The Relative Ability of Blind and Normal Rats in Maze Learning

Weaver, H. E.; Stone, Calvin P.

doi:10.1080/08856559.1928.10532150

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…Blindness would, of course, be expected to lead to impaired performance on an elevated maze, such as McClearn's, where visual cues play an important role (Honzik, 1936;Tsang, 1934Tsang, , 1936. However, this result would be relatively unlikely in an alley maze, such as that employed in the present study, in view of previous findings concerning the role of visual cues in this setting (Tsang, 1934(Tsang, , 1936Weaver & Stone, 1928). Thus, the consistency in the results of these two studies was observed in spite of vicissitudes introduced by the use of different sublines and different procedures.…”

Section: Resultssupporting

confidence: 48%

Maze learning and effects of pretraining in inbred strains of mice.

Lindzey¹,

Winston²

1962

Journal of Comparative and Physiological Psychology

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Section: Resultssupporting

confidence: 48%

Maze learning and effects of pretraining in inbred strains of mice.

Lindzey¹,

Winston²

1962

Journal of Comparative and Physiological Psychology

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“…The physical appearance of blind alleys and correct paths as seen from the animal's point of choice are very similar, therefore, visual cues are believed to be of little and negligible importance. Blind animals do approximately as well as seeing animals in alley mazes of this type (26). B.…”

Section: Instruments Usedmentioning

confidence: 99%

Intercorrelations of measures of learning in the albino rat.

Tomilin¹,

Stone²

1934

Journal of Comparative Psychology

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A brief statement of the community of function between certain learning situations, as applied to rats in the Stanford psychology laboratory, is given in a recent paper by Commins, McNemar, and Stone (2). One of the chief contributions of that paper is the fact that a multiple-T alley maze and two diverse patterns of the Miles types of elevated maze (13) repeatedly yielded intercorrelations of approximately .6, whereas each of these instruments yielded only zero coefficients when correlated with a multiple light discrimination apparatus ( 19). The latter fact, confirming in part some unpublished data collected by Stone and Nyswander in 1927, in connection with their study of maze reliability (18), and likewise somewhat similar findings independently obtained by Williams (28), would seem to be a discovery of capital importance for students of individual differences in animals because it clearly establishes the fact that two fairly reliable instruments may have no community of function.We look upon this discovery as one of capital importance because now-a-days many problems in animal psychology are attacked by laboratorymethods masquerading under the same name, but differing from each other in many essential details. So long as this continues to be the case, and so long as we lack accurate information as to the community of function of these diverse techniques of experimentation, just so long shall we continue to grope in the dark while seeking plausible explanations of the divergent results obtained on fundamental problems. Naturally, with the mere demonstration of community of function or absence of the same in different experimental settings we should not stop experimentation, for this demonstration is merely a first step 73

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“…Weaver and Stone (175) find no effects of blinding animals upon maze learning. Walton (164) uses a maze in which all cues, save vision, are manipulated so that they cannot be used in orientation and finds that the animal can learn.…”

Section: Cues Used In Learningmentioning

confidence: 95%

Habit formation and higher mental processes in the rat.

Heron¹

1932

Psychological Bulletin

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The Relative Ability of Blind and Normal Rats in Maze Learning

Cited by 5 publications

References 6 publications

Maze learning and effects of pretraining in inbred strains of mice.

Maze learning and effects of pretraining in inbred strains of mice.

Intercorrelations of measures of learning in the albino rat.

Habit formation and higher mental processes in the rat.

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