experience, or by an apperceiving
act of attention. Whenever in this apperceptive act there is, in
addition to the interpretation, a further feeling, or sense, of
familiarity, the presentation is accepted by the mind as a reproduction
from past experience, or is recognized as belonging to the past. When,
on the way down the street, for instance, impressions are received from
a passing form, and a resulting act of apperceiving attention, besides
reading meaning into them, awakens a sense of familiarity, the face is
recognized as one seen on a former occasion. Memory, therefore, is a
special mode of the apperceptive process of learning, and includes, in
addition to the interpreting of the new through the old, a belief that
there is an identity between the old and the new.

FACTORS OF MEMORY

In a complete example of memory the following factors may be noted:

1. The original presentation--as the first perception of an object or
scene, the reading of a new story, the hearing of a particular voice,
etc.

2. Retention--this involves the permanent changes wrought in the nervous
tissue as a result of the presentation or learning process and, as
mentioned above, is really physiological.

3. Recall--this implies the re-establishment of the nervous movements
involved in the original experiences and an accompanying revival of the
mental imagery.

4. Recognition--under this heading is included the sense of familiarity
experienced in consciousness, and the consequent belief that the present
experience actually occurred at some certain time as an element in our
past experience.

CONDITIONS OF MEMORY

=A. Physical Conditions.=--One of the first conditions for an effective
recollection of any particular experience will be, evidently, the
strength of the co-ordinations set up in the nervous system during the
learning process. The permanent changes brought about in the nervous
tissue as a result of conscious experience is often spoken of as the
physical basis of memory. The first consideration, therefore, relative
to the memorizing of knowledge is to decide the conditions favourable to
establishing such nervous paths during the learning process. First among
these may be mentioned the condition of the nervous tissue itself. As
already seen, the more plastic and active the condition of this tissue,
the more susceptible it is to receive and retain impressions. For this
reason anything studied when the body is tired and the mi