p.38 The present paper will offer a new set of concepts for describing and interpreting the facts of animal
learning... They will rather include such immediate and common sense notions as purpose and cognition.
p.41 what sorts of exploratory impulses are initially called into play?
p.42 How fast and in what manner a rat "learns" will be conditioned among other things by the range, methodicalness,
and flexibility of his exploratory impulses.
p.44 The intent or noetic aspect of an object adjustment we will define as the object structure (i.e., that
behavior possibility) which the animal's behavior can be observed quite definitely to impute (whether correctly or
incorrectly) to such and such a particular part of the maze.
p.44 It appears, however, that learning consists not merely in the acquisition and improvement of
these intent or noetic aspects of the animal's adjustment to the maze, but it involves also the attachment
of such intents to the right stimulus cues. The functioning of any given object adjustment requires the
presence of stimuli. The rat imputes a behavior possibility to a particular part of the maze as a result of particular
stimuli presented by that maze part. And the phenomenon of learning consists in large part
in the attaching of the object adjustment intents to these stimuli.
p.46 The immediate problem subdivides therefore into (a) a discussion of what distinctive cues the particular
organism is capable of attaching its cognitions intents (object adjustments) to; and (b) what are the governing circumstances
for the acquisition of such attachments.
p.47 Whether an animal actually enters a given alley or not is probably a function, not merely of the growth
of his knowledge about the nature of that alley but also the state of his desires
