350 J. F. DASHIELL 



well as clear ideas and clear ideals, (3) above. Now, our work 

 with animals here reported seems to indicate that not only par- 

 ticular elements in sensori-motor response to particular elements 

 of situation but also general types of motor response to general 

 types of situation are transferable and not (we think any com- 

 parative psychologist will hold) to be interpreted as conscious 

 adjustments or attitudes or ideals or other processes explainable 

 in subjective terms. Can it be that the objective or sensori-motor 

 aspect of learning has been inadequately understood, and that 

 all the possible factors of transfer on this plane have not been 

 fairly recognized? Or, to put the matter somewhat differently 

 in certain well-known terms, is a generalized habit (i.e., a gen- 

 eralized motor habit) a possibility of training and therefore of 

 transfer? And, finally, can this be relevant to human as well 

 as to animal learning? 



