Human Traits and their Social Significance | Page 7

useless acts, and consequent decrease of the time required to perform the act requisite to secure food, or freedom, or both, as the case might be. One of Thorndike's famous cat experiments is best told in his own report:
If we take a box twenty by fifteen by twelve inches, replace its cover and front side by bars an inch apart, and make in this front side a door arranged so as to fall open when a wooden button inside is turned from a vertical to a horizontal position, we shall have means to observe such [learning by trial and error]. A kitten, three to six months old, if put in this box when hungry, a bit of fish being left outside, reacts as follows: It tries to squeeze through between the bars, claws at the bars, and at loose things in and out of the box, stretches its paws out between the bars, and bites at its confining walls. Some one of all these promiscuous clawings, squeezings, and bitings turns round the wooden button, and the kitten gains freedom and food. By repeating the experience again and again the animal gradually comes to omit all the useless clawings, and the like, and to manifest only the particular impulse (e.g., to claw hard at the top of the button with the paw or to push against one side of it with the nose) which has resulted successfully. It turns the button around without delay whenever put in the box. It has formed an association between the situation confined in a box with a certain appearance and the response of clawing at a certain part of that box in a certain definite way. Popularly speaking, it has learned to open a door by pressing a button. To the uninitiated observer the behavior of the six kittens that thus freed themselves from such a box would seem wonderful and quite unlike their ordinary accomplishments of finding their way to their food or beds.... A certain situation arouses, by virtue of accident or more often instinctive equipment, certain responses. One of these happens to be an act appropriate to secure freedom. It is stamped in in connection with that situation.[1]
[Footnote 1: Thorndike: Educational Psychology, Briefer Course. p. 129.]
Perhaps the most significant factor to be noted in this, and in similar cases, is that the successful response to a baffling situation is acquired, and that this acquisition remains a more or less permanent possession of the human or animal organism. Particularly important for the problem and practice of education is the mechanism by which these learned modes of behavior are acquired. For, to attain skill, knowledge, intellect, character, is to attain certain determinate habits of action, certain recurrent and stable ways of responding to a situation. The reason why the cat in the box ceased to perform the hundred and one random acts of clawing and biting, and after a number of trials got down to the immediately necessary business of turning the button was because it had learned that one thing only, out of the multitude of things it could do, would enable it to get out of the box and get its food. To say that it learned this is not to say that it consciously realized it; it means simply that when placed in such a situation again after having been placed in it a sufficient number of times, it will be set off to the turning of the button which gets it food, instead of biting bars and clawing at random--actions which merely serve further to frustrate its hunger. The animal has not consciously learned, but its nervous system has been mechanically directed.
A large part of the education of humans as well as of animals consists precisely in the modification of our original responses to situations by a trial-and-error discovery of ways of attaining satisfactory and avoiding annoying situations. Both animals and humans, when they have several times performed a certain act that brings satisfaction, tend, on the recurrence of a similar situation, to repeat that action immediately and to eliminate with successive repetitions almost all the other responses which are possible, but which are ineffective in the attainment of some specific satisfaction. The whole training imposed by civilization on the individual is based ultimately on this fundamental fact that human beings can be taught to modify their behavior, to change their original response to a situation in the light of the consequences that follow it. This means that while man's nature remains on the whole constant, its operations may be indefinitely varied by the results which follow the operation of any given instinct. The child has its original tendency to reach toward bright objects checked by the experience of putting its hand in the flame. Later his tendency to take