Structure of Human Serial Learning in Stylus Maze Performance

Abstract

A stylus multiple-T maze was learned by 69 male and 52 female college sophomores. Since discriminant analysis indicated no male-female performance differences, the part scores (time per trial, reversal errors, and number of blind alleys entered in the beginning, middle, and end maze sections) and global scores (lift-pencil errors and ratings of the difficulty of remembering the maze sections) for the 121 students were factor analysed. The differential factor patterns indicated maze-learning strategies that resulted in fast, average or slow learning and identified components related to these strategies.