DEVELOPMENT OF MODERN COMPARATIVE PSYCHOLOGY 



505 



rapidly and widely. During the years 

 1899-1900 Thorndike (ziz) in America 

 and Hobhouse (143) in England, work- 

 ing independently, extended experimental 

 methods to the monkeys, the reports of 

 both appearing in 1901. Hobhouse was 

 interested primarily in imitative and 

 ideational behavior and tested the cat, 

 dog, otter, and elephant as well as the 

 monkey and chimpanzee. Like the Clark 

 group, he allowed his animals considerable 

 freedom of movement when under test, 

 and Thorndike (ziz, page 190) himself in 

 his work on monkeys adopted the more 

 natural method of placing the incentive 

 inside and the animal outside the problem 

 boxes. Although Hobhouse was doubt- 

 less influenced by the previous work of 

 Thorndike, Kline and Small in America, he 

 devised several new and ingenious tests 

 which have proven to be of great value, 

 especially in the study of primates. 

 Several of these, such as the draw-in 

 test, lock and key test, box and pole 

 text, box placing test, and what we now 

 call the "Umwege" test, have been used 

 with minor modifications by Shepherd, 

 Watson, Yerkes, Kohler and other later 

 students of primate behavior. 



The study of mammalian behavior was 

 fostered in America by the psychologists 

 and several important research labora- 

 tories were established almost imme- 

 diately. The work of Thorndike did not 

 lead to the establishment of an animal 

 laboratory unit at Columbia. At Clark, 

 however, regular facilities for animal 

 research were provided as early as 1898, 

 under the supervision of Kline, who also 

 offered a practicum in comparative 

 psychology. Hall, and particularly San- 

 ford gave encouragement to the new 

 venture. Porter's studies on birds were 

 begun in 1901, and Kinnaman's work on 

 monkeys, making use of the Thorndike 

 type of problem box and the Hampton 



Court maze, began about the same time. 

 The laboratory at Clark (119) represents 

 the first attempt of American psychol- 

 ogists to place the new experimental 

 science on a permanent, institutional 

 footing. 



A research laboratory was established 

 by Watson in 1903 at the University of 

 Chicago. During the two preceding years, 

 Watson had been engaged at Chicago in 

 making a genetic study of the behavior of 

 the white rat, including a comparison of 

 neurological maturation at the different 

 age levels. He began with apparatus 

 patterned after that of Kline and Small, 

 but in the course of the work devised the 

 inclined plane problem box for rodents as 

 well as several new types of maze, and 

 greatly improved the technique of Small 

 for isolating the sensory factors in maze 

 learning. The Animal Education (1903) 

 of Watson stands out as being the most 

 systematic and comprehensive psycho- 

 biological investigation of a mammalian 

 form that appeared during the decade 

 under review. An important series of 

 researches involving operative methods 

 was begun by Watson, assisted by Carr, in 

 1905 (zi9, 114) to determine the sensory 

 factors involved in rodent maze learning. 

 In 1908, Watson established a research 

 laboratory at the Johns Hopkins Univer- 

 sity, the work at Chicago being con- 

 tinued under the supervision of Carr. 

 Among other valuable contributions to 

 methodology, Watson (2.59) should be 

 credited with the color vision apparatus of 

 the standard Yerkes-Watson discrimina- 

 tion method (191 1) and the well known 

 Watson circular maze. In variety, amount 

 and importance of experimental contribu- 

 tion during the past quarter century, 

 Watson ranks second to none among the 

 psychological group. 



Carr early became interested in an 

 analysis of the problem of animal-human 



