The primitive "F" is thought to manifest characteristics opposite to those of the primitive "R" even in infancy. The flexible infant is thought of as one who experiences frustration when he cannot respond effectively to the many and various stimuli which arrest his attention; who becomes angry in response to external attempts to control his activities rand restrict his interests; and who grows fearful if the range of his awareness is curtailed. If he is an Externalizer, a state of sensory deprivation, such as darkness, tends to frighten him, because it restricts awareness in his area of dominance. If' he is an Internalizer, he is more fearful under sensory bombardment, which encroaches on his private world, and interferes with his internal preoccupations.
Environmental pressures will tend to mobilize against the distractibility of the "F" child, pushing him toward focus and concentration. Opposition will also arise to his excessive reactivity. The primitive "F" has initiative, and engages readily in spontaneous activity. His behavior, however, is characteristically lacking in attention and persistence, and tends to arouse irritation and annoyance in those who are attempting to direct him.
The over-activity of the externalized "F," in particular, tends to be met with parental impatience and anger. He is behaviorally extremely active, and perceptually keenly aware and over-responsive. He combines these externalized characteristics with the typical "F" difficulty in restricting the stimulus-field. The combination results in an extremely active, responsive individual, reacting to so many competing environmental stimuli that he is virtually chaotic. Strong parental pressures often accompanied by anger, punishment, and rejection may be applied, in order to induce him to control and channelize his excessive behavioral activity.
The internalized "F" is not so likely to arouse external opposition to his activities, not because they are less excessive, but because they are not nearly so apparent. The internalized "F" does not create obvious environmental disturbances. On the contrary, he appears to be quite passive, because he is essentially unresponsive to environmental stimuli. He Is, however, highly occupied with mental activities, and is as distractible, over-responsive, and confused as the flexible Externalizer, though in his own dominant area. He is apt to arouse negative parental feelings because of his lack of external awareness. In fact, the surrounding adults may have to resort to relatively extreme methods in order to secure his attention. His lack of awareness may give rise to irritation and annoyance, and his comparative unawareness of more moderate approaches may result in open anger and gross punishment.
The "F" child is essentially a fantasy producer. If he is also an Internalizer, he will direct his fantasies toward the ideational sphere. He may, in fact, develop so strongly in the direction of fantasy that considerable external opposition may be necessary in order to keep him in contact with reality. In this connection, the internalized "R" has something of an advantage over him. If such a child is fantasy prone, he will tend to become preoccupied in only one, or perhaps in several, specific mental areas. In contrast, the fantasy production of the flexible Internalizer is much more extensive. As a result, he is in considerably greater danger of autistic withdrawal, unless his tendencies can be controlled.
In learning situations, the flexible child is virtually unable to employ imitation and rote. He is therefore likely to be far more confused and much more anxious. He is considerably less willing than the rigid child to learn what he does not understand. In early learning, then, the rigid child is at a certain advantage, although his lack of insight will probably catch up with him in time.
The flexible child's learning is slowed down by his own anxiety, confusion, and need to understand. It is apt to be slowed down still further by his fluctuating attention, and difficulties in concentration. In consequence, he is particularly likely to develop strong inferiority feelings. It can be said that his future adaptation will depend, to a considerable extent, on his ability to achieve a successful adjustment in the face of his own inferiority feelings.
While pressure is applied to the primitive "R" to push him from one developmental phase to the next, it is more apt to direct the primitive "F" toward becoming increasingly slow but sure. He is urged, at home and in school, to restrict his inherent tendencies toward originality, and to abide by rules. He is apt to be punished for not accepting authority before he understands it. Disapproval and punishment are likely to force him toward
focus, and away from distractability. The "F" child tends to cry easily. He has a low threshold for stress, pain and frustration. Pressure may therefore be exerted upon him to decrease his pervasive over-sensitivity.
The primitive "F" may meet with opposition not only because of his inherent flexibility, but also because of the further restrictions imposed by his externalized or internalized tendency. He, too, may compensate for one, both, or neither. If he compensates, he will do so in response to anxiety, guilt, and inferiority. On the one hand, he will introduce great tension into his life. On the other hand, he will be better able to function appropriately in a large variety of life situations. Flexibility alone provides a basis for limited responsiveness. In the interests of efficient living, the primitive "F" must escape from his tendency toward distractability in either the perceptual or ideational areas, and develop sufficient insulation to prevent confusion. He must also learn to respond appropriately in perceptual and intellectual spheres, and achieve meaningful integration in both types activity.