ABSTRACT
Like all other forms of behavior, the reinforcement and recollection of reactions does not constitute something unchanging, but varies strongly depending upon age, sex, and features particular to the individual. In particular, memory tends to be distinguished in terms of rate and strength of recall. Severe anemia, the presence of intoxicants in the organism, and an overall slackness of the nervous system are associated, obviously, with an attenuation in memory just as every form of nourishment, amplification, and reinforcement of the nervous system restores memory. The recollection of a reaction constitutes just as much an activity as does reinforcement, being only a later stage of the very same process. The first task of education in this sense is to assign to imagination responsibility for the very same functions as are assigned to memory. That the child’s fantasy has yet to become differentiated from his memory is, therefore, a distinctive feature of the child’s imagination.
