All living beings prioritize their survival and reproduction above all else, and they strive to act in the most rational manner based on their experiences to achieve these goals.
In this process, they do not adhere to human concepts such as “good and evil” or “common sense.”
Instead, they aim to employ the best possible strategies, utilizing the environment, objects, other beings, and fellow individuals to achieve their objectives of securing benefits and avoiding dangers.
This principle of action is called “rational conclusion based on available information,” and such actions are referred to as “cognitively rational behavior.”
For example, when a baby feels hungry, they cry. If crying solves the hunger problem, no other action (or emotion) is necessary.
| Baby: hungry → cries >> Mother: hears the baby crying → feeds the baby >> Baby’s energy deficiency is resolved. |
However, if crying does not solve the hunger problem, the baby will need to find another way to resolve it.
| Baby: hungry → cries >> Mother: hears the baby crying → ignores (does not feed) >> Baby: energy deficiency is not resolved → needs to take another action to get milk. |
In this case, repeating “crying” does not resolve the condition, so another action is necessary.
| Baby: hungry → cries >> no milk obtained >> Baby: cries >> no milk obtained >> Baby: needs another action to obtain milk since crying does not work. |
In the case of the baby, if crying does not resolve the issue, they will try other methods.
Since a baby lacks complex motor skills (speaking or walking), they will use the information they have, such as “crying (continuing, stopping, crying louder, crying softer)” or “moving arms and legs,” to perform what seems to be the most optimal action (cognitively rational behavior).
| Baby: cries >> Mother: no response >> Baby: cries louder (to get noticed by the mother). |
Similarly, for children and adults, when the information they receive matches a condition that needs to be resolved (a problem arises), they will perform the associated action.
If this does not solve the problem, an emotion arises, and they will try to guess and take another action to resolve it.
For example, when receiving information indicating an energy deficiency, the emotion “hunger (discomfort)” arises, and they will try to resolve the hunger until it is solved.
| Child: hungry (discomfort) → calls for mother (to get food) >> Mother: not present >> Child: tries another action, like searching for food, to resolve hunger. |
Mechanism
Actions are hypothesized and executed based on previously acquired information to achieve the goal (resolving the condition) by finding the most optimal result. This optimal method is determined by referring to the pleasure and discomfort associated with the relevant information, aiming to find the combination that provides the most pleasure and avoids the most discomfort.
To put it in simpler terms,
Resolutive actions can be described as carrying out actions that an individual feels are optimal among the options available at that moment.
The process of deducing the most suitable method is termed “rational conclusion based on available information,” while the execution of that method is referred to as “cognitive rational behavior.”
For instance, when a baby cries because they want milk,
The action of “crying” is chosen as it’s perceived to be the most effective action among the available options at that moment.
Here’s an example of actions a baby can take and potential outcomes related to obtaining milk:
- Crying -> There’s a possibility of getting milk
- Quieting down -> It’s difficult to get milk
- Moving hands -> It’s difficult to get milk
- Moving legs -> It’s difficult to get milk
During infancy, babies have limited information and undeveloped bodies, restricting their capabilities.
As they acquire more information and grow, their approach to situations evolves.
For example, when a baby feels hungry, they might cry to alert their mother.
As they grow older, they might use words like “I’m hungry” to communicate, or even try to find food themselves.
Here’s an example of how the action changes when feeling hungry,
| Baby: Cries -> Toddler: Puts something edible in their mouth -> Child: Calls for mother, opens the fridge -> Adult: Cooks, goes grocery shopping, dines out |
As individuals grow, their action evolves, often influenced by the acquisition of “(1) information about methods” and the associated “(2) emotional information” related to that information.
(1) information about methods
| Actions are executed based on the information acquired thus far to achieve the goal of resolving a condition, by hypothesizing and executing the most optimal method that yields the best results—referring to associated pleasure and discomfort linked to relevant information to attain the highest pleasure and avoid discomfort possible. Therefore, methods of action vary significantly depending on the information individuals have acquired in the past (behavioral patterns). |
For example, a child who has observed their parent fishing and thus knows about fishing but is unaware of other methods will attempt to catch fish through fishing.
- Only knows fishing -> Tries to catch fish by fishing
- Only knows scooping with a net -> Tries to catch fish with a net
- Only knows trapping -> Tries to catch fish with a trap
Similarly, a child who has learned how to use a knife and fork from their parents and doesn’t know any other way will try to eat using a knife and fork.
- Doesn’t know methods other than knife and fork -> Tries to eat with knife and fork
- Doesn’t know methods other than chopsticks -> Tries to eat with chopsticks
- Doesn’t know methods other than hands -> Tries to eat with hands
For example, a child who observes their parent becoming frustrated and seeking out the culprit or assigning blame when something unpleasant happens may feel that this approach is appropriate. Consequently, when faced with a similar situation, the child, knowing no other method besides pursuing the culprit or assigning blame, and believing this method to be the most suitable, will also become frustrated and seek out the culprit or assign blame.
Similarly, if the child is unaware of any method other than discussing calmly with others without getting angry, believing this method to be the most appropriate, they may attempt to resolve the issue by discussing calmly with others, believing that the cause might also lie with themselves.
- Only knows the method of trying to find the culprit or assign blame and perceives it as optimal -> Tries to find the culprit or assign blame while feeling frustrated
- Only knows the method of thinking that they might also be partially responsible and trying to resolve the issue by discussing without getting angry, and perceives it as optimal -> Tries to resolve the issue by discussing without getting angry, believing that they might also be partially responsible
From the above, it is evident that to discover better methods, one needs to incorporate new information from external sources. Furthermore, if someone observes a method being executed by others and feels that “that method is not good,” it indicates that the person may not be aware of alternative methods.
Therefore, if one wishes to change that person’s method to another, it would be beneficial to inform them that there are better methods available.
*On a related note, the information that forms the basis of behavioral patterns comes from various sources besides parents, including siblings, grandparents, cousins, friends, school teachers, television, and more.
However, during early childhood when the foundational aspects of behavioral patterns are established, a significant portion of the information comes from parents.
Therefore, human behavioral patterns are most heavily influenced by information received from parents.
(2) emotional information
| Actions are executed based on the information acquired thus far to achieve the goal of resolving a condition, by hypothesizing and executing the most optimal method that yields the best results—referring to associated pleasure and discomfort linked to relevant information to attain the highest pleasure and avoid discomfort possible. |
Exactly, when taking some action:
- A①: If pleasure is associated with the information, i.e., feeling “good” about having taken such action.
- A②: If the relief of discomfort is associated with the information, i.e., feeling that “bad outcomes were avoided” by taking such action.
similar behavioral patterns are more likely to occur.
Moreover, through inference from acquired information (referring to associated information):
- A③: If recalling pleasure is triggered by referencing information associated with pleasure, i.e., feeling that “good outcomes can be achieved” by taking such action.
- A④: If recalling relief of discomfort is triggered by referencing information associated with relief, i.e., feeling that “bad outcomes can be avoided” by taking such action.
similar behavioral patterns are also more likely to occur.
When taking some action:
- B①: If the alleviation of pleasure is associated with the information, i.e., feeling that “good outcomes were not achieved” by taking such action.
- B②: If discomfort is associated with the information, i.e., feeling that “bad outcomes were experienced” by taking such action.
similar behavioral patterns are more likely to be avoided.
Additionally, through inference from acquired information (referring to associated information):
- B③: If recalling the alleviation of pleasure is triggered by referencing information associated with pleasure alleviation, i.e., feeling that “good outcomes were not achieved” by taking such action.
- B④: If discomfort is recalled by referencing information associated with discomfort, i.e., feeling that “bad outcomes were experienced” by taking such action.
it is believed that these behavioral patterns are more likely to be avoided.
| ・Changes in the likelihood of taking action due to the association between action (information) and emotion: A①: Action ａ × Pleasure ⇒ Becomes more likely to take action ａ. A②: Action ｂ × Avoidance of discomfort ⇒ Becomes more likely to take action ｂ. A③: Action ｃ × Pleasure ⇒ Becomes more likely to take action ｃ. A④: Action ｄ × Avoidance of discomfort ⇒ Becomes more likely to take action ｄ. B①: Action ｅ × Avoidance of pleasure ⇒ Becomes less likely to take action ｅ. B②: Action ｆ × Discomfort ⇒ Becomes less likely to take action ｆ. B③: Action ｇ × Avoidance of pleasure ⇒ Becomes less likely to take action ｇ. B④: Action ｈ × Discomfort ⇒ Becomes less likely to take action ｈ. |
For example, if you catch fish while fishing, you become more inclined to fish.
If you can’t catch fish while fishing, you tend to stop fishing.
- If you catch fish while fishing: Associating fishing with pleasure -> Makes it easier to engage in fishing: Fishing is linked with the pleasure of success.
- If you don’t catch fish while fishing: Associating fishing with discomfort -> Makes it harder to engage in fishing: Fishing is linked with the discomfort of failure.
In a familiar context, if you study and receive praise, you become more motivated to study.
Similarly, if you get hurt while touching insects, you become less likely to touch insects.
Even when you know multiple methods, only the most effective one tends to be executed. For example:
Suppose you know three methods for catching fish: “fishing,” “netting,” and “trapping.”
However, if you often catch fish while fishing, but rarely succeed with netting or trapping:
- Successful fishing: Associating fishing with pleasure -> Motivation to engage in fishing increases.
- Limited success with netting: Associating netting with discomfort -> Reduced motivation to engage in netting.
- Limited success with trapping: Associating trapping with discomfort -> Reduced motivation to engage in trapping.
As a result, you are more likely to execute the “fishing” method, which seems to yield the best outcome among the three options.
Also, if you have never actually caught fish and have heard from others that “fishing yields good results,” “netting rarely works,” and “trapping rarely works,” you become more likely to attempt fishing.
- Hearing that fishing yields good results: Associating fishing with pleasure -> Motivation to engage in fishing increases.
- Hearing that netting rarely works: Associating netting with discomfort -> Reduced motivation to engage in netting.
- Hearing that trapping rarely works: Associating trapping with discomfort -> Reduced motivation to engage in trapping.
As a result, you are more likely to execute the “fishing” method, which seems to yield the best outcome among the three options based on what you’ve heard.
*As a clarification, it’s important to note that in reality, other information acquired (such as the current environment or situation) also serves as decision-making criteria. Therefore, the likelihood of actions occurring as described above may not be determined as simply in practice.
An example of taking actions based on acquired information (past experiences) to deduce the best course of action (cognitively rational behavior):
For instance, there are individuals who are proactive in initiating conversations with people they meet for the first time.
This behavior is likely due to their belief that initiating conversations with others leads to “positive outcomes” or helps them “avoid negative outcomes,” based on their past experiences.
Thus, for them, “initiating conversations” becomes the optimal solution (cognitive rational behavior).
Similarly, individuals who do not often engage in conversations with others may do so because their past experiences have led them to believe that not interacting with others as much results in “positive outcomes” or helps them “avoid negative outcomes.”
As a result, “not initiating conversations with others” becomes the optimal solution (cognitive rational behavior) for them.
supplementary explanation
Action (cognitive rational behavior) entails executing the most optimal approach from within one’s own information to resolve conditions (achieve goals), and it is not about simply carrying out what others say.
For instance, when parents say “Do ○○,” it doesn’t mean the child will automatically act that way (that wouldn’t necessarily be the child’s cognitive rational behavior).
Similarly, when parents say “Don’t do ○○,” it doesn’t mean the child will completely stop doing it (that wouldn’t automatically become cognitive rational behavior).
Hence, for instance, if the method of achieving a goal (resolving discomfort) becomes “listening to parents (to alleviate discomfort)” or “doing ○○ (to alleviate discomfort),” then actions like “listening to parents” or “doing ○○” will be undertaken.
However, if the method of achieving the goal (alleviating discomfort) involves “making it seem like ○○ was done (to alleviate discomfort)” or “making it forget (to alleviate discomfort)” or “escaping (to alleviate discomfort),” then actions like “pretending to do ○○,” “lying about having done ○○,” “saying you’re busy and will do it later,” “trying to change the subject,” or “running away” will be attempted as strategies to execute what is perceived as the optimal solution in response.
Action = Method perceived as the optimal solution by the individual
External Information: Parent’s statement “Do ○○” ->
Conditioned emotion “discomfort”: Goal “alleviating discomfort” ->
Cognitively rational thinking “What action would be the optimal solution to alleviate discomfort?” ->
Action involves carrying out what is perceived as the optimal solution for discomfort relief, rather than a simple “do ○○” or “don’t do ○○.”