INTEGRATION OF MOVEMENTS IN LEARNING IN THE RAT 383 



the reactions reinforced by inhibition of the incongruous. No 

 physiological explanation other than what is implied by associa- 

 tive memory fixates the " congruous" and inhibits the antago- 

 nistic incongruous kind. It cannot be otherwise than that 

 " sensory association" is a selective agency acting upon the 

 mechanism of adaptive, suitable, instinctive responses. An idea 

 of harmony pervades the theory and there does not exist that 

 inharmonious division of movements into " successful" and 

 " unsuccessful" kinds. This theory is formulated in the expecta- 

 tion of discovering or introducing a substantial basis for " intelli- 

 gence," and nothing need be added to a physiological explanation 

 to introduce this idea even for the existence of primitive " intelli- 

 gence." 



Still another theory of learning is that in which the predomi- 

 nant influence of a stimulus is supposed to produce forced move- 

 ments or tropisms. Loeb (4) is the exponent of this view. No 

 "random" movements are assumed to be made by an animal, 

 and as a result, no selection of movements need be made, and no 

 diametrically opposite or antithetical kinds are supposed to exist. 

 A distinctive type of movement, based upon an animal's organi- 

 zation, is forcibly brought to the fore by a stimulus. Learning 

 however, is manifest only in organisms which show evidence that 

 movements can be linked together by associative memory. What 

 is meant by associative memory is not quite clear. Many inves- 

 tigators in animal learning, when they consider Loeb's descrip- 

 tive account of associative memory, assume that here exists a 

 criterion for " intelligence." Loeb seriously objects to such an 

 interpretation of associative memory, but any interpretation is 

 justifiable, for there is every evidence that by associative memory 

 is meant that in learning ' ' sensory association' ' is established. Re- 

 cently he has made a more restricted but hardly a more satisfac- 

 tory statement of what is meant by associative memory. ' ' Learn- 

 ing is possible where thdre is an organ such as the brain for the 

 establishment of associative memory, the mechanism of which 

 is still unknown." Evidence of its existence is placed in the 

 mechanism of the "conditioned reflex." It is similar to such a 

 reflex. The "conditioned reflex" is usually regarded as a form 



