ABSTRACT
This chapter provides the necessity of proper perspective on the interaction of learning and hereditary maturation, in determining the individual personality. It describes three forms of learning: classical conditioning; goal path reward learning; and integration learning. Integration learning is the essential producer of both general sentiments and the self-sentiment, but shows its nature most clearly in the latter. When some curves of personality change with age, one must keep in mind that development can be maturation, learning, or an interaction of the two. An important principle here, in regard to the maturational limits in learning, is brought out by Hilgard, in regard to his own experiments and those of others on children's acquisition of walking, language habits, reading, etc. In considering changes which express hereditary, neurological, and hormonal developments it is easy to forget that maturation implies downward as well as upward changes.
