is not the infantile instinct, which, if there is such an instinct, is the spring of trustful, docile, dependent, childlike and childish behavior.

The Play Instincts

Any instinct has "play value", but some have also "survival value" and so are serious affairs. Survival value characterizes the instincts we have already listed, both the responses to organic needs and the responses to other people. But there are other instincts with less of survival value, but no less of play value, and these we call the play instincts, without attaching any great importance to the name or even to the classification.

Playful activity.

The kicking and throwing the arms about that we see in a well-rested baby is evidently satisfying on its own account. It leads to no result of consequence, except indeed that the exercise is good for the child's muscles and nerves. The movements, taken singly, are not uncoordinated by any means, but they accomplish no definite result, produce no definite change in external objects, and so seem random and aimless to adult eyes. It is impossible to specify the stimulus for any given movement, though probably stimuli from the interior of the body first arouse these responses. They are most apt to occur during the organic state of "euphoria", and tend to disappear during fatigue.

There is a counter-tendency to this tendency towards general activity, and that is inertia, the tendency towards inactivity or economy of effort. Most pronounced in fatigue, this also appears in lassitude and inert states that cannot be called fatigue because not brought on by excessive activity. After sleep, many people are inert, and require a certain amount of activity to "warm up" to the active condition. As the child grows older, the {152} "economy of effort" motive becomes stronger, and the random activity motive weaker, so that the adult is less playful and less responsive to slight stimuli. He has to have some definite goal to get up his energy, whereas the child is active by preference and just for the sake of activity.

During the first year or so of the child's life, his playful activity takes shape in several ways. First, out of the great variety of the random movements certain ones are picked out and fixed. This is the way with putting the hand into the mouth or drumming on the floor with the heels, and these instances illustrate the important fact that many learned acts develop out of the child's random activity. Without play activity there would be little work or accomplishment of the distinctively human type. Second, certain specific movements, those of locomotion and vocalization, appear with the ripening of the child's native equipment, and take an important place in his play. Third, his play comes to consist more and more of responses to external objects, instead of to internal stimuli as at first. The playful responses to external objects fall into two classes, according as they manipulate objects or simply examine them.

We have, then, a small group of instincts that is very closely related to the fundamental instinct of random activity.

Locomotion.

Evidence has already been presented [Footnote: See p. 95.] indicating that walking is instinctive and not learned, so that the human species is no exception to the rule that every species has its instinctive mode of locomotion. Simpler performances which enter into the very complex movement of walking make their appearance separately in the infant before being combined into walking proper. Holding up the head, sitting up, kicking with an alternate motion of the {153} two legs, and creeping, ordinarily precede walking and lead up to it.

What is the natural stimulus to locomotion? It is as difficult to say as it is to specify the stimulus in other forms of playful activity. From the fact that blind children are usually delayed in beginning to walk, we judge that the sense of sight furnishes some of the most effective stimuli to this response. Often the impulse attending locomotion is the impulse to approach some seen object, but probably some satisfaction is derived simply from the free movement itself. There certainly is no special emotion going with locomotion. Locomotion has, of course, plenty of "survival value", and might have been included among the organic instincts.

Some of the other varieties of human locomotion, such as running and jumping, are probably native. Others, like hopping and skipping, are probably learned. As to climbing, there is some evolutionary reason for suspecting that an instinctive tendency in this direction might persist in the human species, and certainly children show a great propensity for it; while the acrobatic ability displayed by those adults whose business leads them to continue climbing is so great as to raise the question whether the ordinary citizen is right when he thinks of man as essentially a land-living or surface-living animal. As to swimming, the theory is sometimes advanced that this too is a natural form of locomotion for man, and that, consequently, any one thrown into deep water will swim by instinct. Experiments of this sort result badly, the victim clutching frantically at any support, and sometimes dragging down with him the theorist who is administering this drastic sort of education. In short, the instinctive response of a man to being in deep water is the same as in other cases of sudden withdrawal of solid support; it consists in clinging and is attended by the emotion of fear.

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Vocalization.

Crying at birth proves voice-production to be a native response, but we are more interested just here in the playful cooing and babbling that appear when the child is a few weeks or months old. This cheerful vocalization is also instinctive, in all probability, since the baby makes it before he shows any signs of responding imitatively to the voices of other people. It seems to be one form of the random activity that goes with euphoria. The child derives satisfaction not so much from the muscular activity of vocalization as from the sounds that he produces, so that deaf children, who begin to babble much like other children, lag behind them as the months go by, from not deriving this auditory satisfaction from the vocal activity. Though whistling, blowing a horn, shaking a rattle and beating a drum are not native responses, it is clear that the child naturally enjoys producing sounds of various sorts.

The baby's cheerful babbling is the instinctive basis on which his speech later develops through a process of learning.

Manipulation.

While the first random activity of the baby has nothing to do with external objects, but simply consists of free movements of the arms and legs, after a time these give place to manipulation of objects. The baby turns things about, pulls and pushes them, drops them, throws them, pounds with them. Thus he acquires skill in handling things and also learns how things behave. This form of playful activity contains the germ of constructiveness and of inventiveness, and will come into view again under the head of "imagination."

Exploration or curiosity.

Along with manipulation goes the examination of objects by the hand, the mouth, the eyes and ears, and all the senses. Listening to a sudden noise is one of the first exploratory reactions. Following a moving light with the eyes, fixing the eyes upon a {155} bright object, and exploring an object visually by looking successively at different parts of it, appear in the first few months of the baby's life. Exploration by the hands and by the mouth appear early. Sniffing an odor is a similar exploratory response. When the child is able to walk, his walking is dominated largely by the exploring tendency; he approaches what arouses his curiosity, and embarks on little expeditions of exploration. Similar behavior is seen in animals and is without doubt instinctive. With the acquisition of language, the child's exploration largely takes the form of asking questions.

The stimulus that arouses this sort of behavior is something new and unfamiliar, or at least relatively so. When an object has been thoroughly examined, it is dropped for something else. It is when the cat has just been brought into a strange house that she rummages all over it from garret to cellar. A familiar object is "taken for granted", and arouses little exploratory response.

Quite a group of conscious impulses and emotions goes with exploratory behavior. The feeling or impulse of curiosity is something that everybody knows; like other impulses, it is most strongly felt when the end in view cannot be immediately reached. When you are prevented by considerations of propriety or politeness from satisfying your curiosity, then it is that curiosity is most "gnawing". A very definite emotion that occurs on encountering something extremely novel and strange is what we know as "surprise", and somewhat akin to this is "wonder".

Exploration, though fundamentally a form of playful activity, has great practical value in making the child acquainted with the world. It contains the germ of seeking for knowledge. We shall have to recur to this instinct more than once, under the head of "attention" and again under "reasoning".

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Manipulation and exploration go hand in hand and might be considered as one tendency rather than two. The child wishes to get hold of an object, that arouses his curiosity, and he examines it while handling it. You cannot properly get acquainted with an object by simply looking at it, you need to manipulate it and make it perform; and you get little satisfaction from manipulating an object unless you can watch how it behaves.

Tendencies running counter to exploration and manipulation.

Just as playful activity in general is limited by the counter tendencies of fatigue and inertia, so the tendency to explore and handle the unfamiliar is held in check by counter tendencies which we may call "caution" and "contentment".

Watch an animal in the presence of a strange object. He looks at it, sniffs, and approaches it in a hesitating manner; suddenly he runs away for a short distance, then faces about and approaches again. You can see that he is almost evenly balanced between two contrary tendencies, one of which is curiosity, while the other is much like fear. It is not full-fledged fear, not so much a tendency to escape as an alertness to be ready to escape.

Watch a child just introduced to a strange person or an odd-looking toy. The child seems fascinated, and can scarcely take his eyes from the novel object, but at the same time he "feels strange", and cannot commit himself heartily to getting acquainted. There is quite a dose of caution in the child's make-up--more in some children than in others, to be sure--with the result that the child's curiosity gets him into much less trouble than might be expected. Whether caution is simply to be identified with fear or is a somewhat different native tendency, it is certainly a check upon curiosity.

By "contentment" we mean here a liking for the familiar, {157} which offsets to some extent the