HUMAN REACTIONS IN A MAZE 



111 



ence in the elimination is represented by the height of the rise 

 or fall. These curves for the various groups are given in Figures 

 5, 6 and 7. Each figure compares two sets of values, time and 

 error, time and distance, and error and distance. In each 

 couplet one factor has been regarded as the unit of comparison, 

 and this is printed first in the heading. Time is the unit in 

 two comparisons, and error is the unit in the third. This fact 

 is important, from the standpoint of interpretation, because a 

 rise in the curve means that the first or unit factor is decreased 

 more rapidly than the second factor at that point in the learn- 



Figtjre 5. Error and Distance Comparison. Graphs representing the compara- 

 tive rapidity of the elimination of error and distance values. A fall of the 

 curve indicates that surplus distance has been eliminated faster than errors. 

 A, adult curve; C, children's curve; R I, animal curve. 



ing process. With this key one can readily read the meaning 

 of the curves in terms of relative rate of elimination. 



t. Error and Distance (Fig. 5). (a) For the entire learning 

 process up to the 17th trial, all three groups eliminate distance 

 more than errors and to about the same degree. The groups 

 differ mainly as to the period in which this greater elimination 

 occurs, (b) For the animals it occurs during the second half 

 of the learning. The level line indicates that error and distance 

 were eliminated at practically the same rate up to the ninth 

 trial. The humans, on the other hand, perform this more rapid 

 elimination of distance during the first part of the learning. 

 (e) In a general way, the groups may be arranged in order in 

 this respect similar to their order as to intelligent ability. The 



