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Relation of Experience to Learning Joseph J. Weber The University of Texas I. Function of Experience. ALL learning is based upon ex- perience. Psychologically the function of experience is to initiate and strengthen neural connec- tions between the situations which life presents to us and the specific re- sponses which we make to these situa- tions. For instance, life presents to the infant two human beings, and it learns to respond with "mamma" and "daddy." The modern psychologist recognizes various kinds of experience. They are (1) visual exploration, (2) audition, or hearing, (3) kinesthetic sensations resulting from manipulation, (4) cu- taneous sensations, such as pressure, heat and cold, (5) olfactory and gus- tatory sensations, or smell and taste, and (6) miscellaneous organic feel- ings, arising from the function of in- ternal glands and organs of the body. Taking these up in the reverse or- der, by miscellaneous organic feelings I mean such experiences as sex drive, hunger, thirst, love of approval, dread of disapproval, various, emotions, ill- ness, and so forth. From illness we may learn the meaning of indigestion, acquire skill in mastication, and gain the desire for good health. From the soil of our emotions grow the concepts fear, anger, joy, happiness, the skills of play, and the ideal of self-control. And a wealth of knowledge, skill* and ideals springs up from the confl plementary instincts—love of approvsM and dread of disapproval. From tU sensation of thirst arise ideas ranging from the old oaken bucket to modem bootleggery. Hunger and its proper satisfaction may be the guiding motivB for theft, industry, or even a mail riage proposal. And the sex drive it4| self is responsible for many human aspirations and achievements, as man| ifested in romance, the home, and suc- cess. Obviously miscellaneous or- ganic feelings play an important role in the serial melodrama of life. Olfactory and gustatory sensationi play perhaps the smallest role in the learning process. From smell we acquire a few notions, ranging from stench to fragrance and leading up tJ the ideal of cleanliness. From taste we get another limited array of con-* cepts and, in addition, the stimulus for] higher culinary skills and the ideals of the epicure. But the sum total of learning frcm these two kinds of ex- perience is comparatively insignificant. Cutaneous sensations come next in importance. From these we acquire the ideas of "feel," contact, pressure,, heat and cold. Forcing them into a separate category in this discussion is somewhat arbitrary; they may equally 284