ABSTRACT
This chapter focuses on the impossibility of such a course of action. It deals with general problems associated with learning, but it has switched attention more directly on to human learning in its full complexity. The main argument has been that learning, intelligence, remembering and motivation are complex, overlapping concepts. Intellectual skills may have a more tenuous physiological hold in the human organism. The concept of 'drive' has been used with an intention of explaining motivation, and drives have been subdivided into primary drives and secondary or acquired drives. The practical problem of motivation is not one of mechanically activating the supposed springs of human action, but of finding how to share and reconcile different purposes. The analogy in human learning would be with a situation where quite high anxiety might be thought to facilitate an easy piece of learning but put the learner off his stride if the learning task were more difficult.
