Thought, covert symbolic responses to stimuli that are either intrinsic (arising from within) or extrinsic (arising from the environment). Thought, or thinking, is considered to mediate between inner activity and external stimuli.
In everyday language, the word thinking covers several distinct psychological activities. It is sometimes a synonym for “tending to believe,” especially with less than full confidence (“I think that it will rain, but I am not sure”). At other times it denotes the degree of attentiveness (“I did it without thinking”) or whatever is in consciousness, especially if it refers to something outside the immediate environment (“It made me think of my grandmother”). Psychologists have concentrated on thinking as an intellectual exertion aimed at finding an answer to a question or the solution of a practical problem.
The psychology of thought processes concerns itself with activities similar to those usually attributed to the inventor, the mathematician, or the chess player, but psychologists have not settled on any single definition or characterization of thinking. For some it is a matter of modifying “cognitive structures” (i.e., perceptual representations of the world or parts of the world), while others regard it as internal problem-solving behaviour.
Yet another provisional conception of thinking applies the term to any sequence of covert symbolic responses (i.e., occurrences within the human organism that can serve to represent absent events). If such a sequence is aimed at the solution of a specific problem and fulfills the criteria for reasoning, it is called directed thinking. Reasoning is a process of piecing together the results of two or more distinct previous learning experiences to produce a new pattern of behaviour. Directed thinking contrasts with other symbolic sequences that have different functions, such as the simple recall (mnemonic thinking) of a chain of past events.
Historically, thinking was associated with conscious experiences, but, as the scientific study of behaviour (e.g., behaviourism) developed within psychology, the limitations of introspection as a source of data became apparent; thought processes have since been treated as intervening variables or constructs with properties that must be inferred from relations between two sets of observable events. These events are inputs (stimuli, present and past) and outputs (responses, including bodily movements and speech). For many psychologists such intervening variables serve as aids in making sense of the immensely complicated network of associations between stimulus conditions and responses, the analysis of which otherwise would be prohibitively cumbersome. Others are concerned, rather, with identifying cognitive (or mental) structures that consciously or unconsciously guide a human being’s observable behaviour.
Developments in the study of thought
Elements of thought
The prominent use of words in thinking (“silent speech”) encouraged the belief, especially among behaviourist and neobehaviourist psychologists, that to think is to string together linguistic elements subvocally. Early experiments revealed that thinking is commonly accompanied by electrical activity in the muscles of the thinker’s organs of articulation (e.g., in the throat). Through later work with electromyographic equipment, it became apparent that the muscular phenomena are not the actual vehicles of thinking; they merely facilitate the appropriate activities in the brain when an intellectual task is particularly exacting. The identification of thinking with speech was assailed by the Russian psychologist Lev Semyonovich Vygotsky and by the Swiss developmental psychologist Jean Piaget, both of whom observed the origins of human reasoning in children’s general ability to assemble nonverbal acts into effective and flexible combinations. These theorists insisted that thinking and speaking arise independently, although they acknowledged the profound interdependence of these functions.
Following different approaches, three scholars—the 19th-century Russian physiologist Ivan Mikhailovich Sechenov; the American founder of behaviourism, John B. Watson; and Piaget—independently arrived at the conclusion that the activities that serve as elements of thinking are internalized or “fractional” versions of motor responses. In other words, the elements are considered to be attenuated or curtailed variants of neuromuscular processes that, if they were not subjected to partial inhibition, would give rise to visible bodily movements.
Sensitive instruments can indeed detect faint activity in various parts of the body other than the organs of speech—e.g., in a person’s limbs when movement is thought of or imagined without actually taking place. Recent studies show the existence of a gastric “brain,” a set of neural networks in the stomach. Such findings have prompted theories to the effect that people think with the whole body and not only with the brain, or that, in the words of the American psychologist B.F. Skinner, “thought is simply behavior—verbal or nonverbal, covert or overt.”
The logical outcome of these and similar statements was the peripherals view. Evident in the work of Watson and the American psychologist Clark L. Hull, it held that thinking depends on events in the musculature: these events, known as proprioceptive impulses (i.e., impulses arising in response to physical position, posture, equilibrium, or internal condition), influence subsequent events in the central nervous system, which ultimately interact with external stimuli in guiding further action. There is, however, evidence that thinking is not prevented by administering drugs that suppress all muscular activity. Furthermore, it has been pointed out by researchers such as the American psychologist Karl S. Lashley that thinking, like other more-or-less skilled activities, often proceeds so quickly that there is not enough time for impulses to be transmitted from the central nervous system to a peripheral organ and back again between consecutive steps. So the centralist view—that thinking consists of events confined to the brain (though often accompanied by widespread activity in the rest of the body)—gained ground later in the 20th century. Nevertheless, each of these neural events can be regarded both as a response (to an external stimulus or to an earlier neutrally mediated thought or combination of thoughts) and as a stimulus (evoking a subsequent thought or a motor response).
The elements of thinking are classifiable as “symbols” in accordance with the conception of the sign process (“semiotics”) that grew out of the work of philosophers (e.g., Charles Sanders Peirce), linguists (e.g., C.K. Ogden and Ivor A. Richards), and psychologists specializing in learning (e.g., Hull, Neal E. Miller, O. Hobart Mowrer, and Charles E. Osgood). The gist of this conception is that a stimulus event x can be regarded as a sign representing (or “standing for”) another event y if x evokes some, but not all, of the behavior (both external and internal) that would have been evoked by y if it had been present. When a stimulus that qualifies as a sign results from the behavior of an organism for which it acts as a sign, it is called a “symbol.” The “stimulus-producing responses” that are said to make up thought processes (as when one thinks of something to eat) are prime examples.
This treatment, favored by psychologists of the stimulus-response (S-R) or neo-associations current, contrasts with that of the various cognitivist or neorationalist theories. Rather than regarding the components of thinking as derivatives of verbal or nonverbal motor acts (and thus subject to laws of learning and performance that apply to learned behavior in general), cognitivists see the components of thinking as unique central processes, governed by principles that are peculiar to them. These theorists attach overriding importance to the so-called structures in which “cognitive” elements are organized, and they tend to see inferences, applications of rules, representations of external reality, and other ingredients of thinking at work in even the simplest forms of learned behavior.
The school of Gestalt psychology holds the constituent of thinking to be of essentially the same nature as the perceptual patterns that the nervous system constructs out of sensory excitations. After the mid-20th century, analogies with computer operations acquired great currency; in consequence, thinking came to be described in terms of storage, retrieval, and transmission of items of information. The information in question was held to be freely translatable from one “coding” to another without impairing its functions. What came to matter most was how events were combined and what other combinations might have occurred instead.