Abstract
1. Three main problems were examined in this study, that is, tonic-clonic convulsion, subconvulsive reaction, misfit in this study. Is there any different learning ab ility in each of these three patterns?
2. If we accumulate these patterns according to different methods; such as, once at every other day, once a day, twice a day, three times a day, four times a day, and five times a day, is there any different learning ability in each of these patterns?
3. If we continue the cumulative method, can “electrodementia, ” of which Tominaga described, be recognized in the animals?
4. If the animals can be induced to the electrodementia, is there any different time at the end of reaching the state of the electrodementia?
5. Once animals the reached the state of electrdementia and the administration of electroshocks was discontinued, then is there any differem learniug ability in the process of recovery from the state of electrodementia?
Procedure
Suljects: We devide thirty cats (about 1 month old) into four groups, that is, nine as tonic-clonic convulsion group, eight in subconvulsive reaction group, seven as mistfit group and six as control group. Apparasus: The apparatus of electroshock was set up after the second simple method of lshibashi and Nakai. In learning situation, we placed two plates of 8cm. diameter, one on the other, made of alumium at the distance of 5.5m. from start, after putting food between the two plates, the five couple of plates on a line and the space of each being 0.5m. One of them (the second from the right, looking at from the start) is to be opened by animals.
Learning: In order to become familiar with the room of learning, all animals were put into the room for twenty min. to thirty min. every day for a week. At that time there were no plates there. Then we let the animals learn every day in the morning and after-noon three times, with fifteen minutes intervais. When the animals finished six learning sessions a day without error, the scores were measured. When they received the electroshock, we practice the learning after the recovery of consciousness.
Electroshock: We practice the experiment letting cerebral electroshock to be same pattern to each animal group by making each group as follows: tonic-clonic convulsionis passed 45V. AC., duration of 1sec; subconvulsive reaction 35V. AC., duration of 1sec.: misfit 20V. AC., duration of 1sec. In the cumulative methods of twice a day etc., aftre one hour of intervals of electroshock stimulus, next stimulus was put on. But in this case, if we did not make voltage higher or make duration of current longer, we could not get the same state as beginning, therefore we should control occasionally.
Results and Summary
1. Tonic-clonic convulsion and subconvulsive reaction are on the same step, having remarkably much defect in learning ability, but on the contrary misfit had no influence in the learning ability.
2. If we accumulate differently, such as, once at every other day, once a day, etc., tonic-clonic convulsion and subconvulsive reaction have much defect in learning ability when accumulated much, while comparing with tonic-clonic convulsion and subconvulsive reaction misfit has not much influence.
3. “Electrodementia” was not observed in the animals during twenty-three days in the methods of misfit and once at every other day, but in other-methods it was observed. When the accumulations were much, the animals could reach the stage electrodementia earlier.
4. The process of recovery was slow when the accumulations are much. Comparing tonic-clonic conv sion and subconvulsive reaction gronps, the sub onvulsive reaction gronp showed quicker recovery.
