532 "Journal of Comparative Neurology and Psychology. 



proved that it did not use them while they were operative. Certain of Dr. Wat- 

 son's results suggest this possibility. Rats deprived of their vibrissae learned the 

 maze as well as normal rats. But rats that had previously learned the maze in 

 the normal condition showed some disturbance when the vibrissae were removed. 

 One might have expected that their reactions would have become too nearly auto- 

 matic to be affected; but the facts certainly indicate that, although the rats could 

 learn the maze without vibrissas, they would have used those appendages if they 

 had possessed them. 



The author's interpretation of the psychic aspect of the rat's behavior, while 

 sound in its contention that no images or ideas are involved, might, it seems to 

 the present reviewer, go further than it does in pointing out the automatic character 

 of the movements of a practiced animal. Even kinaesthetic sensations and "feel- 

 ings" are likely to play little or no part when an animal has thoroughly learned a 

 labyrinth, though they may indeed occur when a mistake is made. 



A final comment concerns the nature of the records. These are wholly of 

 times, not of paths or of errors. "The time record, carefully controlled, is the 

 only safe guide in estimating the learning process of a maze constructed along the 

 lines of the present one," says Dr. Watson. It is to be hoped that this statement 

 will not influence other investigators, particularly of animals less active than the 

 rat. Such animals often vary widely in the times they require to traverse a maze 

 that has been perfectly learned and in the course of which no errors are made. 



MARGARET FLOY WASHBURN. 



Judd, Charles Hubbard. Psychology: General Introduction. New York, Scribners Sons, xii + 

 389 Pp. $1.50. 1907. 



This book, as the author states on his title page, is the first volume of "a series 

 of text-books designed to introduce the student to the methods and principles of 

 scientific psychology." The second volume of the series, A Laboratory Manual 

 of Psychology, has already appeared; and a third, which is to deal with the equip- 

 ment of a psychological laboratory, is in preparation. 



I shall now present a review of Professor Judd's General Introduction to 

 Psychology which I have based upon the results yielded by the book in connection 

 with a course in psychology which I offered in the Harvard Summer School during 

 the past summer. I am indebted to the twenty-five students who took part in 

 the work of the course for brief and candid statements of opinion concerning the 

 value of the text-book for them. 



About eighty per cent of the members of the class felt that the book had given 

 them an eminently satisfactory and profitable introduction to psychology. The 

 remaining members of the class were disappointed, and gave predominantly 

 adverse criticisms. 



My own impression, gained from the written exercises and the examinations 

 of the course as well as from the critical statements of the students and my own 

 reading, is that the book gave very satisfactory results with this rather mature and 

 decidedly serious-minded body of students. I feel that I can unhesitatingly and 

 without qualification recommend it for the use of similar classes. Whether it 

 would prove as satisfactory with beginning college students I do not know, and I 

 refuse to make any predictions, for experience has taught me that I have no safe 

 ground for predicting the reaction that a text-book may evoke. 



