The same discrimination-learning problem was assigned to three different groups of white rats at a place near the start-box, near the middle point and near the goal within a linear maze. For the fourth group of animals the location of the discrimination-apparatus was changed at random for each trial to one of equidistant, six positions, and for the fifth group, systematically in a specific sequence trial from the start to the goal and return. No statistically significant variances were found among the discrimination-learning patterns of these five groups. Near the goal, however, the last two groups were able to recognize the discrimination-stimuli, the location of which was changed each time, with fewer errors than the first three groups, for whom the location of the stimuli was constant. By another group of animals, which were given the same six discrimination-learning problems successively and continuously, a fairly clear bi-directional gradient was shown. Gradient is meant that there were fewer errors at the midway positions than at the polar positions. In order to gain a clearer insight into these results, it will be necessary to take into consideration that the start, the discrimination-stimuli and the goal have meaning as “figure” on a total situation or “background” of the linear maze.

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A relationship between the excitation of the central nervous system by electric shock and the ammonia content in rat brain was studied.
It is convenient to use the apparatus as shown in Fig. 1 for giving electric shock to animals and immersing them into liquid air immediately. Ammonia and glutamine contents in rat brain which was frozen in liquid air under various conditions were measured by the microdiffusion method of Conway.
The ammonia content in brain was increased by the continuous electric shock for five seconds. And also an increase of ammonia was caused by the conditioning stimulus (light). When the continuous electric shock of longer than fifteen minutes was given, the ammonia content was not increased at all. Only on the case of continuous electric shock for thirty minutes, the increase of glutamine content was significantly recognized.
The facts above might be explained as follows : By the electric shock ammonia is formed rapidly in brain. At the same time the ammonia binding system also becomes active, and then glutamine synthesis which is formed from glutamic acid and ammonia is continued for one hundred and thirty minutes.
The second electric shock had no effect on an increase of ammonia content for one hundred and twenty minutes after the first electric shock. But when the discrimination conditioning was given to rats, the second electric shock became effective after sixty minutes.

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Problem : As to effects of the sympathetic and parasympathetic nervous stimulus (ADRENALIN & ACETYLCHOLIN) on the behavior formation, the sympathetic nervous stimulus accelerates it at the first stage but represses it, after 15 or 20 min. while the para-sympathetic stimulus effects contrary. This proves CANNON'S theory of “HOMEOSTASIS” phenomenon (Fig. 1), and makes it possible to form susceptibility symptoms by successive stimuli of each of the sympathetic and para-sympathetic nerves. We introduced CANNON'S theory of “HOMEOSTASIS” and SELYE'S “STRESSOR” into the behavior formation and, at first, as the preliminary stage, we studied the relation between the autonomic nervous system and the internal secretion.
Procedure : apparatus, revolving wheel animals, mice (NA II)
General procedure ; After hypodermic injection of the internal secretion hormone, mice's momentus alteration of their free revolving for 30 min.was recorded.
Stimulants ; (1) PROGENIN which is regarded to accelerate the production of adrenalin by simulating mainly the sympathetic nerves, and (2) ESTORADIN which is regarded to stimulate the parasympathetic nerves to product acetylcholin.
quantity used is 0.1cc National Unit respectively.
Results : (1) Effect of the progenin on the behavior is accelerated at first, and repressed 18-24 min., and that of the estoradin is contrary (Fig. 2).
This is the same result as the effect of the autonomic nervous stimulus on the behavior.
(2) Through studying the effects of successive stimulation by the progenin or estoradin on the behavior, that is, the formation of susceptibility symptoms, it is also possible to form the susceptibility symptoms of the internal secreting function just as that of the autonomic nervous system. The effect of the internal secreting function stimulus on the behavior is delayed a little in time and space compared with that of the nervous system stimulus.
(3) As to behavior formation as bodily changes by the external stimulus, both the nervous system function and the internal secreting function have much to do with it.
Further investigations of the functional relations between the bodily changes and the behavior are required, in connection with CANNON and SELYE'S “Sympathetic Nervous System → Humoral regulation→Anterior pituitary→Adrenocortex System”.

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A series of latent learning experiments was performed through the procedure similar to the SEWARD'S (9) and the MAIRE'S ones (4) by making use of guppies, a kind of fishes, and some principles were discussed to explain the latent learning phenomena.
In Experiment I, it was found that 20 trials of one-directional exploration from S to E₁ or E₂ of the maze (see Fig. 1) during 5 days were not sufficient for these subjects to cognize the structure of the maze, while 40 trials were quite sufficient.
In Experiment II, it was postulated that there might be found two types of learning, i. e., conditioning accompanied by reinforcement and cognizing which was independent of reinforcement. The results of this experiment seem to be unexplainable in terms of any ready-made principles except the postulated principle of the learning of cognizing. In brief, cognizing was postulated to be a learning related to the effects of starting-point, while conditioning was to be a learning related to the effects of goal : Cognizing as such may be characterized by the start-gradient.
In Experiment III, the effects of hunger drive on latent learning, cognizing in our term were dealt with. Any indications of the Seward-type of latent learning could not be found under the condition of weak hunger drive.
In Experiment IV, the problem of water temperature as a factor influencing latent learning was investigated : The results of this experiment indicate that it was difficult for guppies to learn latently the maze when the temperature of water was 15°C or 35°C, while the optimum water temperature for the subjects was 25°C. The negative effect of changed water temperature, I suppose, might last at least for 24 hours after water temperature had been changed to the optimum one.

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IWAHARA (4) failed to find any difference in spontaneous alternation betghween subjects which were given massed (20″ interval) trials and those given spaced (120″ interval) using a simple Y-maze (see Fig. 1), in the cockroach. Moreover the average percentage of alternation was 43 %, slightly below the 50% chance level assuming no position habits. This result seemed to contradict with IWAHARA'S similar rat study (5) in which the percentage of alternation was 72% for a massed group and 61% for a spaced group.
The observed difference could be due to motivational factors, because the drive for the cockroaches was negative photo-tropism, while that for the rats was evidently positive hunger drive. If this was the case, a further decrease in alternation was expected when electric shock was administered in place of a slightly negative drive of the tropism.
Three groups (NS-S, S-NS, & S-S) of cockroaches were used. NS-S, for example, reads that the group was given no shock on day 1 but was given electric shock (20V, D.C.) on day 2. The subject was run in a Y-maze (Fig. 1) 11 trials a day with an inter-trial interval of 20″ for two consecutive days. The results on day 1 indicated that electric shock reduced spontaneous alternation in comparison with no shock but with mild negative photo-tropism. The negative effect of shock increased with trials (Tables 1 & 2). On the other hand the opposite result was shown for no-shock groups including IWAHARA'S previous group. As a fairly high negative correlation (-.663) was observed between the percentage of alternation and the position habit on day 1, it may be concluded that electric shock fixated cockroaches' responses.
This phenomenon seemed to correspond with MAIER'S study of fixation in the rat where the dominant drive was frustration which is clearly a negative drive as is electric shock. However no consistent results were obtained on day 2 probably because of after-effects of the previous day training.

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[in Japanese]

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