The effect of a possible perceptual cue on performance in a maze situation

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This thesis , having been approved by the special Faculty Committee , is accepted by the Graduate School of the University of Wyoming , in partial fulfillment of the requirements for the degree o f

_of A rts_____ __________ Dean of the Graduate School.

Date

May__2X>_J.£&___

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THE EFFECT OF A POSSIBLE PERCEPTUAL CUE OJT PERFORMANCE IS A MAZE SITUATION hy F re d T a y lo r Baggs

A T h e s is S ub m itted to th e Departm ent o f Psychology and th e G raduate School o f th e U n iv e rs ity o f Wyoming i n P a r t i a l F u lf illm e n t o f R equirem ents f o r th e Degree o f M aster o f A rts

U n iv e rs ity o f Wyoming L aram ie, Wyoming J u n e , 1950 l ib r a r y O f THE

LARAMIE

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UMI Number: EP18270

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ACKNOWLEDGSMMTS The w r i t e r w ish es to acknow ledge h i s in d e b te d n e s s to Dean R obert H. B ruce f o r d i r e c t i n g th e stu d y and f o r h i s many v a lu a b le s u g g e s tio n s ; to D r. W ilson J . W a lth a ll, Dr. Hugh B. McFadden, H r. Edward C. B ry a n t, an d Mr. Gordon B. Hughes f o r t h e i r c o - o p e r a tio n , s u g g e s tio n s , and e x te n ­ s iv e a s s is ta n c e ; and to th e many p sy ch o lo g y s tu d e n ts f o r t h e i r w i l l i n g c o - o p e r a tio n i n s e rv in g a s s u b je c ts .

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ill

TABLE OF CONTENTS C hapter

Page

I.

INTRODUCTION AND STAT2MENT OF PR 0B L1M ............................................

1

II.

PREVIOUS PERTINENT W ORK..........................................................................

3

III.

METHOD AND APPARATUS...................................................................................

8

IV.

R E SU L T S .............................................................................................................

21

V.

DISCUSSION.........................................................................................................

30

V I.

CONCLUSIONS.....................................................................................................

3b

BIBLI06RAPH7..................................................................................................................

37

APPENDIX...........................................................................................................................

UO

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iv

LIST OF TABLES T able I.

Page S ig n ific a n c e o f th e M f f e r e n c e i n P erform ance Means f o r th e E x p erim en tal and C o n tro l Croups on each o f th e Mazes .

II.

........................................................................................

22

S ig n ific a n c e o f th e D iffe re n c e i n P erform ance S ta n d a rd D e v ia tio n s f o r th e E x p erim en tal and C o n tro l Croups on

III.

each o f t h e M azes...................................................

23

C o r r e la tio n s betw een Raw S co res on th e Ohio S ta te P s y c h o lo g ic a l E xam ination and P erform ance and betw een Age and P erfo rm an ce..................................................................

IV.

23

S ig n ific a n c e o f D iffe re n c e in P erform ance Means f o r Men and Women..........................

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2b

LIST OF FIGURES

F ig u re I. II. III. IV.

Page A p p aratu s « S u b je c t’ s S i d e ........................................................................ A p p aratu s

- E x p e rim e n te r's S i d e ....................................................... 10

Red M a z e ..................... P h o to g rap h

9

o f T hree Mazes

11 .......................................................... 13

V.

G reen M a z e ..............................................................................................................lU

V I.

Red-Green M a z e .......................................................................................................13

V II. V III.

Form Used

f o r R e c o r d i n g ............................................................................ 20

E r ro rs p e r c u l f o r E x p e rim e n ta l, C o n tro l and Combined Groups - Red M a z e .........................................................................27

IX.

E r ro rs p e r c u l f o r E x p e rim e n ta l, C o n tro l and Combined Groups - Green M a z e .................................................................... 28

X. E r r o r s p e r c u l f o r E x p e rim e n ta l, C o n tro l and Combined Groups - Red-Green M a z e ........................................................... 29

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CHAPTER I INTRODUCTION AND STATEMENT OP PROBLEM There i s p ro b a b ly no o th e r f i e l d in p sy ch o lo g y w hich has had a s much em phasis i n th e p a s t decade and a t th e same tim e w hich has h a r ­ b o re d a s much c o n tro v e rs y a s th e f i e l d o f le a r n i n g .

The c o n tro v e rs y

betw een th e a s s o c i a t i o n i s t s and th e G e s t a l t i s t s , in c lu d in g th e f i e l d t h e o r i s t s , s e rv e s to p ro v id e a w e a lth o f e x p e rim e n ta l p o s s i b i l i t i e s f o r w hich we can b e g r a t e f u l .

T h is p a r t i c u l a r problem grew o u t o f d is c u s ­

s io n o f a to p ic o u tlin e d by L eep er ( 7 , p . 1 9 2 ).

The to p ic re a d s a s

fo llo w s : 1.

S tu d ie s o f th e e f f e c t s o f m o tiv a tio n a l f a c t o r s on th e l e a r n ­ in g o r a c q u i s i t i o n o f new modes o f re sp o n se : 2.

Through ch an g in g th e p e r c e p tu a l fo c u s , d e te rm in in g what th in g s w i l l be resp o n d ed to and what f u n c tio n a l s i g n i f ­ ic a n c e th e y w i l l h a v e.

T h is sta te m e n t was a s u g g e s tio n f o r f u r t h e r s tu d y in th e f i e l d o f m o ti­ v a tio n , and i t d id su g g e st th e p o s s i b i l i t y o f a stu d y such a s th e p r e s ­ e n t o n e.

I t was f e l t t h a t a maze w ould p ro v id e a n e x c e lle n t medium f o r

a stu d y o f th e ty p e p ro p o se d due to th e f a c t t h a t a maze o b v io u s ly p r e ­ s e n ts a problem to th e s u b je c t, and i t was f e l t t h a t v o lu n te e r s u b je c ts on th e c o lle g e l e v e l w ould b e m o tiv a te d v e ry sim ply by th e c h a lle n g e w hich a maze problem p r e s e n t s .

A h i g h - r e l l e f f i n g e r maze o f th e nTn

ty p e was s e le c te d r a t h e r th a n a maze o f th e s ty lu s ty p e o r m en tal maze. The "T" maze, a c c o rd in g to M ile s ( 1 5 ) , i s a. good d e sig n s in c e i t i s

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2

u n ifo rm and p r e s e n ts s im ila r s i t u a t i o n s to th e s u b je c t on s u c c e s s iv e t r i a l s , and r e s u l t s can he o b j e c t iv e ly t r e a t e d .

E le v a te d mazes seem

s u p e r io r to s ty lu s m azes b ecau se u s in g th e f i n g e r a f f o r d s cu tan e o u s e x p e rie n c e so t h a t pathw ays can n o t b e o v erlo o k ed by hugging v a i l s . T h is p ro v id e d th e e x p e rim e n ta l s i t u a t i o n :

a m o tiv a te d l e a r n in g s i t u a ­

t i o n w hich, when c o u p led w ith a p e r c e p tu a l c u e , o f f e r e d th e p o s s i b i l i t y o f f in d in g th e answ ers to some o f th e fo llo w in g q u e s tio n s ; 1.

In a m o tiv a te d le a r n in g s i t u a t i o n , what a r e th e e f f e c t s o f a p o s s ib le p e r c e p tu a l cue on maze perform ance?

2.

Is th e r e any s i g n i f i c a n t d if f e r e n c e betw een men and women i n t h i s le a r n in g s it u a tio n ?

3.

I s th e r e any r e l a t i o n s h i p betw een ag e and a b i l i t y to p e r ­ form i n t h i s problem s it u a tio n ? Is th e r e any r e l a t i o n s h i p betw een raw s c o re s on th e Ohio S ta te P s y c h o lo g ic a l E xam ination and a b i l i t y to p erfo rm in t h i s problem s itu a tio n ?

3.

Do th e r e s u l t s o f t h i s problem seem to fa v o r th e p o in t o f view o f th e a s s o c i a t i o n l s t s o r o f th e G - e s ta ltis ts and f ie ld th e o ris ts ?

The problem 1 b to s e t a s i t u a t i o n , u s in g a maze o f th e ty p e d i s ­ c u ss e d ab o v e, w hich w i l l g iv e q u a n t i t a t i v e answ ers to th e f i r s t fo u r q u e s tio n s ab o v e.

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CHAPTER II

PREVIOUS PERTIHMT WORK Some o f th e h e s t s tu d ie s r e l a t i n g to th e p r e s e n t problem a r e th o se o f M aier ( 9 , 1 0, 1 1 , 1 2, 1 3 , 1^-).

He p o in ts ou t t h a t a p e rs o n may f a i l

to s o lv e a problem , n o t m erely b e ca u se o f i n a b i l i t y to form th e s o l u tio n p a t t e m , b u t b e ca u se h a b itu a l a c t i v i t y a c t u a l l y i n h i b i t s th e s o lu ti o n p a tte rn .

He f u r t h e r em phasizes th e f a c t t h a t a p e rs o n can n o t b e equipped

w ith th e a b i l i t y to form p a t t e r n - s o l u t i o n s , b u t he can b e t r a i n e d to c l e a r th e ground f o r th e a p p earan ce o f a s o l u t i o n - p a t t e r n .

T h is was

d e m o n strated by h i s " h a t-ra e k " p ro b lem , in w hich s u b je c ts w ere u n ab le to u t i l i z e p re v io u s ly - u s e d m a te r ia ls to c o n s tr u c t a h a t- r a c k .

The sub­

j e c t s w ere u n a b le to re o rg a n iz e t h e i r p a s t e x p e rie n c e s i n such a way a s to s o lv e th e p ro b lem , and y e t each o f th e s u b je c ts knew a l l t h a t was n e c e s s a ry to so lv e th e problem .

They c o u ld n o t do so b ecau se th e y had

no d ir e c t i o n o r b e c a u se t h e i r d i r e c t i o n was w rong.

We have a l l had th e

s e n s a tio n o f f e e l i n g " f o o lis h " when th e s o lu tio n to a problem on w hich we have "g iv en up" i s d em o n strated to u s .

We say t h a t i t was r e a l l y

v e ry s im p le , and y e t somehow we were u n a b le to p u t th e p ie c e s o f o u r knowledge to g e th e r i n such a manner t h a t th e s o lu tio n c o u ld be re a c h e d . M aier m ight say t h a t we la c k e d th e r i g h t d i r e c t io n w hich w ould have b ro u g h t ab o u t th e p ro p e r o rg a n iz a tio n o f th e ite m s o f know ledge.

These

s tu d ie s f u r t h e r d e m o n strate th e u n tru s tw o rth in e s s o f i n t r o s p e c t iv e r e ­ p o r t s in t h a t th e s u b je c ts who were g iv e n a h in t which e n ab le d them to come su d d en ly upon th e s o lu tio n d e n ie d h av in g any knowledge o f a h i n t

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( t h e h i n t h a rin g b een g iv e n in such a manner t h a t th e s u b je c t was n o t aw are o f i t s "being g iv e n ) o r t h a t any " th in g " a id e d them in t h e i r s o lu ­ tio n .

The s u b je c ts w ere a b le to s o lv e c e r t a i n problem s o n ly a f t e r

h a v in g been g iv e n h i n t s , and y e t a few o f th e s u b je c ts c o u ld n o t u t i l i z e th e s e h i n t s and s o lv e th e problem even th o u g h i t was sim ple and a p p e a re d obviou s to them when th e s o lu tio n was in d ic a te d . C r a f ts ( 1 , p . 3& 0 Hakes th e fo llo w in g sta te m e n t c o n c e rn in g th e r e s u l t s o f H a le r 's ex p erim en ts: The r e s u l t s o f H a le r 's ex p erim en t add to th e a lr e a d y c o n s id e r­ a b le fu n d o f ev id en ce w hich p ro v e s t h a t we a r e e n t i r e l y unaware o f many o f th e f a c t o r s w hich in flu e n c e o u r b e h a v io r. The s t i m u l i , b o th i n t e r n a l and e x te r n a l , w hich a c t on th e human b e in g from moment to moment a r e e x ce e d in g ly numerous and com plex. Of th e s e s t i m u l i , we a r e u s u a lly c o n sc io u s a t any g iv e n moment o f b u t v e ry few , and som etim es o f none a t a l l . The r e s u l t i s t h a t when an in d iv id u a l i s q u e s tio n e d a s to th e c a u se s o f some g iv e n a c t i o n on h i s p a r t , he may be q u ite u n a b le to e x p la in th e b e h a v io r i n term s o f a n te c e d e n t s tim u la tin g f a c t o r s . O r, i f he th in k s h e c an g iv e a r e tr o s p e c tiv e a cc o u n t o f th e o r i g i n o f h i s a c t i o n s , h is d e s c r ip ­ t i o n may d e v ia te w id e ly from th e sequence o f e v e n ts w hich a c t u a l ­ l y o c c u rre d . T h is o f c o u rse does n o t c o m p le te ly r u l e o u t th e v a lu e o f th e in tr o s p e c ­ t i v e r e p o r t , b u t c e r t a i n l y we m ust supplem ent any i n t r o s p e c t iv e r e p o r t w ith o b je c tiv e o b s e r v a tio n a l m ethods.

H a i e r 's s t u d i e s , a s w e ll a s each

o f th e o th e r s tu d ie s r e f e r r e d t o h e r e , p ro v id e enough "meat" to keep one e x p e rim e n ta lly a c t i v e f o r a l i f e t i m e . L in e (£>) p o in ts o u t t h a t i f n a tu r a l u n i t i e s e x i s t th e y m ust e x i s t f o r th e p e r c e iv in g organism ;

t h a t i s to s a y , p a s t e x p e rie n c e s must be

g iv e n a p la c e ; e . g . , i n th e o r g a n iz a tio n o f n in e d o ts , th r e e h o r iz o n ta l rows o f th r e e d o ts c an be o rg a n iz e d i n s e v e r a l w ays.

Every a s p e c t o f

s tim u la tio n i s en tw ined w ith o th e r s so t h a t th e system a s a whole i s th e

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5

o n ly f u n c tio n a l u n i t .

" I f we a r e to d i r e c t th e le a r n in g o f o t h e r s , th e

ta s k s s e t must he a r t i c u l a t e d w ith th e n a tu r e o f th e l e a r n e r , " ( 8 , p . 390) T h is s ta te m e n t i s v e ry s i g n i f i c a n t in i t s r e l a t i o n s h i p to t h i s p a r t i c u l a r problem and p ro v id e s an o p p o rtu n ity to i n d i c a te th e p e r tin e n c e o f L ew in 's f i e l d th e o ry ( 7)» I t seems th a t th e f i e l d c o n c e p ts a r e v e ry p e r t i n e n t in t h e i r c lo s e r e l a t i o n s h i p to th e above c o n c e p ts o f L in e .

L e w in 's l i f e s p a c e , h i s

m o tiv a tio n a l s i t u a t i o n , h i s f o r e ig n h u l l o f l i f e sp a c e , h i s in n e r p e r ­ so n a l r e g io n s , and th e f o r c e s a c t i n g upon an in d iv id u a l a r e a l l impor­ t a n t i n t h i s id e a o f "w h o len ess."

T hat i s to s a y , we must c o n s id e r th e

t o t a l p r e s e n t s i t u a t i o n in w hich th e s u b je c t i s b e in g p la c e d t o th e f u l l e s t p o s s ib le e x te n t i f we a r e to d i r e c t h i s b e h a v io r o r re s p o n s e s , a n d we w i l l a t b e s t o n ly be a b le to g u ess th e outcome s in c e we have no way o f c o n t r o l l i n g o r s e t t i n g th e s i t u a t i o n so t h a t each i n d i v i d u a l 's r e a c t i o n can be p r e d i c t e d .

W ith each new s u b je c t we have a c o m p letely

new problem b ecause we have a d i f f e r e n t l i f e sp a c e . The fo llo w in g b rie f ly - m e n tio n e d a r t i c l e s a r e p e r tin e n t to th e stu d y h e r e in r e p o r te d .

They a r e by no means a m ajo r p o r tio n o f th e work done

on d i f f e r e n t a s p e c ts o f human mazes and maze le a r n in g , b u t th e y a r e r e p r e s e n ta tiv e o f t h a t work and p ro v id e exam ples o f d i f f e r e n t t h e o r ie s a n d m ethods employed in maze e x p e rim e n ts. Dunker ( 2 ) s t a t e s t h a t th e r e i s h a rd ly a n o th e r co n cep t u se d in psy ch o lo g y w hich h a s , i n th e lo n g r u n , p ro v e d more d is a s tr o u s to th e th e o ry o f problem s o lv in g th a n s i m i l a r i t y . in a p p lic a b le .

I t e x p la in s n o th in g ;

i t is

He say s t h a t th in k in g i s th e p ro c e s s by w hich in s i g h t

i n t o a p ro b le m a tic s i t u a t i o n le a d s t o a p p r o p r ia te re s p o n s e s .

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K luver ( b ) , a s opposed to B unker, s u p p o rts th e c o n ce p ts o f i d e n t i ­ c a l o r s im ila r elem en ts and say s t h a t co n stan cy o f th e re s p o n se and th e f a c t o f u n a lte r e d form s o f b e h a v io r , in s p i t e o f stim u lu s c h an g e s, assume some c o n s ta n t a s p e c ts o f s tim u lu s . H am ilton (3)» i n in v e s t i g a t i n g th r e e p o s s ib le checks o f r e l i a b i l i t y o r a c c u ra c y , namely:

( a ) th e e f f e c t o f p h y s ic a l d if f e r e n c e s i n th e maze,

(b ) th e e f f e c t o f u se o f d i f f e r e n t c r i t e r i a o f e r r o r s and d i f f e r e n t norms o f m a ste ry , and (c ) th e r e l i a b i l i t y o f maze by th e u s u a l s t a t i s t i c a l m ethod, found t h a t th e s e do n o t m arkedly a f f e c t r e s u l t s except when th e maze i s s m a ll. H u ll (H) says t h a t e rro n e o u s a c t s c o n tin u e b e c a u se o f te n f i r s t r e ­ in fo rce m e n t does n o t s tr e n g th e n enough to overcome a p re v io u s s tim u lu s re sp o n se bond. Husband (5)> i n s tu d y in g methods o f le a r n in g a maze, fo u n d t h a t th e v e r b a l method o f l e a r n in g was m ost commonly u s e d , w ith v is u a l method b e in g n e x t.

V erb al method was fo u n d to b e th e most s a t i s f a c t o r y ; v is u a l

m ethods w ere found to be d i f f i c u l t .

A co m b in atio n o f v e r b a l , v i s u a l and

m otor methods was u se d t h i r d m ost o f te n and o th e r co m b in atio n s n e x t.

The

c h i e f d i f f i c u l t y in s o lv in g a maze seems to l i e in d e v is in g a p ro p e r method o f a t t a c k . Warden ( l b ) u s e s th e f a c t o r s o f prim acy and re c en c y in th e e lim in a ­ t i o n o f e r r o r s in a s t y l u s maze. W olfle (I S ) q u e s tio n s B eep er1s r e s u l t s re g a rd in g t h e s ta te m e n t t h a t human s u b je c ts can l e a r n a maze p a t t e r n a s r e a d i l y when s i z e i s changed from t r i a l to t r i a l a s w e ll a s when th e s e f a c t o r s a r e c o n s ta n t.

The

d i f f i c u l t y p ro b a b ly i s due to i n s t r u c t i o n a l v a r i a t i o n an d amount o f in fo rm a tio n g iv e n th e s u b je c ts .

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No l i s t i n g o f p e r t i n e n t e x p erim en tal work on mazes can be com plete w ith o u t in c lu d in g W arden's work (1 7 )•

Warden u sed a s ty l u s maze and

in v e s t ig a te d th e v a r io u s modes o f a t t a c k u sed by human s u b je c ts i n s o lv in g h i s s ty lu s m azes.

He l i s t s th r e e modes o f a t t a c k w hich a r e

r e f e r r e d to a s th e word r e a c t io n m ethod, th e v i s u a l im agery m ethod, and th e m otor m ethod.

He found th e word r e a c ti o n m ethod m ost o f te n u sed and

th e most econom ical i n s o lv in g m azes.

The v is u a l im agery m ethod was

u se d n e x t most o f te n and th e m otor method u sed l e a s t .

He q u e s tio n s th e

v i s u a l Im agery method and s u g g e s ts t h a t i t i s p o s s ib ly a co m b in atio n o f v e r b a l and m otor m ethods o r sim ply one o r th e o t h e r .

An e x p la n a tio n o f

th e s e modes o f a t t a c k w i l l be g iv e n i n C h ap ter V.

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CHAPTER III

METHOD AMD APPARATUS The a p p a ra tu s In c lu d e d a hox tw e n ty -s ix in c h e s w id e, tw e n ty -th re e in c h e s lo n g and t h i r t e e n in c h e s h ig h .

I t was c o n s tr u c te d o f t h r e e - f o u r t h

in c h plywood and was open on two ends to e n ab le th e e x p e rim e n te r to ob­ s e rv e th e s u b j e c t 's p ro g r e s s and t o p e rm it th e e n tra n c e o f th e s u b j e c t 's hand on th e o p p o s ite s id e .

The e n t i r e box was p a in te d a d u ll g re y to

e lim in a te th e p o s s i b i l i t y o f shadows*

The to p was c o v ered w ith f i v e

l a y e r s o f c h ee se c l o t h o f s u f f i c i e n t le n g th to hang o v er th e s u b j e c t 's end so t h a t i t would be im p o ssib le f o r him to see th e maze a s he ra n i t , A f u r t h e r re a so n f o r u s in g c h eese c l o t h was t h a t i t w ould p e rm it l i g h t to b e e m itte d from th e b o x .

W ith in th e b o x , c e n t r a l l y lo c a te d and th r e e

in c h e s from th e t o p , on each s id e w ere two l i g h t b u lb s , one re d and one g re e n .

The l i g h t s w ere w ire d to a m ic ro -s w itc h so t h a t th e e x p e rim e n te r

c o u ld r a p id ly change th e l i g h t s from r e d to g re e n . tu rn e d r e d by th ro w in g a k n if e s w itc h ;

The l i g h t s were

th e g re e n l i g h t s w ere tu rn e d on

an d t h e r e d l i g h t s o f f by th e o p e r a tio n o f th e m ic ro -s w itc h ,

fig u re 1

shows th e a p p a ra tu s from th e s u b j e c t 's s id e , an d F ig u re I I shows th e e x p e r im e n te r's side with th e lights, switches and th e first maze visible. The mazes w ere th r e e in number an d w ere h i g h - r e l i e f f i n g e r mazes o f th e m u ltip le "T" d e s ig n .

The f i r s t maze, h e r e a f t e r c a l l e d t h e " re d

maze" (F ig u re I I I ) , had n in e c h o ic e p o i n t s , and th e p a t t e r n was R.-L-RL-B-L-R-L-R.

In th e lo w er r ig h t- h a n d c o rn e r o f th e re d maze was a

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APPARATUS . SXPBRIKSNTJE' S SIDE

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sm all th r e e - c h o ic e p r a c t i c e maze s i m i la r in c o n s tr u c tio n to th e ex p er­ im e n ta l mazes (F ig u re IV ).

I t had no d e s ig n a te d b e g in n in g o r end.

The a l l e y s w ere a l l o n e -fo u rth in c h h ig h and o n e - h a lf in c h w ide;

and

th e pathw ays were th r e e in c h e s from c h o ic e p o in t to c h o ic e p o i n t , th e t o t a l le n g th o f each MTH b e in g s ix in c h e s .

The to p o f th e maze was

sanded sm ooth, v a rn is h e d and waxed t o e lim in a te t a c t u a l c u e s .

A fa in t

b lu e l i n e was drawn a c r o s s each c u l de s a c , one and o n e -h a lf in c h e s from th e c h o ic e p o i n t , and t h i s was th e a r b i t r a r y p o in t chosen a s p o in t o f e r r o r .

The second maze (F ig u re V) was d i f f e r e n t from th e f i r s t

o n ly in p a t t e r n , w hich was R-L-L-R-L-L-R-L-L. b e d e s ig n a te d a s th e "g re en m aze."

T h is maze w i l l h e r e a f t e r

The t h i r d maze (F ig u re VI) was con­

s t r u c t e d from th e p a t t e r n o f th e f i r s t two and w i l l h e r e a f t e r b e r e f e r r e d to a s th e "re d -g re e n m aze."

T h is maze had n in e c h o ic e p o in ts a s d id th e

f i r s t two and d i f f e r e d from them o n ly in p a t t e r n . p o in ts d u p lic a te d th e re d maze; i . e . , B-L-R;

The f i r s t th r e e c h o ic e

th e second th r e e c h o ic e

p o in ts d u p lic a te d th e g re e n maze p a t t e r n ; i . e . , E-L-L;

and th e l a s t

th r e e c h o ic e p o in ts re p e a te d th e re d maze p a t t e r n ; i . e . , R-L-R. made th e t o t a l p a t t e r n R-L-R-R-L-L-R-L-R.

T his

I t must be made c l e a r t h a t

th e r i g h t - l e f t c h o ic e s a r e th o u g h t o f a s i f one were w alk in g w ith in th e maze so t h a t e ac h c h o ic e p o in t w ould be f a c e d . th r e e mazes a s th e y a c t u a l l y w e re.

F ig u re IV shows a l l

The mazes w ere mounted on t h r e e -

f o u r th in c h plywood s e c t i o n s , tw e n ty - s ix by tw e n ty -th re e in c h e s , w hich w ere p a in te d a d u ll g re y .

They f i t in to th e maze box and c o u ld b e

changed w ith e ase (F ig u re I I ) . The s e t t i n g was a p l a i n room w ith b la c k c l o t h o v e r th e windows to ex clu d e l i g h t ;

th e a p p a ra tu s was p la c e d on a t a b l e so t h a t th e s u b je c t

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50

TABLE X ANALYSIS OF ERRORS CONTROL GROUP

1

2

3

b

5

6

7

8

9

Red Maze

22

19

29

16

2l+

15

21

15

10

171

Green Maze

1+6

16

3^

56

31

51

51

30

22

337

Red-Green Maze

12

23

9

52

20

16

15

12

3

162

C hoice P o in ts

I

670

EXPERIMENTAL GROUP

1

2

3

^

5

Red Maze

10

13

11+

6

13

15

G reen Maze

36

11

26

63

27

R ed-G reen Maze

13

30

21

65

8

C hoice P o in ts

8

9

E

10

17

1+

102

51+

51+

32

22

325

15

10

16

6

181+

6

7

6ll

COMBINED CONTROL AND EXPERIMENTAL GROUPS C hoice P o in ts

2

3

1+

5

6

7

8

9

Red Maze

32

32

*3

22

37

30

31

32

11+

273

Green Maze

82

27

60

119

58

105

105

62

1+1+

662

Red-G reen Maze

25

53

30

117

28

31

25

28

9

31*6 1281

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