In experiment I, procedure used was similar to Sheffield's except that extinction trials were added. Ss of the experimental group (N=16) were placed in an activity wheel, which was covered with wood box having a flicker light and a feeding mechanism in it. Then the flicker light having the frequency of 1 c/s was presented. After 10 min. the light was turned off and Ss were fed for 60 min., after which they were detained in the apparatus for 30 min. without any stimulus. Ss of the control group (N =16), which were matched to those of the experimental group on the level of activity exhibited in pretraining, were given the same training except that the order of lighting and feeding was exchanged, and the feeding started 10 min. after the onset of each trial. Training was composed of one trial a day for 9 consecutive days. After that, three days of test was given, which consisted of 10 min. lighting followed by 20 min. detention without feeding.
Records were taken for the amount of revolutions of the activity wheel, in which the unit of measurement was one fifth of 360° revolution.
In training trials, as shown in Fig. 2 and 3, the amount of activity of the experimental group in the lighting phase was larger than that of the control group both in the lighting phase and in the pre-feeding phase ; in the experimental group, the amount of activity was larger in the lighting phase than in the non-lighting phase ; in each trial for the experimental group the amount of activity in the lighting phase increased as it came close to the feeding phase. And these tendencies were more conspicuous at the later stage of training.
In test trials, as shown in Fig. 4, the amount of activity of the experimental group in each trial increased gradually during the lighting phase, achieved a peak at about 10 min. after the onset of the trial, and then decreased, in contrast with monotonous decrease shown by the control group.
In experiment II, the order of lighting and feeding was the same as in experiment I, but lighting time, the amount of food in each presentation, and the number of paired presentation of light and food were different. Lighting time was 20 sec. (cf : 10 min. in exp. I), the amount of food in each feeding was limited to 250 mg. (cf food was given ad lib. in each trial in exp. I), and the number of paired presentation of light and food for one day was 10 (cf : 1 in exp. I). Rats were trained 3 days and tested one day.
The results of experiment II, as seen in Fig. 5, differed from those of experiment I in training trials. The amount of activity of the experimental group did not differ significantly from that of the control group through the whole training series, and the amount of activity of both the control and the experimental group decreased as the training proceeded in each day. But in test trial, as seen in Fig. 6, again the tendencies of the experimental and the control group were similar to those in test of experiment I.
We discussed those facts as evidences supporting the hypothesis presented by Sheffield. It seemed that this hypothesis could explain many facts exhibited in ordinary training and extinction process, especially in extinction ; for example, “irrelevant response” suggested by McKintosh, “Humphreys effect” after partial reinforcement, as it was tried by Hulse & Stanley, can be explained by this hypothesis.

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It has been shown by Muenzinger (6, 8) that moderate electric shock for correct selection after passing the point of choice has an accelerating effect upon the visual discrimination in a corrective and a non-corrective situation. Wischner's result (21), however, was different from Muenzinger's.
Considering that the difference of their results might be caused by their methodology, we designed in this experiment to examine the relationship between the intensity of electric shock and the task difficulty.
Subjects : 24 albino rats (males) were used.
Apparatus : A simple Y-typed maze provided with electrodes in both choice alleys (Fig. 1). The shocking device delivered ten direct correct impulses per second, which were of rectangular shape and whose amplitudes could be varied. The source of the D. C. shock administered to the Ss was a KX-5 Z 3 vacuum tube with a plate voltage of 650 v..
Procedure : In a non-corrective situation the animals of easy task (E. T.) group were trained in a black (negative) -white (positive) card discrimination, and the those of difficult task (D. T.) group in a 1/4 white (negative) -white (positive) card discrimination with 23 hr. hunger-food motivation. After exploration and pre-training for six days, all rats were divided into three groups, two experimental and one control. Experimental groups were consisted of medium shock (M. S. ; 30-100 μA.) group and high shock (H. S. ; 30-180 μA.) group (Table 1, 2).Each S was given five reinforcements per day and thereafter ten per day until 130 had been given. The intertrial interval was 45 sec.. The criterion of learning was two successive errorless daily sessions of ten reinforcements except initial one, and then it remained constant in each level.
Results : In terms of reinforcements, trials and wrong turns before reaching the criterion, each of E. T. group was significantly superior to its D. T. group, and each M. S. group and H. S. group was significantly superior to the N. S. group, but it was not significant between each M. S. and H. S. group (Table 3, 4).
These results support Muenzinger's suggestion that shock exerts a facilitating effect upon the learning. The new finding in present experiment were as follows : (1) A comparison of 30-100 vs. 30-180 μA shock group was not significant, and (2) the accelerating effect of shock was strongly manifest in earlier phase of learning process in a non-corrective situation (Fig. 2). Therefore, the authors assumed that Muenzinger's explanation was not enough to given an account of the facts shown in this experiment. It was also suggested that in a frustration situation there was an interaction between the process of cognitive differentiation and behavioral adjustment, and yet the facilitating effect of shock depended upon a harmonious interrelationship between both processes.

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Mice's response process under the complex stimulus condition of Adrenalin and Acetylcholin (Ad. + Ach. stimuli) generally showed a general adaptive symptom (stress) of sudden decreasing tendency of behaviors in the early stage, and also in the after stage the same response tendency was seen, forming the continuous stress-response.
Under co-enzymes, Vitamin B₁, Taurin, Hypo (10 mg/cc) condition also the stress was seen. So, in the present experiment, we investigated the kind of response process from the standpoint of homeostasis, raising the density of V. B₁, Taurin, and Hypo.
Results :
(1) Under V. B₁ (20 mg/cc) condition, normal adaptive response of acceleration and restraining was seen after the stress in the early stage. (Fig. 1)
(2) Between the density of these co-enzymes and the tendency of adaptive response, no functional relation was seen. These co-enzymes were seemed to affect not separately but to form a system in all, taking part in the adaptive response.

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Problem ; In order to make the stress clear, we studied here the responding process when the stimuli of Adrenalin and Acetylcholin were used, introducing the knowledge of oxidizing and reducing substances of SH and coenzym through G-SH, and taking the homeostasis as a principle.
Procedure ; Revolving wheel. Animals : 162 NA 2 mice, _??_ 1012 g. Stimuli : oxidizing and reducing substances (Vitamin C, G-SH, Fe²⁺), coenzym (Vitamin B₁, Taurin, Hypo) : 10 mg/cc 0.1 cc respectively.
The mice's momentum for 15 minutes after injection of oxidizing and reducing substances or coenzyms was recorded by means of the polygraph.
Responding processes under the condition of (1) repeating stimulation (twice stimulation) or inverse stimulation 10 minutes after Adrenalin or Acetylcholin injection ; (2) that of 20 minutes after Adrenalin or Acetylcholin injection, each under coenzym supplement ; (3) double stimulation of oxidizing and reducing substances and coenzyms ; and (4) systematic stimulation of oxidizing and reducing substances, were investigated.
Results;
1) Under repeating stimulation and inverse stimulation 10 minutes after stimulation, Vitamin B₁, and Taurin took part in the stress and the adapting process; and under that of 20 minutes after stimulation, Taurin and Hypo took part in. (Fig. 1)
2) The relations between oxidizing and reducing substances and coenzyms under the stress were as follows : Vitamin ↑ V. B₁, Taurin C→Fe²⁺→G-SH, in repeating and inverse stimulation 10 minutes after stimulation, Vitamin ↑ V. B₁, Taurin, Hypo C→Fe²⁺→G-SH in repeating stimulation 20 minutes after S., and G-SH→Vitamin ↑ V. B₁. Taurin. Hypo Vitamin C→Fe²⁺ in inverse stimulation 20 minutes after S. (Fig. 2)
3) Under the double stimulation of oxidizing substances and coenzyms, the adapting response was easy when Vitamin C or G-SH was combined with Vitamin B₁, and when Taurin and Fe²⁺ were united with Hypo. (Fig. 3)

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Using a modified Skinner box, seventy-one experimentally naive pigeons were trained on a single monochromatic light stimulus (480, 505, 530, 555, 580, 605, or 630 mμ). One hundred continuous reinforcements for two days and thirty two one minute fixed interval reinforcements for following two days were given to each S. On the fifth day, the generalization test was carried out under extinction. Each S was tested on only one of seven test stimuli (480, 505, 530, 555, 580, 605, and 630 mμ). The extinction criterion was no response for five minutes. Total number of responses up to this criterion was taken as the response measure. The following results were obtained :
1) There was the tendency that the pigeon responds more persistently to longer wave length than to shorter one.
2) In extinction period the response was emitted to all test stimuli.Taking 1) into consideration, the slope of generalization gradient seemed to be nearly flat.
3) There was no difference between extinction process under original stimulus and that under generalized one.
It seemed that the discrepancy between the slope of generalization gradient of the present experiment and those of other studies (6) (9) (10) is due to the difference of experimental operations. Namely, in the present experiment the pecking-key was continuously illuminated by the original stimulus throughout training period, while in the other experiments “blackout” was used intermittently.

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Harlow showed that in rhesus monkeys perceptual learning sets for many categories can be formed simultaneously, and the color perception learning set is formed more rapidly than the form or size perception learning set (3). It has not been made clear, however, whether these sets are independent of each other, and whether the color perception set, for example, is effective only for the color category and not for others.
The purpose of the present experiment is to investigate the transfer between color and form, and that between form and size in perception learning set. These sets are formed successively and have seemingly no common cue.
S_s : Two Japanese monkeys (Macaca Fuscatus) (RON and CHAKO) and one Formosa monkey (Macaca Cyclopis) (CHETA).
Apparatus : Modified WGTA for paired discrimination.
Stimulus : Eight stimulus boards (7.5 cm×7.5 cm) for each category. Eight color stimuli are so arranged that one color is for one stimulus. Form stimuli are shown in Fig. 1 (white on black). Size stimuli are black squares of eight different sizes on white board. Categories other than the cue are invariable. Procedure : From 8 stimuli, 28 different pairs are possible for each category and the reversal of positive-negative role in the pairs makes 56 problems. When training exceeds 56 problems, these 56 problems are repeated. Eight ten-trial positional sequences are used. Four problems are presented each day.
Training begins with 168 (56×3) color discrimination problems, which is followed further by 112 (56×2) form-, 56 color-, 56 form-, and 56 size-discrimination problems. These 448 problems are divided as shown in Table 1 for the convenience of the description of the results.
The instrumental response required in the experiment is same all through the experiment.
Results : Shown in Table 2. The formation of the form discrimination set (F₁-F₄) began at chance level ; however, it improves faster than the preceding color set formation (C₁-C₆). The color set did not transfer perceptually to the form set. The rapid formation of the form set suggests the existence of the other sort of facilitating factors, which is not, however, the sameness of the instrumental response. The size set began at the higher level and its improvement was not faster than the color or form set. The preceding set formations transferred positively and perceptually to the following size set formation.

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[in Japanese]

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[in Japanese]

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[in Japanese]

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