TRANSFER FACTORS IN MAZE LEARNING 349 



slant features of all the CA mazes were (a) the outside dimen- 

 sions, (b) the side upon which entrance was placed, and (c) the 

 side upon which exit was placed; and that the animals ran in 

 each maze only once. Table 7 is given for comparison with 

 table 3, above. Averaged totals of entrances into alleys turned 

 toward the food box and of entrances into alleys turned away 

 from it show that the former alleys were entered on an average 

 of 5.12 times, the latter on an average of 1.57. These figures 

 bear out those above (4.58 and 1.59, respectively). Evidence 

 of a rather gradual development of this tendency to enter alleys 

 turned in the food direction and not to enter those turned clearly 

 away from it is given in figure 11 (for comparison with figure 8, 

 above). 



SUMMARY 



We have attempted to isolate some of the elements involved 

 in the transfer of training from maze to maze by the employment 

 of a variety of maze patterns. Four groups of white rats were 

 given four different kinds of preliminary training, and all then 

 tested in one maze. As to results, we seem to have isolated as 

 factors in the transfer of maze learning ability ; (1) adaptation to 

 a general maze situation, i.e., presence of culs-de-sac; (2) adapta- 

 tion to the materials out of which maze is built (a possible small 

 transfer); (3) the habit of eliminating certain constant errors (a 

 possible small transfer); (4) adjustment in the form of a tend- 

 ency not to repeat an error in a single run; (5) definite orienta- 

 tion to food box direction. 



A corollary of general import suggests itself. The literature 

 on the transference of training in human subjects has seemed to 

 work out three general types of factors transferable: (1) identi- 

 ties in content, (2) identities in procedure, (3) identities in aim 

 or ideals. These three appear to the writer as classifiable into 

 two groups: (A) the particular habits or more or less mechani- 

 cal sensori-motor responses to particular elements of the situa- 

 tion, (1) above; and (B) the more general aspects of adaptation 

 of attention, use of imagery, etc., given subjective interpretation 

 either as to their formation or as to their operation, (2) above, as 



