...all sorts of other absorbing experiences which are contributing to the formation of other concepts. At length the time arrives when the child has a "meaning"...all dogs but not enjoyed by cats and 'teddy-bears'." The formation of the concept has never been an end deliberately sought for itself (7, 204). It has...

...has a "meaning" for the word dog. Upon examination this meaning is found to be actu•••i ally a characteristic more or less common to all dogs and...all dogs but not enjoyed by cats and 'teddy-bears'." The formation of the concept has never been an end deliberately sought for itself (7, 204). It has...

...all sorts of other absorbing experiences which are contributing to the formation of other concepts. At length the time arrives when the child has a "meaning"...all dogs but not enjoyed by cats and 'teddy-bears.'" The formation of the concept has never been an end deliberately sought for itself. It has always been...

...the word 'dog.' Upon examination this meaning is found to be actually characteristic more or less of all dogs and not common to cats, dolls and 'teddybears.'...characteristics common to all dogs but not enjoyed by cats and teddy bears' " (38, pp. 5-6). We have already referred to W. Stem and K. BUhler in this connection...

...Hull's (1920) experiment different pairings of the word and the entity acquires the common element. 'But to the child the process of arriving at this meaning or concept has been largely unconscious' (Hull, 1920, pp. 5-6). The 'common element' or monothetic view of concepts is also apparent in the...