148 Studies in Animal Behavior 



it. Satisfying and annoying states do not affect the 

 reactions by which these feelings are immediately 

 aroused, but other reactions performed in close tem- 

 poral relation to them. 



The various theories put forward to explain the 

 learning process as an effect of the physiological cor- 

 relates of agreeable and disagreeable states are all 

 open, I believe, to serious objection. Aside from 

 the fact that no theory as to what these physiologi- 

 cal correlates are is on a firm basis there is no one 

 standpoint that gives a consistent interpretation of 

 the process of learning. It is not evident that the 

 correlates of all the varied states that are annoy- 

 ing have any general physiological characteristic 

 which distinguishes them from the correlates of 

 states which are pleasurable. And even if they 

 have, it does not follow that these correlates are par- 

 ticularly concerned with the mechanism of associa- 

 tion. 



The view of learning sketched in the preceding 

 chapter has at least the merit of avoiding any as- 

 sumptions- in regard to the physiological concomi- 

 tants of agreeable and disagreeable mental states. 

 The attempt was made to show that, given an en- 

 dowment of instinct plus the ability to form asso- 

 ciations, an animal may acquire modes of behavior 

 which adapt it to new conditions of life. A re- 

 sponse which results in setting into action a strong 

 instinctive proclivity is reinforced or inhibited, as 

 the case may be, according to its congruity or incon- 



