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Conditions that hold true during the early stages of our development determine the mode of engagement between our respective mentalities and the objective World.
Determined are qualities of subjective inner states, criteria for differentiating and discerning external objects, and links connecting such objects and such states.
Accidental groupings of the primary units of experience are assigned into cognitive categories. These may then be used to construct all subsequent complex concepts, so the conscious Mind may regard them as possessing independent existence.
As we are conditioned during infancy and childhood, our subconsciousness permanently fuses together all the sensory images it encounters during certain critical psychosomatic states.
At any instant of a conscious flow, the two major inputs - subjective and objective - must be present in a certain proportion. The memory records them fused together, as one. All the objective information that is present within the sensory field is lumped together. Then, in a simple Pavlovian fashion, it acquires relevance by being superimposed upon the subjective background.
Arbitrary associations are formed with respect to the stream of subjective experience (such as pain, hunger, desire, fear, contentment, sexual sensations, and other feedback produced by physiological condition of our bodies). They invariably include all objective elements present within the external sensory field, and taking place in the temporal proximity of such subjective experience.
This constitutes the basic element of learning. The relevance or meaning is most strongly associated with the entire exact composite of the sensory input, and gradually less so with its increasingly more incomplete fragments.
No logical relationship of cause and effect partakes in the process. That which accompanies a subjective experience on the outside becomes identified with it. From here on, whenever encountered, it will always signify its essence and meaning.
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