Further Studies on the Reliability of the Maze with Rats and Humans.

Hunter, Walter S.; Randolph, Vance

doi:10.1037/h0073265

Cited by 21 publications

(20 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In working up our data, we have considered our original 82 rats as an unselected group which could be used as a standard in determining the best statistical treatment for the remaining data. As Hunter and his students (4,8,9,12) have shown, there is considerable question as to the possibility of measuring reliable individual differences in rats at all. And for that reason a discovery of the best statistical method of treating results was important.…”

Section: Statistical Tbeatment Op Results Prom Original Groupmentioning

confidence: 99%

The Inheritance of Maze-Learning Ability in Rats.

Tolman¹

1924

Journal of Comparative Psychology

View full text Add to dashboard Cite

The problem of this investigation might appear to be a matter of concern primarily for the geneticist. None the less, it is also one of very great interest to th» psychologist. For could we, as geneticists, discover the complete genetic mechanism of a character such as maze-learning ability-i.e., how many genes it involves, how these segregate, what their linkages are, etc.-we would necessarily, at the same time, be discovering what psychologically, or behavioristically, maze-learning ability may be said to be made up of, what component abilities it contains, whether these vary independently of one another, what their relations are to other measurable abilities, as, say, sensory discrimination, nervousness, etc. The answers to the genetic problem require the answers to the psychological, while at the same time the answers to the former point the way to those to the latter. But as far as the present investigation is concerned it must be admitted that only the most elementary answers of either sort have as yet been obtained. The preliminary problems of technique and method of attack have proved all important. 1 The present paper is in the nature of a first report upon a relatively extensive program which is being worked on in this laboratory. The original impetus which started the problem came from Prof. Warner Brown; and most of the actual labor has been and is being performed by others beside the writer. In particular, it was only through the very exceptional industry and persevering labor of Mr. Frederick J. Adams that most of the 300 odd maze records here reported were obtained. To Prof. Raymond Franzen, the writer owes great indebtedness for suggestions as to the statistical treatment of the results. And the actual .computations involved were in large part performed and supervised by Miss Barbara Burks. The writer wishes also to acknowledge the receipt of 3 grants from the Research Board of this University amounting in all to $540. COHPARAXIVI PSYCHOLOGY, VOL. IV, NO. 1 * Zero correlations have since been found for time, for one set of animals in two successive mazes (3).

show abstract

Section: Statistical Tbeatment Op Results Prom Original Groupmentioning

confidence: 99%

The Inheritance of Maze-Learning Ability in Rats.

Tolman¹

1924

Journal of Comparative Psychology

View full text Add to dashboard Cite

show abstract

“…We conclude that even though the empirical evidence now at hand indicates that maze running gives low reliabilities for placing individual rats per se, this does not mean (as Hunter (7,8) suggests) that all the work that has been done in the past, using such mazes to compare mean scores of large groups of rats, or groups of rats whose performances are really far apart, should therefore also be discarded. Instead, it would appear (See also Carr (2) for a substantiation of the present point of view) that all that is necessary is: first, that the obtained differences between the means of the contrasted groups shall satisfy the statistician's criterion of being, say, three times their own sigmas* (i.e., that differences of the given size shall be liable to occur by mere chance only some 27 times out of 10,000); and, second, that the numbers in the groups shall have been large enough to allow the application of statistical criteria.…”

Section: The Significance Of Reliability Coefficientsmentioning

confidence: 95%

“…Curve B, on the other hand, is to represent an average rat, and curve C a bright one. 8 But it may perhaps be contended that such an assumption is fundamentally wrong. 9 Thus, it may be pointed out that actually we often tend to obtain not parallel individual curves, but ones which might more nearly be represented by figure 2.…”

Section: Preliminary Considerationsmentioning

confidence: 99%

The reliability and validity of maze-measures for rats.

Tolman¹,

Nyswander²

1927

Journal of Comparative Psychology

View full text Add to dashboard Cite

Although group measures may be compared without high reliability coefficients, more reliable mazes than are at present available should be sought. The desirable criteria are high odd-vs.-even and high half-vs.-half correlation, since these insure not only similar ranking of individuals at various points, but also permanence in the function measured. The results of 14 experiments with various mazes are evaluated with reference to these criteria, and show the T-mazes superior to the right-and-left mazes; of the former, the 14-unit form is the best of those examined, giving a corrected coefficient of .90. Time, retracings, and perfect runs are found to be ambiguous or otherwise invalid measures of learning, leaving errors as the only desirable type of score.

show abstract

“…In 1924, Hunter and Randolph concluded that a simple T-maze greatly reflects the individual differences in the learning ability. By that time, the simple T-maze was the most reliable maze for the study of the habit formation in white rats ( Hunter & Randolph, 1924 ).…”

Section: Different Types Of Mazesmentioning

confidence: 99%

“…In most maze experiments, four common measures have been used to quantify the maze learning skill, including errors, time, distance, and the number of required trials to complete the maze learning process. Each of these measures has its advantages and disadvantages ( Hunter & Randolph, 1924 ). However, along with the development of various mazes, new measures have been used ( Paul, Magda, & Abel, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

A Review of the Historical Evolutionary Process of Dry and Water Maze Tests in Rodents

Mohseni

Behnam

Rafaiee

2020

Basic Clin. Neurosci. J.

View full text Add to dashboard Cite

This research provides an overview of the historical advances of the maze tests that are widely used to assess the cognitive impairments in rodents. Particularly, this study focuses on the issue of learning and memory behavioral tests, including dry and water mazes. Several types of mazes have been used in this setting, but their real advantages and applications depend on the type selected by the researcher. We answered some of the basic questions that any interested researcher in such studies may be faced with. The reviewed topics are as follows: the definition of maze learning, the role of the memory in the maze learning, the differences between several types of mazes, and foremost the rationale behind the maze constructions and designs.

show abstract

Further Studies on the Reliability of the Maze with Rats and Humans.

Cited by 21 publications

References 2 publications

The Inheritance of Maze-Learning Ability in Rats.

The Inheritance of Maze-Learning Ability in Rats.

The reliability and validity of maze-measures for rats.

A Review of the Historical Evolutionary Process of Dry and Water Maze Tests in Rodents

Contact Info

Product

Resources

About