The operation of an acquired drive in satiated rats

A series of four short experiments indicates that the behaviour of satiated rats in a runway, at the end of which they have previously been rewarded, differs significantly from the behaviour of satiated rats without previous reward in the experimental situation. The former group reach the end box more quickly after having been put in the starting box of the runway and if provided with food in the end box proceed to eat it, although they have just refused similar pieces of food in their home cages. This is shown not to be due to defective satiation or the operation of fear in the control group. When runs and feeding in the end box are separated during the training period, the previously rewarded group still shows a more vigorous response on satiated trials, indicating that it is a reward expectancy about the goal box rather than a running habit which has become “functionally autonomous”, acting as a situation-specific drive.     

Blocking the incorrect alley in a two-drive learning situation

This experiment was designed to test the effect of blocking the path to an irrelevant reward on the subject's later performance when motivated for that reward, with a view to clarifying a well-known problem-situation.

An experimental group of 17 hooded rats was run in a two-choice maze, with food in one goal-box and water in the other, being motivated alternately for one or the other. The wrong goal-box was always blocked. Their performance on the first trial of the daily series was significantly poorer than that of a control group of 18 hooded rats, for which both boxes were always open. This difference persisted when, in a second period of training, the rhythm of motivation was altered for both groups.

It is concluded that blocking an irrelevant reward can have a disturbing effect and that this may be relevant to the problem-situation. It is also shown that such a result is to be predicted from Deutsch's (1953, 1956) theory.     

A study of position habits induced by reward and “frustration”

Predictions from Maier's theory of “frustration”-instigated behaviour have been tested in an experimental situation differing significantly from that in which the theory was propounded yet containing the central element of “frustration”—the insoluble problem.

A water discrimination unit was employed in which the performance of rats would be observed during attacks on insoluble problems, position problems or symbol problems.

Two groups, each containing ten Wistar albino rats, served as subjects. The research design consisted of the following phases: preliminary training, development of position responses, exposure to a symbol-reward problem with 50 per cent, punishment and exposure to a symbol-reward problem with 100 per cent, punishment. The design differed for the two groups only at the phase in which the position responses were established. During this phase one group was exposed to a position-reward problem and the other to an insoluble problem.

Position responses were established as frequently under position-“frustration” (position stereotypes) as under position-reward (position habits) conditions. Position stereotypes were more rigid—more resistant to extinction—than position habits under conditions of 50 per cent, punishment. Position stereotypes were as readily extinguished under 100 per cent, punishment as were position habits under 30 per cent, punishment.

The first two observations conform to predictions made from Maier's theory. The third does not. That is to say, not all situations containing the basic elements of “frustration” give rise to stereotyped behaviour patterns which are as rigid or “fixated” as Maier's theory would predict. It is a reasonable hypothesis that the characteristics of stereotyped responses established in certain “frustration” situations may be described adequately in terms of conventional learning principles without the necessity of resorting to a distinction between “goal-motivated” and “frustration-instigated” behaviour.     

Selective interference during the retrieval of visual images

Twenty-six subjects memorized lists of (low I and high I) noun pairs under imagery or verbal mediation instructions. At recall the subjects were presented a digit (“1” or “2”) either auditorily or visually as an interfering stimulus.

Visual interference was found to selectively affect the retrieval of high I response terms. Also, the retrieval of nouns studied by imagery mediation was found to be selectively disrupted by visual interference.

These results suggest that the qualities of a visual image are retained all the way from image acquisition to retrieval, and that the visual components of images generated at the acquisition stage are probably not lost by subsequent coding processes.     

Some effects of reward on the strength of position stereotypes in the white rat

Certain aspects of Maier's hypothesis that rigid behaviour stereotypes elicited in an insoluble problem situation are not explicable in terms of goal-motivated learning were tested thus: Forty-one white rats of Wistar stock were exposed to an insoluble problem in a water discrimination unit. Each of the twenty-four animals who formed position stereotypes was assigned to one of four groups. One of these groups served as a control and received no special treatment. Each of the remaining three experimental groups was given a different number of successively rewarded trials to the side of the stereotype. Finally, all groups were presented with a soluble problem, and the strengths of the stereotypes in each group observed in terms of the breaking of the stereotypes.

It was found that the strength of the stereotype behaviour was directly proportional to the number of rewarded trials. None of the stereotypes was sufficiently rigid to meet Maier's criterion of “fixated” response patterns. More stereotypes were formed by males than females. On the other hand no sex differences appeared in the subsequent behaviour of animals who did form stereotypes.

These results are interpreted as showing that stereotyped responses formed under conditions of the present experiment are not qualitatively different from learned responses.     

Changes in behaviour associated with a nervous system poison (DDT.)

The main purpose of the investigation was to show that behaviour measures can be used to investigate the effects of those toxic drugs which produce “biochemical lesions” in the nervous system although the nature of the lesions still remains undetermined. The advantages of this approach are twofold. First, a psychological study may help to uncover the initial effects of the drug, and thus provide evidence which may lead to the ultimate understanding of the action of the drug. Second, and of value from the practical point of view, such a method may be used to detect toxicity.

In this study D.D.T. was used. Two experiments were performed on one control and four experimental groups of albino rats. Problem solving behaviour, speed and pattern of locomotion, and reaction to stress involving visual stimuli were observed.

Problem solving behaviour was found to be unaffected by the drug; no changes were found in speed of locomotion, but pattern of locomotion revealed that “ataxia” was one of the initial effects of D.D.T. poisioning. The experimental animals were found to be generally less reactive to “stress”; “hyper-irritability” reported in previous studies being explicable in terms of exaggerated motor responses.

The results obtained on “ataxia” showed that the procedure adopted here could be used to detect chronic D.D.T. toxicity in rats.     

Temporal factors in pattern vision

A sequence of uncorrelated randomly patterned visual stimuli (“visual noise”) is normally seen as a field of particles in “Brownian motion.” When each frame of the sequence is followed by a blank flash superimposed on the same region of the visual field, the apparent structure of the noise field is strikingly altered, its form varying with the time interval between frame and flash. At a critical interval, many dots seem to cohere, to form maggot-like objects.

Some of the factors determining this critical interval have been studied. They include the brightness, repetition frequency and exposure duration of the noise field, and the distance of its retinal image from the fovea.

The critical interval for “perceptual blanking” is quite different from that for the “maggot effect,” but the two show a suggestively similar dependence upon the duty cycle of the noise display.

It is of some neurological interest that the phenomenon is not appreciably visible with dichoptic mixing of noise and blank stimuli.     

The timing of bar-pressing behaviour

The time spent by a rat in a bar-pressing situation is made up of active time spent n pressing, eating time, and extra time spent in other activities. With a well trained rat, active time and extra time are small, and eating time mainly determines the rate of reward delivery. Active time is affected by a change of weight on the bar, the time between reward deliveries is affected by the amount of reward, and the extra time is affected by extinction conditions.

There is not a one-to-one correspondence between periods of activity at the knob and rewards.

The term “response” and some variables based on it are given empirical referents, which show that much research and theorizing on bar-pressing behaviour has been concerned with only a small selection of the rat's bar-pressing activities. Some reasons for this restriction are the use of the simple weighted bar, the lack of a rationale for bar-pressing research, and the practice of not watching the rat during an experiment.     

Phenomenal causation at a distance

The aim of this research was to study the finding by Michotte, that a moving object A can apparently produce movement in a projectile B without making contact with it.

The experiments confirm the existence of a causal impression of “pushing at a distance,” but they demonstrate that the greater the distance the smaller the chance that this impression will occur.

When it does, in fact, occur, it has the same characteristics, and is associated with the same experimental conditions, as the impression of “pushing with contact.”

Temporal continuity must obtain between the stopping of the moving object and the starting of the projectile; this refutes any theory positing that there is a “passage” of movement from one object to the other. The effects of differences in speed of movement, whether absolute or relative, are similar in both instances.

In general, however, it appears that distance slightly accentuates the segregation of the movements and that the temporal and kinematic conditions of integration require to be more favourable in the case of distance, if an impression of pushing is to be given which is as satisfying as that found in the case of direct contact.

The size of the Radius of Action, that is, the extent of the passive phase of the projectile, is of the same order in the two cases.

The results bring out the fundamentally temporal-kinematic nature of the perceptual pattern of pushing. They appear difficult to reconcile with an interpretation based on past experience, but tally with the theory of “Ampliation of Movement” put forward by Michotte. According to this theory the essential point lies in the phenomenal transitory belonging to A (the moving object) of the movement performed by B (the projectile).     

Double drive learning in rats without previous selective reinforcement

Can rats which have never been selectively satiated by food or water respond appropriately by choosing the relevant reward when they are made hungry or thirsty ? A group of 21 rats was put on a diet of wet mash and trained both hungry and thirsty in a T-maze with water on one side and food on the other. 8 out of 10 of the animals which were made thirsty on the test-run chose correctly in spite of an established preference for the other reward. Only 1 out of the 11 animals made hungry chose correctly. Possible explanations of this result are examined.     

Frustration and stereotyped behaviour in human subjects

The investigation was designed to show the effects upon behaviour of three different durations of frustration, and two degrees of motivation during the frustrating period. Frustration was induced in 144 subjects by setting them the task of “learning” an insoluble temporal maze; they had to record their responses by pressing on one or other of two morse-type keys. Its effect was measured in terms of:

(1) The time taken to learn a soluble maze introduced, without the subjects' knowing it, by changing the system of “rewarding” responses from one based on chance to one based on the constant repetition of a pattern requiring the responses: Left—Right—Right, for its solution.

(2) The tendency for the subjects to show stereotypy of behaviour by responding on the same key for a number of trials in succession without reaching a solution.

(3) The pressure exerted on the response keys, which was taken to be a measure of vacillation.

Predictions that the time taken to learn the soluble task, and the stereotypy, would increase in direct relation to the duration of the frustrating period and the degree of motivation were tested.

It was found that, while there was an immediate increase in both the time taken to learn the soluble task and the stereotypy after a short period of frustration, a point was reached under conditions of prolonged frustration after which no further increase occurred and some adjustment to the situation was shown.

Some confirmation of the effect of increase in motivation in the direction predicted was obtained in all cases, but the differences were not statistically significant. The rankings of the subjects according to the time taken to learn the soluble task and the degree of stereotypy were found to be closely correlated. A definite tendency towards increased vacillation of response was seen in many of the records during the period when frustration might have been expected to have been at its peak.

These findings are discussed in relation to Maier's theory of frustration and to Selye's concept of a “general adaptation syndrome.” The latter theory is more suitable for the interpretation of the results of the present investigation.     

Experimental disorientation in the horizontal plane

Twenty-eight subjects were examined on a visual matching task for their ability to maintain an orientation with respect to a particular direction in the horizontal plane following a voluntary rotary body movement through 180 degrees. Each subject was examined with respect to eight different directions.

Numerous gross errors occurred when visual information was reduced to the display of an arrow indicating a direction and a second arrow manipulated by the subject. The magnitude and distribution of the errors suggest that, under the conditions of this experiment, visual information as to direction in the horizontal plane is analysed according to the two horizontal dimensions defined by the sagittal and coronal planes of the head. In correcting for the rotary body movement, failure may occur with respect to either or both of these two dimensions. The frequency of a failure to make any correction at all (i.e. 180-degree errors) is consistent with independent failure in each of the two horizontal dimensions.

Failure is markedly more frequent in the fore-aft dimension than in the left-right dimension. It is suggested that this may be explained in terms of the ambiguous spatial significance of vertical disposition on the retina and the possibility of contamination between the two systems of conceptual analysis which identify the vertical and the fore-aft dimensions of visual space.

It is demonstrated that when minimal “landmarks” are provided they tend to be utilized as reference points in attempts to maintain orientation, even when the subject is aware that the “landmarks” are misleading. Such a use of “landmarks” does not suppress the previously mentioned mechanism of dimensional orientation.

The relevance of these results to normal human orientation is discussed.     

Driye-leyel and flexibility in paired-associate nonsense-syllable learning

“High-anxiety” and “low-anxiety” subjects, selected for extreme scores on the Taylor Anxiety Scale, learned a list of paired-associate nonsense syllables in the belief that they were undergoing an intelligence test. Both groups were then given a second list of paired associates to learn, the stimulus-items being the same as those of the first list but the responses being changed. Before the presentation of the second list, half the subjects in each group were given anxiety-increasing instructions and the remaining half were given reassuring instructions.

The results verified two predictions made from Hull's behaviour theory, using the concept of fear or anxiety as a secondary drive:—“high anxiety” subjects took more trials to master the second learning task than “low-anxiety” subjects; and there was a significant interaction between initial anxiety-level and type of instructions, such that “high-anxiety” subjects who received drive-increasing instructions had a worse performance in the second part than all other sub-groups. There was no indication that “low-anxiety” subjects were significantly affected by the type of instructions received. The “high-anxiety” group had greater difficulty than the “low-anxiety” group in learning the first list, but the difference was non-significant.     

Information relevance, working memory, and the consideration of alternatives

People routinely focus on one hypothesis and avoid consideration of alternative hypotheses on problems requiring decisions between possible states of the world--for example, on the “pseudodiagnosticity” task (Doherty, Mynatt, Tweney, & Schiavo, 1979). In order to account for behaviour on such “inference” problems, it is proposed that people can hold in working memory, and operate upon, but one alternative at a time, and that they have a bias to test the hypothesis they think true. In addition to being an ex post facto explanation of data selection in inference tasks, this conceptualization predicts that there are situations in which people will consider alternatives. These are:

1. “action” problems, where the alternatives are possible courses of action;

2. “inference” problems, in which evidence favours an alternative hypothesis.

Experiment 1 tested the first prediction. Subjects were given action or inference problems, each with two alternatives and two items of data relevant to each alternative. They received probabilistic information about the relation between one datum and one alternative and picked one value from among the other three possible pairs of such relations. Two findings emerged; (1) a strong tendency to select information about only one alternative with inferences; and (2) a strong tendency, compared to inferences, to select information about both alternatives with actions.

Experiment 2 tested the second prediction. It was predicted that data suggesting that one alternative was incorrect would lead many subjects to consider, and select information about, the other alternative. For actions, it was predicted that this manipulation would have no effect. Again the data were as predicted.     

A further study of the pendulum phenomenon

A first series of experiments had demonstrated certain conditions eliciting or inhibiting a “pendulum” phenomenon in the visual perception of apparent movement. The present study consists of five further variations designed to show more clearly conditions of occurrence and non-occurrence of this type of movement. The main findings are:

(i) Altering the axis of display to vertical significantly reduces the frequency of pendular-movement perception;

(2) Altering the position of metronome from behind to the side of the visual display, gives results almost identical with those where the metronome was inaudible, but, when the metronome is illuminated in this position, all forms of movement perception are reduced, and no pendular movement is reported.

The results for all the ten conditions, including the five of the first series are summarized, and the following possible factors are discussed: past experience, physiological nystagmus, and intervening adaptation. All three may be required to account for the perceptual phenomena under investigation and the dichotomizing of explanations into “experiential,” or “physiological,” appears to be arbitrary and inconsistent with the complexity of the observed facts.     

Some effects of thiamine deficiency and reduced caloric intake on “behaviour under stress” and on learning

The main purpose of the investigation was to determine the effects of thiamine deficiency in rats on behaviour under stress and on learning. Since thiamine deficiency reduces food intake, it was necessary to have two control groups. The first received adequate thiamine, but a food intake reduced to that of the vitamin-deficient animals; the second received adequate thiamine and an unrestricted food intake. It was thus possible to study the effects both of thiamine deficiency and of reduced caloric intake on the behaviour variables measured.

The experimental group was maintained on a thiamine-deficient diet throughout the entire experimental period. Because of the effects of thiamine deficiency on caloric intake, food-hunger was never used as a form of motivation. Behaviour in four different situations was studied: in Hall's open-field test, in two discrimination situations both involving exposure to insoluble and soluble problems, and in a water maze.

Contrary to the findings of several previous studies, there were no significant effects of thiamine deficiency on behaviour prior to the onset of polyneuritis with its debilitating effects on motor co-ordination. There was also no evidence of impairment in any of the behaviour studied which could be attributed to restrictions in caloric intake. This was the case even though the restrictions continued for a period of somewhat more than twelve months. Although these restrictions did not lead to impairment they were associated with certain changes in performance. Animals whose feeding was restricted were more active and, during the soluble phase of one discrimination situation, showed more vicarious trial and error and learned more readily than animals fed ad libitum on the same diet. It is suggested that these differences may be interpreted in terms of the effects of what previous investigators have referred to as “irrelevant drives”.     

Visual search without eye movement

Two experiments have been made on the problem of visual search using six patterns which were geometrically simple, and familiar to the subject.

In each case the subject's task was to say where, among the complex of patterns, a particular pattern (the “test object”) appeared when the exposure of the whole display was so brief as to prevent scanning by the eyes. He could be informed visually (in Experiment I) or verbally (in Experiment II) which pattern was to be regarded as the “test object.”

In both experiments it was found that foreknowledge of what was to be the test object gave a significantly higher standard of accuracy than knowledge given later. This suggests that something analogous to visual search can occur without eye movements.     

The imaginaiy questionnaire

The experiment was designed to throw some light on the statistical problems in the analysis of questionnaire data. Previous work (unpublished) suggested that a simple choice response was partially determined by previous responses; and also that the nature of the determination was changed with changing length of series. A “null” experiment was devised in the form of a questionnaire without any questions, and the distribution of responses was studied with respect to the problems formulated.

The observations are discussed in three sections.

In the statistical discussion an alternative meaning to overall association or dissociation is advanced. This: relates association or dissociation to human behaviour in the serial response situation, rather than to qualities of the questionnaire. It is further suggested that association between specific, questions should be tested against the association in the whole questionnaire, and an appropriate treatment is indicated.

The observations depart from statistical randomness in certain ways. Answers made up almost entirely of one form of response are given less often than would be expected. Long sequences of the same type of response are relatively infrequent, and sequences of alternation of response are also rare. As the material is “null” it implies that the human concept of randomness differs from the statistical concept.

An attempt is made to define the human concept of randomness. It appears that a series of responses which has a pattern, or for which the subject can postulate a simple “cause” will not be accepted as random by the human subject. This raises problems of a perceptual and cognitive nature. It also has a bearing on the design of questionnaires. or experiments involving serial responses.     

Effects of nitrous oxide on reactions to “stress”

It has been demonstrated that exposure to the stress of a situation involving conflict or frustration may interfere significantly with subsequent learning. Behaviour under stress is characterized by experiences of “anxiety” and by widespread physiological changes. Inhalation of nitrous oxide has the general effect of reducing the extent of these symptoms.

The present investigation using insoluble and soluble problems has demonstrated that both nitrous oxide and exposure to stress impair learning; but that, when subjects are exposed to stress while under the influence of the drug, the effects of the stress on subsequent learning are abolished. It is suggested that these empirical results may be accounted for either in terms of “anxiety-reduction” or in terms of transfer effects.     

After-images from retina and brain

The evidence pointing to the retinal origin of after-images is considered. The reports of the occurrence of after-images from visual images of hallucinatory vividness are reviewed.

Experimental results are presented to indicate that a complementarily coloured afterimage may arise following the exposure of the temporarily blind retina to a coloured stimulus.

After-images, or after-effects, from vivid images are described in seventeen persons (mostly possessors of “number-forms”). They are found to move with the eyes and to show, in some persons, a degree of conformity with Emmert's Law which, while considerable, is less than that of after-images of real stimuli. In the case of one “eidetic” subject, the after-images from neither real nor imaged stimuli conformed with Emmert's Law. In some persons, after-images of images occur in complementary colours.

The retinal origin of after-images is affirmed, but that they can occur occasionally as a purely central phenomenon is acknowledged. The possible learned or inherent nature of after-images of central origin is discussed.