Not only are these “horse ideas” bound together with one another, but they are bound more or less directly, more or less closely, to everything else in my life. I can, therefore, pass in thought from the idea “horse” to any other idea, directly or indirectly. Now, in any given case, what idea will actually come first after I have the idea “horse”? This depends upon the tendencies established in the nervous system. The brain process underlying the idea “horse” has connections with many other processes and tends to excite these processes. The factors that strengthen these tendencies or connections are the frequency, recency, primacy, and vividness of experience. Let us consider, in some detail, each of these factors.
Primacy of Experience. A strong factor in determining association is the first experience. The first, the original, coupling of ideas tends to persist. The first connection is nearly always a strong one, and is also strengthened by frequent repetition in memory. Our first experience with people and things persists with great strength, across the years, in spite of other associations and connections established later. Just now there comes to mind my first experience with a certain famous scientist. It was many years ago. I was a student in an eastern university. This man gave a public lecture at the opening of the session. I remember many details of the occurrence with great vividness. Although I studied under this man for three years, no other experience with him is more prominent than the first. First experiences give rise to such strong connections between ideas that these connections often persist and hold their own as against other connections depending upon other factors.
The practical consequences of this factor in teaching are, of course, evident. Both teachers and parents should take great care in the matter of the first experiences of children. If the idea-connections of first experiences are likely to persist, then these connections should be desirable ones. They should not be useless connections, nor should they, ordinarily, be connections that will have to be radically undone later. Usually it is not economical to build up connections between ideas that will not serve permanently, except in cases in which the immaturity of the mind makes such a procedure necessary.
Recency of Experience. The most recent connection of ideas is relatively strong, and is often the determining one. But the most recent connection must be very recent or it has no especial value. If I have seen a certain friend to-day, and his name is brought to mind now, to-day’s experience with him will likely be brought to mind first. But if my last seeing him was some days or months ago, the idea-connection of the last meeting has no great value. Of course, circumstances always alter the matter. Perhaps we should say in the last instance that, other things being equal, the last experience has no special value. If the last experience was an unusual one, such as a death or a marriage, then it has a value due to its vividness and intensity and its emotional aspects. These factors not only add strength to the connections made at the time but are the cause of frequent revivals of this last experience in memory in the succeeding days. All these factors taken together often give a last experience great associative strength, even though the last experience is not recent.
Frequency of Experience. The most frequent connection of ideas is probably the most important factor of all in determining future associations. The first connection is but one, and the last connection is but one, while repeated connections may be many in number. Connections which recur frequently usually overcome all other connections. Hence frequency is the dominant factor in association. Most of the strength of first connections is due to repetitions in memory later. The first experience passes through the mind again and again as memory, and thereby becomes strengthened. The fact that repetition of connections establishes these connections is, of course, the justification of drill and review in school studies. The practical needs of life demand that certain ideas be associated so that one calls up the other. Teachers and parents, knowing these desirable connections, endeavor to fix them in the minds of children by repetition. The important facts of history, literature, civics, and science we endeavor, by means of repetition, to fasten in the child’s mind.
Vividness and Intensity of Experience. A vivid experience is one that excites and arouses us, strongly stimulating our feelings. Such experiences establish strong bonds of connection. When I think of a railroad wreck, I think of one in which I participated. The experience was vivid, intense, and aroused my emotions. I hardly knew whether I was dead or alive. Then, secondly, I usually think of a wreck which I witnessed in childhood. A train plunged through a bridge and eighteen cars were piled up in the ravine. The experience was vivid and produced a deep and lasting impression on me.
The practical significance of this factor is, of course, great. When ideas are presented to pupils these ideas should be made clear. Every conceivable device should be used to clarify and explain,—concrete demonstration, the use of objects and diagrams, pictures and drawings, and abundant oral illustration. We must be sure that the one taught understands, that the ideas become focal in consciousness and take hold of the individual. This is the main factor in what is known as “interest.” An interesting thing is one that takes hold of us and possesses us so that we cannot get away from it. Such experiences are vivid and have rich emotional connections or accompaniments. Ideas that are experienced together at such times are strongly connected.
Mental Set or Attitude. Another influence always operative in determining the association of ideas is mental set. By mental set we mean the mood or attitude one is in,—whether one is sad or glad, well or ill, fresh or fatigued, etc. What one has just been thinking about, what one has just been doing, are always factors that determine the direction of association. One often notices the effects of mental set in reading newspapers. If one’s mind has been deeply occupied with some subject and one then starts to read a newspaper, one may actually miscall many of the words in the article he is reading; the words are made to fit in with what is in his mind. For example, if one is all wrought up over a wedding, many words beginning with “w” and having about the same length as the word “wedding,” will be read as “wedding.”
Mental set may be permanent or temporary. By permanent we mean the strong tendencies that are built up by continued thought in a certain direction. One becomes a Methodist, a Democrat, a conservative, a radical, a pessimist, an optimist, etc., by continuity of similar experiences and similar reactions to these experiences. Germans, French, Irish, Italians, Chinese, have characteristic sets or ways of reacting to typical situations that may be called racial. These prejudicial ways of reacting may be called racial sets or attitudes. Religious, political, and social prejudices may all be called sets or attitudes.
Temporary sets or attitudes are leanings and prejudices that are due to temporary states of mind. The fact that one has headache, or indigestion, or is in a hurry, or is angry, or is hungry, or is emotionally excited over something will, for the time, be a factor in determining the direction of association.