For an experiment showing the acquisition of fears by a child, see Watson and Raynor, "Conditioned Emotional Reactions", in the Journal of Experimental Psychology, 1920, Vol. 3, pp. 1-14.
James's chapter on "Habit", in his Principles of Psychology, 1890, Vol. I, is a classic which every one should read.
CHAPTER XIV
MEMORY
HOW WE MEMORIZE AND REMEMBER, AND IN WHAT RESPECTS MEMORY CAN BE MANAGED AND IMPROVED
So much depends on a good memory in all walks of life, and especially in brain work of any sort, that perhaps it is no wonder that many students and business and professional men become worried about their memories and resort to "memory training courses" in the hope of improvement. The scientific approach to this very practical problem evidently lies through a careful study of the way in which memory works, and the general problem may be expressed in the question, how we learn and remember. This large problem breaks up, on analysis, into four subordinate questions: how we commit to memory, how we retain what has been committed to memory, how we get it back when we want it, and how we know that what we now get back is really what we formerly committed to memory. In the case of a person's name which we wish to remember, how do we "fix it in mind", how do we carry it around with us when we are not thinking of it, how do we call it up when needed, and what assures us that we have called up the right name? The four problems may be named those of
(1) Memorizing, or learning,
(2) Retention
(3) Recall
(4) Recognition
The Process of Memorizing
As memorizing is one sort of learning, what we have found in the preceding chapter regarding the learning process should throw light on our present problem. We found animals to learn by doing, and man by doing and also by observation or observation combined with doing. Observation is itself a form of doing, a mental reaction as distinguished from a purely passive or receptive state; so that learning is always active. Observation we found to be of great assistance, both by way of hastening the learning process, and by way of making what is learned more available for future use. Our previous studies of learning thus lead us to inquire whether committing to memory may not consist partly in rehearsing what we wish to learn, and partly in observing it. Learning by rote, or by merely repeating a performance over and over again, is, indeed, a fact; and observant study is also a fact.