A case of habit, 79-The two laws, contiguity
and similarity, 80-The teacher has to build up
useful systems of association, 83-Habitual asso-
ciations determine character, 84-Indeterminate-
ness of our trains of association, 85-We can
trace them backward, but not foretell them, 86–
Interest deflects, 87-Prepotent parts of the field,
88-In teaching, multiply cues, 89.
The child's native interests, 91- How uninterest-
ing things acquire an interest, 94-Rules for the
teacher, 95'Preparation' of the mind for the
lesson: the pupil must have something to attend
with, 97-All later interests are borrowed from
original ones, 99.
Interest and attention are two aspects of one
fact, 100- Voluntary attention comes in beats,
101-Genius and attention, 102-The subject
must change to win attention, 103—Mechanical
aids, 104-The physiological process, 106-The
new in the old is what excites interest, 108-In-
terest and effort are compatible, 110-Mind-wan-
dering, 112-Not fatal to mental efficiency, 114.
Due to association, 116-No recall without a
cue, 118- Memory is due to brain-plasticity, 119
-Native retentiveness, 120-Number of associa-
tions may practically be its equivalent, 122-Re-
tentiveness is a fixed property of the individual,
123-Memory versus memories, 124-Scientific
system as help to memory, 126-Technical mem-
ories, 127-Cramming, 129-Elementary memory
unimprovable, 130-Utility of verbal memorizing,
131 Measurements of immediate memory, 133–
They throw little light, 134-Passion is the im-
portant factor in human efficiency, 137-Eye-
memory, ear-memory, etc., 137-The rate of
forgetting, Ebbinghaus's results, 139-Influence
of the unreproducible, 142-To remember, one
must think and connect, 143.
Education gives a stock of conceptions, 144-
The order of their acquisition, 146-Value of
verbal material, 149-Abstractions of different
orders: when are they assimilable, 151- False
conceptions of children, 152.
Often a mystifying idea, 155-The process de-
fined, 157-The law of economy, 159-Old-
fogyism, 160-How many types of apperception?
161-New heads of classification must continually
be invented, 163-Alteration of the apperceiving
mass, 165-Class names are what we work by,
166-Few new fundamental conceptions acquired
after twenty-five, 167.
The word defined, 169-All consciousness tends
to action, 170-Ideo-motor action, 171-Inhibi-
tion, 172- The process of deliberation, 174-
Why so few of our ideas result in acts, 176-
The associationist account of the will, 177-A
balance of impulses and inhibitions, 178—The
over-impulsive and the over-obstructed type, 179
-The perfect type, 180-The balky will, 181-
What character building consists in, 184-Right
action depends on right apperception of the case,
185-Effort of will is effort of attention: the
drunkard's dilemma, 187-Vital importance of
voluntary attention, 189-Its amount may be in-
determinate, 191—Affirmation of free-will, 192 —
Two types of inhibition, 193-Spinoza on inhibi-
tion by a higher good, 194-Conclusion, 195.
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