The Dancing Mouse Part 20

[Ill.u.s.tration: FIGURE 27--A record sheet, showing the plan of labyrinth C (as made on the sheet by means of a rubber stamp) on which the experimenter recorded the path followed by the mouse. This sample sheet presents the path records for the first, fifth, tenth, and eleventh tests of No. 2 in labyrinth C. 1, 2, 3, 4, 5 designate the several errors of the labyrinth.]

On the basis of the supposition that a maze whose path was so complex that the animal would not be likely to follow it correctly in the early trials would be more to the purpose than either A or B, labyrinth C was devised.

As is shown in the plan of this maze, Figure 27, five mistakes in choice of path were possible on the forward trip. These errors, as a rule, were more difficult for the dancers to avoid than those of labyrinths A and B.

Those which are designated by the numerals 2, 3, and 4 were especially difficult. Error 4 was much more troublesome for left whirlers than for right whirlers because, after turning around abruptly at the entrance to the blind alley, the former type of dancer almost always followed the side wall of the maze so far that it missed the correct path. Undoubtedly the various errors are not of the same value for different individuals; but it would be extremely difficult, if not impossible, to devise a maze which should be equally difficult for several normal individuals.

In order that records of the path followed by a mouse in test after test might be kept with ease and accuracy by the experimenter, the plan of this labyrinth, and also that of labyrinth D, were cast in rubber. The outlines of labyrinths C and D which appear in Figures 27 and 28 respectively were made with the rubber stamps which were thus obtained. Figure 27 is the reproduction of a record sheet which presents the results of the first, the fifth, the tenth, and the eleventh tests of No. 2 in labyrinth C. The path followed by this individual in the first test was far too complex to be traced accurately on the record sheet. The record therefore represents merely the number of errors which was made in each region of the maze. For the fifth test, and again for the tenth and the eleventh, the path was recorded accurately. This simple device for making record blanks which can readily be filled in at the time of the experiment should recommend itself to all students of animal behavior.

In labyrinth C ten pairs of dancers were given continuous training tests at the rate of one test per minute until they were able to follow the direct path correctly. Because of the difficulty in learning this maze perfectly, it was not demanded of the mice that they should follow the path correctly several times in succession, but instead the training was terminated after the first successful trip.

TABLE 39

RESULTS OF LABYRINTH-C EXPERIMENTS, WITH TWENTY DANCERS

MALES FEMALES

NO. OF NO. OF FIRST NO. OF NO. OF FIRST MOUSE CORRECT TEST MOUSE CORRECT TEST

2 11 29 15 30 33 49 34 50 49 57 15 52 22 59 15 58 16 215 10 60 17 415 10 76 3 75 8 78 6 77 11 86 5 87 9 88 25 85 11

AV. 18.7 AV. 13.8

The results of the experiments with this labyrinth as they are presented in Table 39 indicate that its path is considerably more difficult for the dancer to learn than that of labyrinth B, that the females learn more quickly than the males, and finally, that individual differences are just as marked as they were in the case of the simpler forms of labyrinth. It therefore appears that increasing the complexity of a labyrinth does not, as I had supposed it might, diminish the variability of the results.

Certain of the individual differences which appear in Table 39 are due, however, to the fact that in some cases training in labyrinth B had preceded training in labyrinth C, whereas in the other cases C was the first labyrinth in which the animals were tested. But even this does not serve to account for the wide divergence of the results given by No. 2 and No. 50, for the latter had been trained in B previous to his training in C, and the former had not been so trained. Yet, despite the advantage which previous labyrinth experience gave No. 50, he did not learn the path of C as well in fifty tests as No. 2 did in eleven. The facts concerning the value of training in one form of labyrinth for the learning of another, as they were revealed by these experiments, may more fittingly be discussed in a later chapter in connection with the facts of memory and re-learning.

[Ill.u.s.tration: FIGURE 28.--Plan of Labyrinth _D_, as reproduced from a print made with a rubber stamp. _I_, entrance; _O_, exit; numerals 1 to 13, errors.]

Labyrinth C is a type of maze which might properly be described as irregular, since the several possible errors are extremely different in nature. In view of the results which this labyrinth yielded, it seemed important that the dancer be tested in a perfectly regular maze of the labyrinth-D type. The plan which I designed as a regular labyrinth has been reproduced, from a rubber stamp print, in Figure 28. As is true also of the mazes previously described, it provides four kinds of possible mistakes: namely, by turning to the left (errors 1, 5, 9, and 13), by turning to the right (errors 3, 7, and 11), by moving straight ahead (errors 2, 4, 6, 8, 10, and 12), and by turning back and retracing the path just followed. The formula for the correct path of _D_ is simple in the extreme, in spite of the large number of mistakes which are possible, for it is merely "a turn to the right at the entrance, to the left at the first doorway, and thereafter alternately to the right and to the left until the exit is reached." This concise description would enable a man to find his way out of such a maze with ease. Labyrinth D had been constructed with an exit at 10 so that it might be used as a nine-error maze if the experimenter saw fit, or as a thirteen-error maze by the closing of the opening at 10. In the experiments which are now to be described only the latter form was used.

Can the dancer learn a regular labyrinth path more quickly than an irregular one? Again, I may give only a brief statement of results. Each of the twenty dancers, of Table 40, which were trained in labyrinth D had previously been given opportunity to learn the path of C, and most of them had been trained also in labyrinth B. All of them learned this regular path with surprising rapidity. The numerical results of the tests with labyrinths B, C, and D, as well as the behavior of the mice in these several mazes, prove conclusively that the nature of the errors is far more important than their number. Labyrinth D with its thirteen chances of error on the forward trip was not nearly as difficult for the dancer to learn to escape from as labyrinth C with its five errors. That the facility with which the twenty individuals whose records are given in Table 40 learned the path of D was not due to their previous labyrinth experience rather than to the regularity of the maze is proved by the results which I obtained by testing in D individuals which were new to labyrinth experiments. Even in this case, the number of tests necessary for a successful trip was seldom greater than ten. If further evidence of the ease with which a regular labyrinth path may be followed by the dancer were desired, it might be obtained by observation of the behavior of an individual in labyrinths C and D. In the former, even after it has learned the path perfectly, the mouse hesitates at the doorways from time to time as if uncertain whether to turn to one side or go forward; in the latter there is seldom any hesitation at the turning points. The irregular labyrinth is followed carefully, as by choice of the path from point to point; the regular labyrinth is followed in machine fas.h.i.+on,--once started, the animal dashes through it.

TABLE 40

RESULTS OF LABYRINTH-D EXPERIMENTS, WITH TWENTY DANCERS

MALES FEMALES

NO. OF NO. OF FIRST NO. OF LAST OF NO. OF NO. OF FIRST NO. OF LAST OF MOUSE CORRECT TWO CORRECT MOUSE CORRECT TWO CORRECT TEST TESTS TEST TESTS

2 3 7 29 10 11 58 7 10 49 7 8 30 9 10 57 3 6 60 10 14 215 6 10 402 10 11 415 7 8 76 4 7 75 4 13 78 4 5 77 11 12 86 3 9 87 4 9 88 4 8 85 3 4 90 7 8 83 4 7

Av. 6.1 8.9 Av. 5.9 8.8

From the results of these labyrinth experiments with dancers I am led to conclude that a standard maze for testing the modifiability of behavior of different kinds of animals should be constructed in conformity with the following suggestions. Errors by turning to the right, to the left, and by moving forward should occur with equal frequency, and in such order that no particular kind of error occurs repeatedly in succession. If we should designate these three types of mistake by the letters _r, l_, and _s_ respectively, the error series of labyrinth C would read _l-l-r-s-l_. It therefore violates the rule of construction which I have just formulated.

In the case of labyrinth D the series would read _l-s-r-s-l-s-r-s-l-s-r-s- l_. This also fails to conform with the requirement, for there are three errors of the first type, four of the second, and six of the third. Again, in a standard maze, the blind alleys should all be of the same length, and care should be taken to provide a sufficiently strong and uniform motive for escape. In the case of one animal the desire to escape from confinement may prove a satisfactory motive; in the case of another, the desire for food may conveniently supplement the dislike of confinement; and in still other cases it may appear that some form of punishment for errors is the only satisfactory basis of a motive for escape. Readers of this account of the behavior of the dancing mouse must not infer from my experimental results that the electric shock as a means of forcing discrimination will prove satisfactory in work with other animals or even with all other mammals. As a matter of fact it has already been proved by Doctor G. van T. Hamilton that the use of an electric shock may so intimidate a dog that experimentation is rendered difficult and of little value. And finally, in connection with this discussion of a standard Labyrinth, I wish to emphasize the importance of so recording the results of experiments that they may be interpreted in terms of an animal's tendency to turn to the right or to the left. My work with the dancer has clearly shown that the avoidance of a particular error may be extremely difficult for left whirlers and very easy for right whirlers.

I hope I have succeeded in making clear by the foregoing account of my experiments that the labyrinth method is more satisfactory in general than the problem method as a means of measuring the rapidity of habit formation in the dancer, and I hope that I have made equally clear the fact that it is very valuable as a means of discovering the roles of the various senses in the acquirement of a habit (Chapter XI). From my own experience in the use of the labyrinth with the dancer and with other animals, I am forced to conclude that its chief value lies in the fact that it enables the experimenter so to control the factors of a complex situation that he may readily determine the importance of a given kind of sense data for the formation or the execution of a particular habit. As a means of measuring the intelligence of an animal, of determining the facility with which it is capable of adjusting itself to new environmental conditions, and of measuring the permanency of modifications which are wrought in its behavior by experimental conditions, I value the labyrinth method much less highly now than I did previous to my study of the dancer. It is necessarily too complex for the convenient and reasonably certain interpretation of results. Precisely what is meant by this statement will be evident in the light of the results of the application of the discrimination method to the dancer, which are to be presented in the next chapter. The labyrinth method is an admirable means of getting certain kinds of qualitative results; it is almost ideal as a revealer of the role of the senses, and it may be used to advantage in certain instances for the quant.i.tative study of habit formation and memory. Nevertheless, I think it may safely be said that the problem method and the discrimination method are likely to do more to advance our knowledge of animal behavior than the labyrinth method.

CHAPTER XIV

HABIT FORMATION: THE DISCRIMINATION METHOD

Discrimination is demanded of an animal in almost all forms of the problem and labyrinth methods, as well as in what I have chosen to call the discrimination method. In the latter, however, discrimination as the basis of a correct choice of an electric-box is so obviously important that it has seemed appropriate to distinguish this particular method of measuring the intelligence of the dancer from the others which have been used, by naming it the discrimination method.

It has been shown that neither the problem nor the labyrinth method proves wholly satisfactory as a means of measuring the rapidity of learning, or the duration of the effects of training, in the case of the dancer. The former type of test serves to reveal to the experimenter the general nature of the animal's capacity for profiting by experience; the latter serves equally well to indicate the parts which various receptors (some of which are sense organs) play in the formation and execution of habits. But neither of them is sufficiently simple, easy of control, uniform as to conditions which const.i.tute bases for activity, and productive of interpretable quant.i.tative results to render it satisfactory. The problem method is distinctly a qualitative method, and, in the case of the dancing mouse, my experiments have proved that the labyrinth method also yields results which are more valuable qualitatively than quant.i.tatively. I had antic.i.p.ated that various forms of the labyrinth method would enable me to measure the modifiability of behavior in the dancer with great accuracy, but, as will now be made apparent, the discrimination method proved to be a far more accurate method for this purpose.

Once more I should emphasize the fact that my statements concerning the value of methods apply especially to the dancing mouse. Certain of the tests which have proved to be almost ideal in my study of this peculiar little rodent would be useless in the study of many other mammals. An experimenter must work out his methods step by step in the light of the daily results of patient and intelligent observation of the motor capacity, habits, instincts, temperament, imitative tendency, intelligence, hardihood, and life-span of the animal which he is studying.

The fact that punishment has proved to be more satisfactory than reward in experiments with the dancer does not justify the inference that it is more satisfactory in the case of the rat, cat, dog, or monkey. Methods which yielded me only qualitative results, if applied to other mammals might give accurate quant.i.tative results; and, on the other hand, the discrimination method, which has proved invaluable for my quant.i.tative work, might yield only qualitative results when applied to another kind of animal.

The form of the discrimination method whose results are to be presented in this chapter has already been described as white-black discrimination. In the discrimination box (Figures 14 and 15, p. 92) the two electric-boxes which were otherwise exactly alike in appearance were rendered discriminable for the mouse by the presence of white cardboards in one and black cardboards in the other. In order to escape from the narrow s.p.a.ce before the entrances to the two electric-boxes, the dancer was required to enter the white box. If it entered the black box a weak electric shock was experienced. After two series of ten tests each, during which the animal was permitted to choose either the white or the black box without shock or hindrance, the training was begun. These two preliminary series serve to indicate the natural preference of the animal for white or black previous to the training. An individual which very strongly preferred the white might enter, from the first, the box thus distinguished, whereas another individual whose preference was for the black might persistently enter the black box in spite of the disagreeable shocks. First of all, therefore, the preliminary tests furnish a basis for the evaluation of the results of the subsequent training tests. On the day succeeding the last series of preliminary tests, and daily thereafter until the animal had acquired a perfect habit of choosing the white box, a series of training tests was given. These experiments were usually made in the morning between nine and twelve o'clock, in a room with south-east windows. The entrances to the electric-boxes faced the windows, consequently the mouse did not have to look toward the light when it was trying to discriminate white from black.

All the conditions of the experiment, including the strength of the current for the shock, were kept as constant as possible.

Choice by position was effectively prevented, as a rule, by s.h.i.+fting the cardboards so that now the left now the right box was white. The order of these s.h.i.+fts for the white-black series whose results are quant.i.tatively valuable appear in Table 12 (p. III). That the order of these changes in position may be criticised in the light of the results which the tests gave, I propose to show hereafter in connection with certain other facts.

The significant point is that the defects which are indicated by the averages of thousands of tests could not have been predicted with certainty even by the most experienced investigator in this field.

In Table 41 are to be found the average number of errors in each series of ten white-black discrimination tests for five males and for five females which were trained by being given ten tests per day, and similarly for the same number of individuals of each s.e.x, trained by being given twenty tests per day. Since the results for these two conditions of training are very similar, the averages for the twenty individuals are presented in the last column of the table. For the present we may neglect the interesting individual, s.e.x, and age differences which these experiments revealed and examine the significant features of the general averages, and of the white-black discrimination curve (Figure 29).

TABLE 41

WHITE BLACK DISCRIMINATION TESTS. NUMBER OF ERRORS IN THE VARIOUS SERIES

MALES FEMALES

AVERAGES AVERAGES GENERAL AVERAGES AVERAGES GENERAL AVERAGES SERIES FOR 5, FOR 5, AVERAGES FOR 5, FOR 5, AVERAGES FOR ALL 10 TESTS 20 TESTS FOR 10 10 TESTS 20 TESTS FOR 10 (20) MALES PER DAY PER DAY PER DAY PER DAY AND FEMALES

A 5.8 6.0 5.9 5.8 5.8 5.8 5.85 B 5.6 6.2 5.9 5.8 5.6 5.7 5.8 1 5.0 5.0 5.0 5.6 4.6 5.1 5.05 2 2.6 4.6 3.6 4.4 5.0 4.7 4.15 3 3.0 3.4 3.2 3.4 3.4 3.4 3.3 4 2.6 3.8 3.2 2.4 2.2 2.3 2.75 5 2.4 2.0 2.2 2.6 1.8 2.2 2.2 6 1.6 1.6 1.6 1.0 2.2 1.6 1.6 7 1.0 1.4 1.2 2.0 0.4 1.2 1.2 8 0.2 0.6 .4 1.4 1.6 1.5 .95 9 0.2 1.0 .6 0.6 0.8 .7 .65 10 0 .8 .4 1.0 0.8 .9 .65 11 0 .8 .4 0.8 0 .4 .40 12 0 .6 .3 0.4 0 .2 .25 13 0 0 0 0 0 0 0 14 0 0 0 0 0 0 15 0 0 0 0 0 0

[Ill.u.s.tration: FIGURE 29.--Error curve plotted from the data given by twenty dancers in white-black discrimination tests. The figures in the left margin indicate the number of errors; those below the base line, the number of the series. _A_ and _B_ designate the preference series.]