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The dog, on the other hand, has few or no ideas because his brain acts in coarse fashion and because there are few connections with each single process.
Edward Thorndike
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Some statements concern the conscious states of the animal, what he is to himself as an inner life; others concern his original and acquired ways of response, his behavior, what he is an outside observer.
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So the animal finally performs in that situation only the fitting act.
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Psychology is the science of the intellects, characters and behavior of animals including man.
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Psychology helps to measure the probability that an aim is attainable.
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On the whole, the psychological work of the last quarter of the nineteenth century emphasized the study of consciousness to the neglect of the total life of intellect and character.
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Nowhere more truly than in his mental capacities is man a part of nature.
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Just as the science and art of agriculture depend upon chemistry and botany, so the art of education depends upon physiology and psychology.
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It will, of course, be understood that directly or indirectly, soon or late, every advance in the sciences of human nature will contribute to our success in controlling human nature and changing it to the advantage of the common weal.
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Human education is concerned with certain changes in the intellects, characters and behavior of men, its problems being roughly included under these four topics: Aims, materials, means and methods.
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Human beings are accustomed to think of intellect as the power of having and controlling ideas and of ability to learn as synonymous with ability to have ideas. But learning by having ideas is really one of the rare and isolated events in nature.
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For origin and development of human faculty we must look to these processes of association in lower animals.
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Dogs get lost hundreds of times and no one ever notices it or sends an account of it to a scientific magazine.
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