LOCALIZATION OF LEARNING PROCESS 213 



If, however, the visual cortex (or, in fact, any 

 other area) is removed before training is begun, all 

 cortical associations are temporarily in abeyance (dia- 

 schisis), and we get neither the facilitation of the visu- 

 al habit locally from the visual area nor the dis- 

 tractions of the subcortical learning process arising 

 from **free" cortical associations. The result is that 

 subcortical processes may be automatized more rap- 

 idly than before. The residual cortex is, more- 

 over, still able to exert a non-specific and unlocal- 

 izable reinforcement upon all lower activities, includ- 

 ing the thalamic learning of the maze. If the en- 

 tire cortex is removed, this non-specific reinforcement 

 also ceases, the dynamic equilibrium of the lower re- 

 flex patterns themselves is thereby disordered, and 

 the animal passes into stupor and decerebrate rest- 

 lessness. 



On this view of the situation the supposed inhib- 

 itory effect of the cerebral cortex resolves itself into 

 a differential dynamogenic cortical influence. This is 

 partly specific and phasic (p. 120), acting upon par- 

 ticular subcortical functional systems while these are 

 in process and tending to depress all conflicting activ- 

 ities either by withdrawing available nervous energy 

 from their apparatus of control or by equal activa- 

 tion of agonist and antagonist systems with resulting 

 stasis. It is partly a general and tonic activation or 

 reinforcement of all lower reflex systems. Upon re- 

 moval of the visual cortex the specific phasic activa- 



