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Title: How to Write a Thesis Author: Rowena Murray .
2. Was there anything unusual about the child previously? Due to bodily ormental weakness? Cowardice? Carelessness? Desire to be alone? Clumsiness?Jealousy? Dependence on others at meals, in dressing, washing, going to bed? Ishe afraid of being left alone? Afraid of darkness? Has he a clear idea of hissex? Any primary, secondary, and tertiary sexual characteristics? How does heregard the other sex? How far has his instruction in (p 299) sexual questionsproceeded? Step-child? Illegitimate? Boarded out? What were his foster-parentslike? Is he still in touch with them? Has he learned to walk and speak at thenormal time? Does he do this without mistakes? Was the teething normal? Had heany noticeable difficulties in learning to write, calculate, draw, sing, swim?Has he had any special attachment to any one mother, father, grandparents,nurse? (Care should be taken to discover the establishment of a hostile attitudeto life, anything that might rouse feelings of inferiority, tendencies toexclude difficulties and persons, traits of egotism, irritability, impatience,heightened emotion, activity, eagerness, caution.)
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(2006) How to Write a Thesis , 2nd edition .
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We see therefore that the very position of the child in the family may lendshape and color to all the instincts, tropisms, faculties and the like, which hebrings with him into the world. This affirmation robs of all value the theoriesof the inheritance of especial traits or talents, which are so harmful to alleducational effort. There are doubtless occasions and cases in which the effectof hereditary influences can be shown, as for instance, in a child who grows upremoved entirely from his parents, yet develops certain similar"familial" traits. This becomes much more comprehensible if oneremembers how closely certain types of mistaken development in a child arerelated to inherited defects of the body. Take a given child who comes into theworld with a weak body which results, in turn, in his greater tension toward thedemands of life and his environment. If his father came into the world withsimilarly defective organs and approached the world with a similar tension, itis not to be wondered at that similar mistakes and character traits shouldresult. Viewed from this standpoint it would seem to us that the theory ofinheritance of acquired characteristics is based upon very weak evidence.
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The positive counterpart may be shown in a small aspect of the psyche of thepoet Schiller for which I am indebted to the Viennese writer Rank, who isfamiliar with my views. I should like to preface this example by stating that Imust attribute especially to the dramatic poet a particular and uniqueovercompensation of the visual organ. In such overcompensation is founded hisscenic power, the selection and elaboration of his material. In the drama of themarksman William Tell, Schiller reveals a large (p 28) number of allusions tothe overcompensation of the visual organ, phrases which concern the eye and itsfunctions. I wish furthermore to point out the blinding of Melchthal and thehymn to the light of the eyes in William Tell. Schiller himself had weak eyes,suffered from inflammation of the eyes, and, until adulthood, from the childhooddisorder of blinking. He was much interested in hunting. Weltrich relates thatthe family of Schiller received its name on account of strabismus ( schielen ) .This would be of interest for the study of heredity . I mention this to callattention to the relationship of the poet to the inferior organ.
How To Write A Thesis By Rowena Murray Pdf
Usually, however, the normal grow of the superordinated nerve tracts, thatis, simple compensation through growth, seems to be sufficient to bring aboutnormal functioning. In this event the organ anomaly remains the same, and uponcloser examination we very often find that unextinguishable remnants lastthroughout life. In other cases the defect may have been overcome for all normalconditions only. It reappears as soon as psychological tension arises butremains hidden at times of rest. Frequent examples of this are: blinking inbright light, squinting during close work, stammering during excitement, andvomiting during emotion. This confirms our guess that compensation is due tooverperformance and increased growth of the brain. This strengthening of thepsychologica1 superstructure is shown by the successful outcome; its relation tosteady exercise is easily guessed. Thus a1so in the central nervous system thesame relationships of inferiority and compensation prevail.
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