Umgcanso kaTryon wamagundane

Umgcanso kaTryon wamagundane ngumgcanso womchazangqondo owenziwa nguRobert Tryon ngontaka we-1940 futhi washicilelwa eNcwadini yoNyaka ye-National Society for Studies in Education.Tryon, R. C. (1940). Genetic differences in maze-learning ability in rats. Yearbook of the National Society for Studies in Education, 39, pp. 111-119

Ukuqhutshwa komgcanso
Ngaphambi kwesiphelo socwaningo luka Robert Tryon lokuzalanisa ngokukhetha amagundane, ngowe-1942, iningi labachazingqondo (psychologists) lalikholwa ukuthi isimo sendawo yisona esikhiqiza umehluko esimilweni somuntu, hhayi izifuzisi noma ufuzo. UTryon wayefuna ukuveza ukuthi ufuzo yilona olulawula isimilo. Ukuze afeze lokho, uTryon wenza umgcanso ozohlola ikhono lezizukulwane zamagundane ezilandalenayo lokuqeda usogekle. Wasombulula umgcanso wakhe ngokubeka amagundane ahluke ngokwezifuzisi kusogekle, ephawula lawo enza amaphutha ambalwa ngokuthi "antwesi", bese lawo anamaphutha amaningi awaphawula ngokuthi "aluthuntu". UTryon kamuva wazalanisa "antwesi" angamaduna kanye nansikazi "aluthuntu". Emuva kokukhula kwamagundane azelwe, uTryon waphinda futhi nawo wawahlola ngosogkle, wabuye wahlukanisa "antwesi" kanye "naluthuntu", eqhubeka nokuzalanisa "antwesi" kanye "nantwesi" bese "aluthuntu" nalawo "aluthuntu". UTryon lokhu waqhubeka ekwenza izizukulwane eziyisikhombisa zamagundane, elokhu ekhanda inzalo "entwesi" naleyo "eluthuntu". Ukuze aveze ukuthi isimilo asinamthelela kumagundane ezalaniswe ngokukhetha ngokwezifuzisi, futhi ukuze anciphise amathuba wamaphutha eziphethweni zakhe, uTryon waphambanisa ukukhula kwagundane amancane "antwesi", ukuze akhuliswe unina "oluthuntu", kanjalo nalawo "aluthuntu" akhuliswe unina "ontwesi". Izinguquko ezizimele kulomgcanso wakhe kwakuyimibhangwana engabazali, isimo sendawo kanye nabazali bamagundane, kuhlanganisa nenani lamagundane ayingxenye yosogekle. Izinguquko ezicakathile kwakuinani lamaphutha enziwe amagundane ezilingweni eziyi-19 kusogekle.Gray, Peter. Psychology. 6th ed. New York: Worth, 2007. Print.

 Ukusikisela nezigqibo 

Nakuba imiphumela yalomgcanso yabonisa ukuthi amagundane "abukhali" ayenamaphutha ambalwa kakhulu kusogekle kunalawo "aluthuntu", kwaphakama umbuzo mayelana ngezinye izinzwi, izidikizisi, izishukumisi, neziñqubo zokufunda ezinethonya emiphumelweni yalomgcanso. Iphutha elivamile elabonakala kulomgcanso nakweminye efanayo laliwukuphetha ngokuthi inguquko eqashelwa ekuqhogoyeni kwamafundane kusogekle kuqondene nekhono lokufunda jikelele. Kodwa lokho akulona iqiniso. Kunalokho, kuyinkolelo eyamukelwayo phakathi kwabacwaningi besimilo sofuzo ukuthi impakamo yamagundane kwakuyinto esemgcansweni kaTryon kuphela; kanjalo akudingeki kube ngenxa yomehluko ekulamukeni ukufunda  phakathi kwamaqembi wawo. Ukwehlula kwezifuzisi, okufana nombono oxhunyiwe, ungenza amanye amagundane abe "bukhali" noma "luthuntu", kodwana akunqumi ubuhlakani bawo.Martinez, Joe and Raymond Kesner. Neurobiology of Learning and Memory. Massachusetts: Elsevier Inc., 2007. Print.  Noma kunjalo, umgcanso kaTryon kasogkle wamagunda odumile wabonisa ukutho umehluko ekuqhogoyeni kwamagundane okwezifuzisi njengoba isimo sendawo sawo sasifana futhi silawulwa.Cooper, R. M. and Zubek, J. P. (1958). "Effects of enriched and restricted early environments on the learning ability of bright and dull rats". Canadian Journal of Psychology 12 (3): 159–164. 

Imithombo