62 THOMAS WILLIAM BROCKBANK 



The individual " error " totals of Table V-A of the maze 

 show the relative extremes in redintegration, namely, 

 where redintegration was completed (a) with numerous 

 " errors " and (b) without " error." These extremes may 

 be seen (a) in records of 3, 4, and 7 and (b) in record 1. 

 In considering the " errors " in records 3, 4, and 7, the fact 

 significant of individual differences, is that the number 

 and kind or, in other words, the quantity and quality of 

 " errors " in each case are not the same. From this fact, 

 it is clear that the process of the establishment of integra- 

 tions in each case proceeded with more difficulty with 

 some than with others. The integrations difficult for one 

 individual to establish — as in record 4, turn 2, are readily 

 established by another — as in record 3, -turn 2; while on 

 the contrary the source of " error " for the second in- 

 dividual — records 3, turn 5 — is not the source of " error " 

 for the first — record 4, turn 5. There are individual 

 differences also in the number of trials necessary to com- 

 plete learning and redintegration. In Table V-B it may be 

 noted in record 5 that 130 trials were required to complete 

 learning and 16 for redintegration; while in record 2, 

 39 trials were required for learning and 29 for redintegration. 



It is true that the differences which characterize the 

 learning process, and that also of redintegration, are influ- 

 enced to some extent by extraneous disturbances' and 

 stimuli. But the important basis of difference is fO be 

 found in the individual. Every individual possesses an 

 heridetary neuromuscular endowment, or organization, 

 capable of performing a limited repertoire of actions. The 

 functioning required in the performance of certain actions 

 is called forth by stimuli of environments; but beyond the 

 limit of the repertoire of actions and their integration in 

 the organism, stimuli are ineffective to produce action 

 which may result in a habit. One individual may possess 

 an endowment whose functions may be called forth by 

 certain stimuli from environments and rapidly integrated 

 in a learning process until the integrations are established 

 in a habit. Another may be so endowed that the process 

 of learning under the conditions of environment as above 

 mentioned proceeds much more slowly. While a third 



