The Mind and Its Education. George Herbert BettsЧитать онлайн книгу.
be overstating the case if we say that as attention increases in arithmetical ratio, mental efficiency increases in geometrical ratio. It is in large measure a difference in the power of attention which makes one man a master in thought and achievement and another his humble follower. One often hears it said that "genius is but the power of sustained attention," and this statement possesses a large element of truth.
3. HOW WE ATTEND
Someone has said that if our attention is properly trained we should be able "to look at the point of a cambric needle for half an hour without winking." But this is a false idea of attention. The ability to look at the point of a cambric needle for half an hour might indicate a very laudable power of concentration; but the process, instead of enlightening us concerning the point of the needle, would result in our passing into a hypnotic state. Voluntary attention to any one object can be sustained for but a brief time—a few seconds at best. It is essential that the object change, that we turn it over and over incessantly, and consider its various aspects and relations. Sustained voluntary attention is thus a repetition of successive efforts to bring back the object to the mind. Then the subject grows and develops—it is living, not dead.
Attention a Relating Activity.—When we are attending strongly to one object of thought it does not mean that consciousness sits staring vacantly at this one object, but rather that it uses it as a central core of thought, and thinks into relation with this object the things which belong with it. In working out some mathematical solution the central core is the principle upon which the solution is based, and concentration in this case consists in thinking the various conditions of the problem in relation to this underlying principle. In the accompanying diagram (Fig. 4) let A be the central core of some object of thought, say a patch of cloud in a picture, and let a, b, c, d, etc., be the related facts, or the shape, size, color, etc., of the cloud. The arrows indicate the passing of our thought from cloud to related fact, or from related fact to cloud, and from related fact to related fact. As long as these related facts lead back to the cloud each time, that long we are attending to the cloud and thinking about it. It is when our thought fails to go back that we "wander" in our attention. Then we leave a, b, c, d, etc., which are related to the cloud, and, flying off to x, y, and z, finally bring up heaven knows where.
The Rhythms of Attention.—Attention works in rhythms. This is to say that it never maintains a constant level of concentration for any considerable length of time, but regularly ebbs and flows. The explanation of this rhythmic action would take us too far afield at this point. When we remember, however, that our entire organism works within a great system of rhythms—hunger, thirst, sleep, fatigue, and many others—it is easy to see that the same law may apply to attention. The rhythms of attention vary greatly, the fluctuations often being only a few seconds apart for certain simple sensations, and probably a much greater distance apart for the more complex process of thinking. The seeming variation in the sound of a distant waterfall, now loud and now faint, is caused by the rhythm of attention and easily allows us to measure the rhythm for this particular sensation.
4. POINTS OF FAILURE IN ATTENTION
Lack of Concentration.—There are two chief types of inattention whose danger threatens every person. First, we may be thinking about the right things, but not thinking hard enough. We lack mental pressure. Outside thoughts which have no relation to the subject in hand may not trouble us much, but we do not attack our problem with vim. The current in our stream of consciousness is moving too slowly. We do not gather up all our mental forces and mass them on the subject before us in a way that means victory. Our thoughts may be sufficiently focused, but they fail to "set fire." It is like focusing the sun's rays while an eclipse is on. They lack energy. They will not kindle the paper after they have passed through the lens. This kind of attention means mental dawdling. It means inefficiency. For the individual it means defeat in life's battles; for the nation it means mediocrity and stagnation.
A college professor said to his faithful but poorly prepared class, "Judging from your worn and tired appearance, young people, you are putting in twice too many hours on study." At this commendation the class brightened up visibly. "But," he continued, "judging from your preparation, you do not study quite half hard enough."
Happy is the student who, starting in on his lesson rested and fresh, can study with such concentration that an hour of steady application will leave him mentally exhausted and limp. That is one hour of triumph for him, no matter what else he may have accomplished or failed to accomplish during the time. He can afford an occasional pause for rest, for difficulties will melt rapidly away before him. He possesses one key to successful achievement.
Mental Wandering.—Second, we may have good mental power and be able to think hard and efficiently on any one point, but lack the power to think in a straight line. Every stray thought that comes along is a "will-o'-the-wisp" to lead us away from the subject in hand and into lines of thought not relating to it. Who has not started in to think on some problem, and, after a few moments, been surprised to find himself miles away from the topic upon which he started! Or who has not read down a page and, turning to the next, found that he did not know a word on the preceding page, his thoughts having wandered away, his eyes only going through the process of reading! Instead of sticking to the a, b, c, d, etc., of our topic and relating them all up to A, thereby reaching a solution of the problem, we often jump at once to x, y, z, and find ourselves far afield with all possibility of a solution gone. We may have brilliant thoughts about x, y, z, but they are not related to anything in particular, and so they pass from us and are gone—lost in oblivion because they are not attached to something permanent.
Such a thinker is at the mercy of circumstances, following blindly the leadings of trains of thought which are his master instead of his servant, and which lead him anywhere or nowhere without let or hindrance from him. His consciousness moves rapidly enough and with enough force, but it is like a ship without a helm. Starting for the intellectual port A by way of a, b, c, d, he is mentally shipwrecked at last on the rocks x, y, z, and never reaches harbor. Fortunate is he who can shut out intruding thoughts and think in a straight line. Even with mediocre ability he may accomplish more by his thinking than the brilliant thinker who is constantly having his mental train wrecked by stray thoughts which slip in on his right of way.
5. TYPES OF ATTENTION
The Three Types of Attention.—Attention may be secured in three ways: (1) It is demanded by some sudden or intense sensory stimulus or insistent idea, or (2) it follows interest, or (3) it is compelled by the will. If it comes in the first way, as from a thunderclap or a flash of light, or from the persistent attempt of some unsought idea to secure entrance into the mind, it is called involuntary attention. This form of attention is of so little importance, comparatively, in our mental life that we shall not discuss it further.
If attention comes in the second way, following interest, it is called nonvoluntary or spontaneous attention; if in the third, compelled by the will, voluntary or active attention. Nonvoluntary attention has its motive in some object external to consciousness, or else follows a more or less uncontrolled current of thought which interests us; voluntary attention is controlled from within—we decide what we shall attend to instead of letting interesting objects of thought determine it for us.
Interest and Nonvoluntary Attention.—In nonvoluntary attention the environment largely determines what we shall attend to. All that we have to do with directing this kind of attention is in developing certain lines of interest, and then the interesting things attract attention. The things we see and hear and touch and taste and smell, the things we like, the things we do and hope to do—these are the determining factors in our mental life so long as we are giving nonvoluntary attention. Our attention follows the beckoning of these things