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HARRY FREDERICK HARLOW
October 31, 1905-December 6, 1981
BY JOSEPH B. SIDOWSKI AND
DONALD B. LINDSLEY
HARRY HARLOW was born Harry F. Israel in Fairfield,
Iowa, the third of four sons born to Lon H. anct Noble
(Rock) Israel. For reasons unknown, he changed his name
legally to HarIow while in college. After forty-four years of
association with the University of Wisconsin (1930-1974), he
became professor emeritus and retired to Tucson, Arizona.
where he served as honorary research professor of the Uni-
versity of Arizona. In his later years, he suffered from Par-
kinsonism. He died of a brain tumor in 1981.
ACADEMIC YEARS
Harry HarIow, as he himself described it, was a shy, retir-
ing, and callow youth when he began his college studies at
Reect College in Portland, Oregon, in 1923. After one year
he decidecl to follow his brother to Stanford University,
where he wouIc! receive his B.A. degree in 1927, majoring in
psychology. His original intent had been to major in English,
but an unfavorable grade in that subject anct an exciting in-
troductory course in psychology changed his mind. His po-
etic nature and an ability to use the English language in a
humorous manner remained, later contributing greatly to his
success both as a teacher and a professional lecturer.
While still an undergraduate, HarIow supported himself
219
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BIOGRAPHICAL MEMOIRS
working as an assistant to the experimental psychologist Wal-
ter R. Miles, who was elected to the National Academy of
Sciences in 1933. As a graduate student at Stanford, HarIow
came under the tutelage of Calvin P. Stone, who was elected
to the Academy in 1943. As a graduate student, Harry held
a teaching assistantship uncler Paul R. Darnworth in social
psychology and research assistantships under Stone in be-
havioral studies on rats. His cloctoral dissertation dealt with
the social facilitation of eating behavior in rats, combining
elements of his ongoing experiments as an assistant. Much
later, Harlow sail! that he learner! scientific methoclology and
techniques from Stone, but he always consiclerec] Miles his
moral and ethical mentor.
He admirect Lewis W. Terman, then head of the depart-
ment of psychology, and learned about theory in psychology
from him. Terman had been elected to the Academy in 1928.
Towarc! the ens! of Harry's second graduate year, Terman
wrote to Harlow's mother of his great progress in psychology
ant! his preparation for academic teaching and research.
However, later when Harry was seeking an academic posi-
tion, Stone, Terman, and Miles all advised him to consoler a
junior college position because of a speech defect, which they
thought interfered with his ability to articulate clearly and
sometimes brought forth smiles when he said "wat" for rat!
Despite this advice, he accepted a position as an assistant
professor of psychology at the University of Wisconsin in
1930, where he regularly taught the large introductory class
in psychology. With cleterminec! application, his diction and
enunciation steadily improved, ant] he became one of the
most effective and popular lecturers on campus. It was prob-
ably with these student audiences that he developer! his un-
hurriecI, clipped manner of speech that along with his cre-
ative intellect and great wit ultimately made him one of the
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HARRY FREDERICK HARLOW
221
most entertaining, elective, and sought after speakers in all
of psychology.
Hired as a comparative animal psychologist, Harlow ar-
rived at the University of Wisconsin in 1930 to learn that
there was no animal laboratory. However, he soon found a
cramped cubicle in which to house his rats, which happened
to be just below the office of the Dean of Men who didn't
appreciate the odors wafting upward.
As a result, Harry was displaced from that location and
given a small space in the University Medical School. There
he began studies of the social facilitation of feeding responses
in monkeys, an extension of his doctoral research with rats.
But that space, too, proved vulnerable and temporary, and
his first steps into a major career dedicated to the study of
nonhuman primate behavior began at a bridge party, when
the wife of the chairman of the psychology department sug-
gested that he study primates at the local Vilas Park Zoo. The
Zoo afforded an opportunity to work with a variety of pri-
mates, including an orangutan, baboons, and monkeys, ex-
periences that were to prove invaluable and would lead to an
unexpected turn in his career.
PRIMATE LABORATORIES AND RESEARCH
Harlow's first primate research facility consisted mainly of
a few tables, a test tray, and test objects at the Vilas Park Zoo.
In 1932 the University of Wisconsin made available to him a
very small, two-story structure that had previously been the
Forest Products Laboratory. It was badly in need of renova-
tion. With his own meager funds and the aid of Walter
Grether, Paul Settlage and other graduate students this was
accomplished. The result was a usable research facility and
the first real primate laboratory in Wisconsin's Department
of Psychology.
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BIOGRAPHICAL MEMOIRS
Acquiring a small colony of monkeys, HarIow and his
graduate students enthusiastically began developing new ant!
unique ways to study primate behavior, both qualitatively and
quantitatively. Using the oddity principle and matching-
from-sample procedures they were able to study perceptual
discrimination involving figures and patterns on visual clis-
plays or objects that cliffered in color, size, shape, or texture.
By introducing time clelays between stimulus presentation
and opportunity to respond (method of cielayect response),
they could study both learning and memory (lecay. Combin-
ing different tasks in so-callect test batteries they could ex-
plore and identify the nature ant! extent of "animal intelli-
gence" in various species as wed as in humans. In orcler to
conduct these experiments in a uniform way they designed
and built a stanciard piece of equipment, known as the Wis-
consin General Test Apparatus (WGTA). This device was
acloptec! and used by many investigators over the years, even
. .
unto recent times.
One of the most significant discoveries HarIow and his
associates macle in their first primate laboratory dealt with
the formation of learning sets, that is, the process by which
animals "learn to learn." Their procedure was to present
pairs of objects or patterns that cliffered in features such as
size, color, and shape over a series of trials. The objects
changer! every few trials, and the animal graclually learner!
to abstract particular features that clifferentiatecl the correct
response object from others. In this way, discrimination cues
became generalizect and a learning set was establishect. Hariow
and his students, as well as others, exploited this technique
in the study of brain lesions ant! other experimental vari-
ables.
The origin and concept of the learning set idea was not
sullen. From 1939 to 1940, cluring a sabbatical year, Hariow
held a Carnegie fellowship at Columbia University with
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HARRY FREDERICK HARLOW
223
famed anthropologist Franz Boas. While at Columbia he at-
tendect a seminar by the German neurologist Kurt Goiclstein
and became familiar with his theories concerning abstract
and concrete intelligence and learning, which relied heavily
upon performance on block-sorting tests such as the Weig!
or Vigotsky tests. In these tests small wooclen blocks vary-
ing in size, color, ant] shape must be sorted anct grouped ac-
corcling to one or more of such categorical features and the
principle of a category iclentifie(l. Accorcling to GoIclstein,
only humans are capable of abstract thought. Hariow tenta-
tively ctisagreed. Upon returning to Wisconsin he pursued
research that eventually demonstrated—contrary to GoIcI-
stein's view that monkeys could also solve WeigI ancT Vigot-
sky type problems, suggesting certain levels of abstract
thought and reasoning. These results, together with those
from his earlier studies of odclity and matching-to-sample
discriminations caused HarIow to focus on the question of
methoclology.
Limited by cost, upkeep, anct availability of monkeys, Har-
low was forced to ignore the usual experimental procedures
of the time; that is, use of naive and different animals for
each condition or problem, as was the practice with cheap
ant! plentiful rodents. He used the same monkeys for the
study of a variety of problems. If separate groups of monkeys
hac! been used to learn single, simple discriminations, he
might not have discovered the concept of learning set. He fur-
ther realized that subjecting monkeys to series of similar but
related problems paralleled the situations in which children
learn.
At a time when Thornclikian trial-and-error learning was
at variance with the "Ah ha!" solutions attributed by Gestalt-
ists to sudden insight, HarIow presented results on multiple-
problem solution to explain how animals learn-to-learn a
problem-by-problem exposition of the briciges between trial-
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BIOGRAPHICAL MEMOIRS
and-error learning and insight. These results posed addi-
tional difficulties for the conditioning theories of Clark Hull
and Kenneth Spence, influential learning theorists at that
time. Sometimes bitter arguments ensued, but HarIow's re-
sults and interpretations could not be denied. His Earning set
results were enthusiastically received when presented in his
Presidential Address before the Midwestern Psychological
Association in 1948. The subsequent wide acceptance of
these results undoubtedly enhanced his reputation as a cre-
ative scientist and with it his confidence in his general ap-
proach to scientific investigation. Ahead of their time, these
studies oriented the methods and thinking of modern cog-
nitive psychologists toward natural as opposed to contrived
. . .
information processing.
Another notable accomplishment involved investigations
of newly conceived and identified curiosity and manipulation
Graves, in cooperation with Robert A. Butler, Donald R.
Meyer, and Harry's wife, Margaret Kuenne HarIow, a child
psychologist. At a time when drives were considered to be
wholly or partly physiological, HarIow and his associates es-
tablished the fact that the curiosity and manipulation drives
were intrinsic parts of the rhesus monkey's motivational
structure. Food, water, and sex were not found sufficient or
necessary to initiate behaviors resulting from curiosity and
manipulation drives. Monkeys were just naturally curious
and would work hard, if necessary, to satisfy their curiosity.
They would, for instance, manipulate mechanical puzzles in-
cessantly without the rewards deemed necessary by behav-
ioral theorists of the day. Furthermore, HarIow's monkeys
learned complicated tasks without being deprives! of basic
necessities such as food and water.
Along with the foregoing studies of a strictly behavioral
and psychological nature, which had such an important bear-
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HARRY FREDERICK HARLOW
225
ing on theoretical issues with regard to motivation, drives,
and learning, HarIow and his colleagues engaged in a pro-
gram of neurophysiolog~cal anct behavioral studies in an ef-
fort to determine the role of the central nervous system, and
especially the cerebral cortex, in conditioning, visual discrimi-
nation, learning, and memory. The need for more refined
behavioral tests in connection with these brain lesion-behav-
ioral studies lect to the Wisconsin General Test Apparatus
(WGTA) and to a great variety of test batteries and proce-
clures.
In pioneering investigations with Stagner (1933) ant! Sett-
lage (1939), as well as in one of his own studies (1940), Har-
low sought to determine whether a classical Pavlovian con-
clitioned response could be establishect in the cat if, during
the normal training procedure, the paw-lifting response to
the unconditioned! stimulus (shock) was eliminates! or modi-
fied by curare paralysis. Testing for the response to the con-
ditioned stimulus (tone or light flash) was done after the cu-
rare paralysis had worn off. Apparently the assumption was
that everything, including the motor discharge blocked by
the curare at the neuromuscularjunction, would be the same,
except for the absence of the paw-lifting response to shock.
After an appropriate period of training, ant! when the
muscle was free of paralysis, they found that no conditioned
response could be elicited. Although this appeared to be a
landmark cliscovery, there were obvious flaws in the hypoth-
esis, for proprioceptive feedback was also eliminated by the
lack of movement caused by the curare. Furthermore, the
result was subsequently shown by others to be inconclusive
when it was found that curare tract a depressing effect on the
central nervous system, as well as a paralyzing action at the
neuromuscular junction. Hariow then abandoned this type
of research, but many years later he considered that decision
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BIOGRAPHICAL MEMOIRS
to be a mistake. In hindsight he felt that he hac! been on the
verge of an important discovery that was not unearthed until
years later by other investigators.
From about 1940 on, HarIow, his students, and associates
made repeated attempts to determine the ejects of brain
lesions and ablations on the ability of monkeys to make sen-
sory discriminations and perform various tasks on tests de-
veloped for use in the WGTA. Many of these studies resultect
in important contributions, but very little of major signifi-
cance evolvecI, compared with the earlier ancI later areas of
investigation with which HarIow was associated. One set of
studies conductecl by HarIow and Dagnon ~ ~ 943), Spaet
(1943), ant! Campbell (1945) may be mentioned for its pio-
neering importance in the clarification of an issue with re-
garc! to the function of the prefrontal cortex in monkeys.
Carlyle Jacobsen, working in the laboratory of physiologist
John F. Fulton at Yale in the 1930s, had stuclied the clelayed
response performance of monkeys following prefrontal cor-
tex ablations and found that the monkeys couIc! not seem to
determine which foodwelIs had been baiter! prior to the time-
clelay introduced in the delayed response test. Jacobsen re-
ported that the prefrontal cortex lesions had caused a deficit
in immediate and short-term memory.
HarIow and his associates had founct variability in the per-
formance of their lesioned monkeys, but there was clear evi-
clence that some monkeys could manage the time-delays and
other discriminations that would not have been possible with
severe memory deficits. Instead, they attributed the variabil-
ity and the sometimes poor performance to an inability to
attend to the task ant! avoic! distractions. These results, how-
ever, were anteciated by the publications of Malmo ~ ~ 942) and
Finan (1942), who used equipment and procedures like Ja-
cobsen's except that the experimental chamber was in com-
plete darkness to insure that the monkeys' attention was
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HARRY FREDERICK HARLOW
227
focused only upon the stimulus panels, thus avoiding dis-
tractions. These findings were later confirmed by French and
Harlow ~ ~ 9621. Thus, ~acobsen's putative memory loss results
could now be interpreted as due to distraction and inatten-
tion rather than an inability to form, store, and retrieve mem-
ories after prefrontal lobe ablations. Such results whether
interpreted as attention or memory deficits, had important
implications for the performance of human frontal loboto-
mies, initiated in 1936 by the Portuguese neurosurgeon An-
tonio Egas Moniz and continued through the 1940s and into
the 1950s before being generally abandoned, despite some
reported improvement in depressive and other psychopath-
ological conditions. Earlier recognition of the disadvantages
of such operations as revealed by animal studies like Harlow's
might have forestalled the vast number of lobotomies per-
formed.
In 1932 Harlow moved into a two-story building that was
to be his laboratory for the next twenty years. This building
had less than the desirable amount of space in which to fit a
small colony of monkeys, graduate students, postdoctoral vis-
itors, laboratory equipment, and facilities for experimenta-
tion. It also lacked the necessary office and desk space for the
analysis and storage of research data. Furthermore, it was in
the early stages of the Depression and financial support was
in short supply everywhere. There were, of course, no fed-
eral granting agencies at that time to support research and
training fellowships for graduate students, as there would be
later in the 1950s and beyond. These, however, were prob-
lems faced by most college and university professors lucky
enough to have a job.
It is said, "Where there is a will, there is a way!" Harry
had a will, and he found a way. He was highly motivated and
had recently found a goal that would become a lifetime en-
deavor: focus on the rhesus monkey (Macaca mulata) as an
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BIOGRAPHICAL MEMOIRS
experimental mode! for the study of the neural and behav-
ioral aspects underlying human psychology. He soon found
that not the least of his problems was the upkeep and survival
of his monkeys. Over the next twenty years he developer! the
experience ant] knowlecige necessary to sustain primates over-
long periods of time within animal enclosures, though they
enjoyed only a few summer months of the warm weather
typical of their natural habitat. It was also in this laboratory
that Hariow supervises! his first Ph.D. student, Abraham
MasIow, who later developed the self-actualization theory of
motivation and was creditect with being one of the founders
of the humanistic psychology movement.
In 1953, the primate laboratory operations were moved
from their initial location to a renovated cheese factory sev-
eral city blocks from the campus. The motivational, learning,
and neurophysiological-behavioral research was continued
ant! expanclect, resulting in a need for more monkeys. For-
tunately, the space was now acloquate. Because of import
problems, disease, and the cost of the monkeys, the decision
was made to start a breeding colony of rhesus monkeys.
There was virtually no information available on the care and
rearing of laboratory-born monkeys. Methods were clevised
through trial, error, and observation to enhance the proba-
bility that the newborns wouIc! survive.
Initially, forty infant rhesus monkeys were separated from
their mothers and raiser! in separate cages. The result was
disease-free animals that manifested bizarre ant! psychopath-
ological behaviors. These abnormal behavior syndromes
were attributed to the effects of early isolation and lecl to
some of Harry HarIow's most fascinating and best-known re-
search. The breeding, rearing, and nursery procedures
proved successful overall, and a subsequent published report
with A. I. Blomquist served as a guide for breeders in other
animal installations, including zoos. HarIow's infant pri-
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HARRY FREDERICK HARLOW
247
With I. E. King. Effect of ratio of trial 1 reward to nonreward on
the discrimination learning of macaque monkeys. J. Comp.
Physiol. Psychol., 55:872-75.
With B. Seay and E. Hansen. Mother-infant separation in monkeys.
J. Child Psychol. Psychiatry, 3:123-32.
The effects of early experience on affectional behavior in monkeys.
In: Biological Influences in Mental Health, pp. 27-33. Fifth annual
research conference. Michigan Department of Mental Health.
1963
With H. A. Cross and H. I. Fletcher. Ejects of prior experience
with test stimuli on learning-set performance of monkeys. J.
Comp. Physiol. Psychol., 56:204-7.
With G. M. Sterritt and E. Goodenough. Learning set develop-
ment: Trials to criterion vs. six trials per problem. Psychol. Rep.,
13:267-71.
An experimentalist views the emotions. In: The Expression of Emotion
in Man, ed. P. H. Knapp, pp. 254-65. New York: International
Universities Press.
With M. K. Harlow and E. W. Hansen. The maternal affectional
system of rhesus monkeys. In: Maternal Behavior in Mammals,
ed. H. L. Rheingold, pp. 254-81. New York: John Wiley &
Sons.
The maternal affectional system. In: Determinants of InfantBehav-
iourII, ed. B. M. Foss, pp. 3-33. London: Methuen.
1964
With K. Akert and K. A. Schiltz. The effects of bilateral prefrontal
lesions on learned behavior of neonatal, infant, and preadoles-
cent monkeys. In: The Frontal Granular Cortex and Behavior, ed.
J. M. Warren and K. Akert, pp. 126-48. New York: McGraw-
Hill Book Co.
Early social deprivation and later behavior in the monkey. In: Un-
fin~shed Tasks in the Behavioral Sciences, ed. A. Abrams, H. H. Gar-
ner, and I. E. P. Tomal, pp. 154-73. Baltimore: Williams & Wil-
kins.
A behavioral approach to psychoanalytic theory. Sci. Psychoanal.,
7:93-1 13.
With B. Seay and B. K. Alexander. Maternal behavior of socially
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BIOGRAPHICAL MEMOIRS
deprived rhesus monkeys. J. Abnorm. Soc. Psychol., 69:345-
54.
With G. L. Rowland and G. A. Griffin. The effect of total social
deprivation on the development of monkey behavior. In: Recent
Research on Schizophrenia, Psychiatric Research Report 19, ed. P.
Solomon and B. C. Glueck, pp. 116-35. Washington, D.C.:
American Psychiatric Association.
1965
With H. A. Waisman. Experimental phenylketonuria in infant
monkeys. Science, 147:685-95.
With H. A. Cross. Prolonged and progressive effects of partial iso-
lation on the behavior of macaque monkeys. }. Exp. Res. Pers.,
1 :39-49.
With M. K. Harlow. The effects of early social deprivation on pri-
mates. In: Desafferentation Experimentale Et Clinique, ed. I. de Aju-
riaguerra, pp. 67-77. Geneva, Switzerland: Georg & Cie S.A.
With R. O. Dodsworth and M. K. Harlow. Total social isolation in
monkeys. Proc. Natl. Acad. Sci. USA, 54:90-97.
Ed. Harry Harlow, A. M. Schrier, and F. Stollnitz. Behavior of Non-
human Primates, vol. I and II. New York: Academic Press.
With M. K. Harlow. The affectional systems. In: Behavior of Non-
human Primates, vol. II, ed. Harry Harlow, A. M. Schrier, and
F. Stollnitz, pp. 287-334. New York: Academic Press.
With B. K. Alexander. Social behavior of juvenile rhesus monkeys
subjected to different rearing conditions during the first six
months of life. Zool. J. Physiol., 71:489-508.
With R. L. Raisler. Learned behavior following lesions of posterior
association cortex in infant, immature, and preadolescent mon-
keys. J. Comp. Physiol. Psychol., 60:167-74.
Sexual behavior in the rhesus monkey. In: Sex and Behavior, ed.F. A.
Beach, pp. 234-65. New York: John Wiley & Sons.
With B. Seay. Maternal separation in the rhesus monkey. }. Nerv.
Ment. Dis., 140:434-41.
With G. Griffin. Induced mental and social deficits in rhesus mon-
keys. In: The Biosocial Basis of Mental Retardation, ed. S. F. Osler
and R. E. Cooke, pp. 87-106. Baltimore: The Johns Hopkins
Press.
Total social isolation: Effects on macaque behavior. Science,
148:666.
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HARRY FREDERICK HARLOW
1966
249
With M. K. Harlow. Affection in primates. Discovery, 27:11-17.
With M. K. Harlow, R. O. Dodsworth and G. L. Arling. Maternal
behavior of rhesus monkeys deprived of mothering and peer
association in infancy. Proc. Am. Philos. Soc., 110:58-66.
With G. D. Mitchell, E. I. Raymond, and G. C. Ruppenthal. Long-
term effects of total social isolation upon behavior of rhesus
monkeys. Psychol. Rep., 18:567-80.
The primate socialization motives. Trans. Stud. Coll. Physicians
Philadelphia, 33:224-37.
With E. W. Hansen and R. O. Dodsworth. Reactions of rhesus
monkeys to familiar and unfamiliar peers. }. Comp. Physiol.
Psychol., 61:274-79.
With W. D. Joslyn, M. G. Senko and A. Donn. Behavioral a~r~ct.s
of reproduction in primates. J. Anim. Sci., 25:49-65.
- or ~ rig
With M. K. Harlow. Effect de la privation precoce de contacts so-
ciaux chez les primates. Rev. Med. Psychosom. Psychol. Med.,
8:1-24.
With G. A. Griffin. Effects of three months of total social depriva-
tion on social adjustment and learning in the rhesus monkey.
Child Dev., 37:533-47.
With M. K. Harlow. Learning to love. Am. Sci., 54:234-72.
With G. D. Mitchell, G. C. Ruppenthal, and E. I. Raymond. Long-
term effects of multiparous and primiparous monkey mother
rearing. Child Dev., 37:781-91.
With B. Seay. Mothering in motherless mother monkeys. Br. I. Soc.
Psychiatry, 1:63-69.
1967
With M. K. Harlow. Reifungs-faktoren im Sozialen Verhalten.
Psyche: Z. Psychoanal. Anwendung, 21:193-210.
With A. S. Chamove and G. D. Mitchell. Sex differences in the in-
fant-directed behavior of preadolescent rhesus monkeys. Child
Dev., 38:329-35.
With G. D. Mitchell, G. A. Griffin, and G. W. M011er. Repeated ma-
ternal separation in the monkey. Bull. Psychon. Soc.,8: 197-98.
With M. K. Harlow. The young monkeys. Psychol. Today, 1:41-47.
With G. L. Arling. Effects of social deprivation on maternal behav-
ior of rhesus monkeys. J. Comp. Physiol. Psychol., 64:371-77.
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BIOGRAPHICAL MEMOIRS
1968
With A. I. Blomquist, C. I. Thompson, K. A. Schiltz, and M. K.
Harlow. Effects of induction age and size of frontal lobe lesions
on learning in rhesus monkeys. In: The Neuropsychology of De-
velopment: A Symposium, ed. R. L. Isaacson, pp. 79-120. New
York: John Wiley & Sons.
With G. R. Kerr, A. S. Chamove, and H. A. Waisman. Fetal PKU:
The effect of maternal hyperphenylalaninemia during preg-
nancy in the rhesus monkey (Macaca mulatto). Pediatrics,42:27-
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Learning and memory in primates. In: Attuali Orientamenti Della
Ricerca Sull Apprendimento E La Memory, ed. D. Bovet, F. Bovet-
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With G. W. .M011er and G. D. Mitchell. Factors affecting agonistic
communication in rhesus monkeys (Macaca mulatta). Behav-
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A primate. Science, 165:274.
1969
With M. K. Harlow. Effects of various mother-infant relationships
on rhesus monkey behaviors. In: Determinants of Infant Behav-
iour, ed. B. M. Foss, pp. 15-36. London: Methuen.
With C. I. Thompson and I. S. Schwartzbaum. Development of so-
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iol. Behav., 4:249-54.
William James and instinct theory. In: William fames: Unfinished
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American Psychological Association.
Age-mate or peer affectional system. In: Advances in the Study of
Behavior, ed. D. S. Lehrman, R. A. Hinde, and E. Shaw, vol. 2,
pp. 333-83. New York: Academic Press.
With G. R. Kerr, A. S. Chamove, and H. A. Waisman. The devel-
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With S. J. Suomi. Apparatus conceptualization for psychopathol-
ogical research in monkeys. Behav. Res. Methods Instrum.,
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The anatomy of humour. Impact Sci. Soc., 19:225 - 39.
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HARRY FREDERICK HARLOW
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With G. R. Kerr and A. S. Chamove. Environmental deprivation:
Its eject on the growth of infant monkeys. }. Pediatr., 75:833-
37.
With C. S. Furchner. Preference for various surrogate surfaces
among infant rhesus monkeys. Bull. Psychon. Sci., 17:279-80.
With K. A. Schiltz and M. K. Harlow. Effects of social isolation on
the learning performance of rhesus monkeys. In: Proceedings of
the 2nd International Congress of Pr~matology, ed. C. R. Carpenter,
vol. 1, pp. 178-85. Basel/New York: Karger.
1970
With S. l. Suomi. The nature of love simplified. Am. Psychol.,
25: 161-68.
With S. I. Suomi and I. K. Lewis. Effect of bilateral frontal lobec-
tomy on social preferences of rhesus monkeys. J. Comp. Phys-
iol. Psychol., 70:448-453.
With S. J. Suomi and W. T. McKinney. Experimental production of
depression in monkeys. Mainly Monkeys, 1:6-12.
With A. C. Deets. Nipple preferences in nursing singleton- and
twin-reared rhesus monkey infants. Dev. Psychol., 2: 159-62.
With C. I. Thompson, A. J. Blomquist, and K. A. Schiltz. Learning
in rhesus monkeys after varying amounts of prefrontal lobe
destruction during infancy and adolescence. Brain Res., 18:
343-53.
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Representative terms from entire chapter:
discrimination learning
