For instance: No. 2 was very timid. No. 1 was perfectly tame from the first day No. 2 was with me, and No. 3 became tame shortly after. No. 2 saw Nos. 1 and 3 come to me, be played with, fed and put through experiments, yet he never did the same nor did he abate a jot or tittle from his timidity save in so far as I sedulously rewarded any chance advances of his. Conversely No. 1 and No. 3 seemed uninfluenced by the fear and shyness of No. 2. No. 2’s cage was between No. 1’s and No. 3’s, and they were for three weeks incessantly making hostile demonstrations toward each other, jumping, chattering, scowling, etc. No. 2 never did anything of the sort. Again, seeing No. 3 eat meat did not lead No. 1 to take it; nor did seeing No. 1 retreat in fright from a bit of absorbent cotton lead No. 3 to avoid it. TABLE 11 Table headings: Column A: SUBJECT, DATE, ACT Column B: TIME TRIED ALONE, WITH RESULT Column C: NO. OF TIMES IMITATEE DID Column D: RESULT AFTER CHANCE FOR IMITATION Column E: SIMILARITY OR DISSIMILARITY OF ACT Column F: SIMILAR ACT ATTEMPTED, THOUGH UNSUCCESSFULLY IN CASES WHERE IT HAD NOT BEEN BEFORE TRAINING Column G: GENERAL JUDGMENT AS TO INFLUENCE OF TRAINING ======================+========+====+======+=============+=====+======= A | B | C | D | E | F | G ----------------------+--------+----+------+-------------+-----+------- No. 3. Dec. 17, 1900. | 50 F | 43 | 55 F | | No. | None. VV (wire loop) | | | | | | No. 3. Jan. 15, 1901. | 91 F | 75 | 35 F | | No. | None. QQ (c) (nail chute) | 1.30 | | | | | No. 3. Jan. 21, 1901. | 63 F | 43 | 5 F | Dissimilar. | No. | None. Gamma (wind) | | | 9.00 | | | | | | 6.00 | | | No. 3. Jan. 21, 1901. | 20 F | 30 | 1.30 | Dissimilar. | No. | None. QQ (ff) (string | 2.00 | | .40 | | | chute with wire) | | | .35 | | | | | | 5 F | | | No. 3. Jan. 23, 1901. | 1.15 F | 40 | 10 F | | No. | None. QQ (chute) | | | | | | ======================+========+====+======+=============+=====+======= Nothing in my experience with these animals, then, favors the hypothesis that they have any general ability to learn to do things from seeing others do them. The question is still an open one, however, and a much more extensive study of it should be made, especially of the possible influence of imitation in the case of acts already familiar either as wholes or in their elements. LEARNING APART FROM MOTOR IMPULSES