2. Learning the names of things.
A child who can imitate simple words that he hears is shown a penny and the word "penny" is spoken to him. To this combination of stimuli he responds by saying the word. This is primarily a response to the auditory stimulus, since the sight of the penny, though it might probably have aroused some response, and even some vocal response from the child, had no strong linkage with this particular vocal response. But the auditory stimulus determined the response, and attracted the visual stimulus into this particular channel of saying "penny". The linkage from the sight of the penny to the saying of this word being thus strengthened by exercise, the seen penny later gives the right vocal response, without any auditory stimulus to assist.
Fig. 56.--Linkage of a name to an object. The diagram is arranged to illustrate the formation of a linkage from the sight of the object to saying its name. A very similar diagram would illustrate the linkage from the name to the thought or image of the object. The acquiring of mental images seems to be essentially the same process as the acquiring of conditioned reflexes, and of names. (Figure text: object seen, various possible responses, name heard, name spoken)
B. Substitute Stimulus Originally an Essential Member Of A Team of Stimuli That Aroused the Response
1. Observed grouping or relationship.
"Learning by observation" is a very important human accomplishment, and we found many evidences of its importance in our study of the process of memorizing. The facts observed, which assist memory so greatly, are usually relations or groups.