Stimuli

Examples

• The action of others is always influenced by deciding what stimuli shall call out their actions. John Dewey. Democracy and Education.
• One does not blush to show modesty or embarrassment to others, but because the capillary circulation alters in response to stimuli. John Dewey. Democracy and Education.
• Gradually certain stimuli are selected because of their relevancy, and others are degraded. John Dewey. Democracy and Education.
• But the withdrawal alters the stimuli operating, and tends to make them more consonant with the needs of the organism. John Dewey. Democracy and Education.
• He is merely selecting the stimuli supplied by the forms of the letters and the motor reactions of oral or written reproduction. John Dewey. Democracy and Education.
• The environment can at most only supply stimuli to call out responses. John Dewey. Democracy and Education.
• By operating steadily to call out certain acts, habits are formed which function with the same uniformity as the original stimuli. John Dewey. Democracy and Education.
• The worst thing about stubbornness of mind, about prejudices, is that they arrest development; they shut the mind off from new stimuli. John Dewey. Democracy and Education.
• Repeated responses to recurrent stimuli may fix a habit of acting in a certain way. John Dewey. Democracy and Education.
• The savage deals largely with crude stimuli; we have weighted stimuli. John Dewey. Democracy and Education.
• It furnishes original stimuli; it supplies obstacles and resources. John Dewey. Democracy and Education.
• The mere fact that customs are different means that the actual stimuli to behavior are different. John Dewey. Democracy and Education.
• Human beings control animals by controlling the natural stimuli which influence them; by creating a certain environment in other words. John Dewey. Democracy and Education.
• For it would be seen that the infant reacts to stimuli by activities of handling, reaching, etc. John Dewey. Democracy and Education.
• Their social activities are such as to restrict their objects of attention and interest, and hence to limit the stimuli to mental development. John Dewey. Democracy and Education.
• We start not so much with superior capacities as with superior stimuli for evocation and direction of our capacities. John Dewey. Democracy and Education.
• The adult uses his powers to transform his environment, thereby occasioning new stimuli which redirect his powers and keep them developing. John Dewey. Democracy and Education.
• A considerable portion of what is called imitation is simply the fact that persons being alike in structure respond in the same way to like stimuli. John Dewey. Democracy and Education.

Checked by Jean