DELAYED REACTION 81 



4. No animal that had used overt motor attitudes in solving 

 the problem when the small release and similar backgrounds 

 were used adopted another type of cue either when a large 

 release or when backgrounds of d fferent brightnesses were used. 



5. The method used in the present tests for attacking the 

 question of the functional presence of a representative factor 

 in an'mal behavior is superior to that of imitation, use of tools 

 and others that have been used in the past, because here it is 

 possible to determine what stimulus controls the behavior. It 

 is therefore possible to insure the absence of the stimulus at 

 the moment of response. 



6. The representative factor for which search has been insti- 

 tuted in this monograph stands primarily for "objects" and 

 not movements. A technique that would make certain a con- 

 trol of the latter factor so as to insure its presence or absence 

 at the will of the experimenter has not as yet been perfected. 



7. From a consideration of the theoretical advantages to be 

 derived from interpreting this representative factor as sensory 

 rather than as imaginal, a decision was reached in favor of the 

 former alternative for all reagents save possibly the older chil- 

 dren, H, Hd, M and L. Illustrations were given from human 

 consciousness where a sensation performed a memory function 

 or served as a link in a train of thought. Such cases have been 

 termed "conscious attitudes" or "imageless thought." This 

 function, as considered in this paper, was designated sensory 

 thought. 



8. The theory was advanced that such a function as sensory 

 thought represents the highest grade of behavior in raccoons 

 and probably also in children of some two and one-half years 

 of age. This theory is supported by the hardly-to-be-doubted 

 presence of sensations in animal consciousness and by the 

 assumption that these sensations can function as the illus- 

 trations indicate that such processes do in human behavior. 

 Such a theory seems more in accordance with the law of parsi- 

 mony than would a theory which made images perform the 

 representative function found in the raccoons and the child F. 



9. From this theory, it follows that subjects may be put into 

 at least four classes on the basis of the highest type of learning 

 present in their behavior: (a) Absence of learning; (b) trial 

 and error; (c) sensory thought, and (d) imaginal thought. 



