64 THOMAS WILLIAM BROCKBANK 



but the responses of each differ, and the methods of learning 

 are never the same, in ioto. The redintegration of two 

 individuals may likewise seem identical by comparison, 

 but there are degrees of difference which characterize each 

 and differentiate one from the other. Individual differ- 

 ences are thus to be considered as facts which can not be 

 called into question. 



Conclusion 



1. The foregoing experiments were undertaken with 

 a view to attempting to discover some characteristic 

 in learning which likewise appeared as a characteristic in 

 redintegration after a period of retention. 



2. In the learning of the maze and the inclined-plane 

 problems, there is a process through which the integrations 

 of the habit are established. In the chain of integrations 

 which constitute a habit, the learning process discloses 

 certain definite integrations which are more difficult to 

 establish than others. These may be said to be " weak 

 links " in the chain of the habit integrations. Because 

 of the fact that the " errors," due to these weak links, 

 are the more numerous, these " errors " are called dominant. 



3. The locus of dominant " error " in the maze specifi- 

 cally indicates those movements which are difficult to 

 integrate. They are movements which are nearer the 

 higher functional limits of the rat's organization than 

 are other integrations required in the habit. 



4. Though at the end of the learning period the domi- 

 nant " error " may appear to have disappeared, it is the 

 first one to reappear in the redintegration series. This 

 discloses the fact that the integration or integrations which 

 are most difficult to establish are the first to be lost, whereas 

 the integrations which are most readily established persist 

 the longest. 



6. In order that the problem of establishment of in- 

 tegrations be approached from as many points of view as 

 laboratory conditions will allow, additional experiments 

 were conducted. 



7. The method of wider distribution of trials is a better 

 method of learning; and second, that although both methods 



