(b) _Substitute response_ refers to the case where the stimulus remaining as it originally was, a new reaction is attached to it in place of the original response. The conditions under which this takes place are more complex than those that give the substitute stimulus. A tendency towards some goal must first be aroused, and then blocked by the failure of the original response to lead to the goal. The dammed-up tendency then facilitates other responses, and gives trial and error behavior, till some one of the trial responses leads to the goal; and this successful response is gradually substituted for the original response, and becomes firmly attached to the situation and tendency. (3) New _combinations of responses_ occur, giving higher motor units. Human Learning To compare human and animal learning, and notice in what ways the human is superior, cannot but throw light on the whole problem of the process of learning. It is obvious {312} that man learns more quickly than the animals, that he acquires more numerous reactions, and a much greater variety of reactions; but the important question is how he does this, and how his learning process is superior. We must first notice that all the forms of learning displayed by the animal are present also in the human being. Negative adaptation is important in human life, and the conditioned reflex is important, as has already been suggested. Without negative adaptation, the adult would be compelled to attend to everything that aroused the child's curiosity, to shrink from everything that frightened the child, to laugh at everything that amused the child. The conditioned reflex type of learning accounts for a host of acquired likes and dislikes. Why does the adult feel disgust at the mere sight of the garbage pail or the mere name of cod liver oil? Because these inoffensive visual and auditory stimuli have been associated, or paired, with odors and tastes that naturally aroused disgust.