Caltech News 28(3), 11 Ered, Ro Regenerate Cormecrions to Their Roger Sperry with His Work." Sperry Was Also an Avid Original Targets

Total Page:16

File Type:pdf, Size:1020Kb

Caltech News 28(3), 11 Ered, Ro Regenerate Cormecrions to Their Roger Sperry with His Work. specificity of neural reconnection—that 1981 interview. "He soilpted phe• is, by the ability of neurons, when sev• nomenally. The Sperrys' home is filled Caltech News 28(3), 11 ered, ro regenerate cormecrions to their Roger Sperry with his work." Sperry was also an avid original targets. This work led in the paleontologist, with an extensive col• early 19(50s to a new theory explaining lection of prehistoric moUusks. 1913-1994 how neurons grow, assemble, and orga• "He was one of the premier experi• nize themselves in the brain by means mental neurobiologists of his time," Roger W. Spetiy, 1981 Nobel laure• of amazingly intricate, genetically said Norman Davidson, the Norman ate in physiology or medicine and the determined chemical codes. Chandler Professor of Chemical Biol• Institute's Board of Trustees Professor Sperry is best known for his "left- ogy, Emeritus, and executive oflScer for of Psychobiology, Emeritus, <;lied on brain/right-btain" research, work that biology at Caltech. "Those of us who April 17,1994, of a heart attack and of has had an incalculable impact on fields have kpown him since those early years complications associated with a neuro• ranging fimm neurophysiology to psy• will always remember the courage and muscular degenerative disease from chology to education. Working in the tenacity with which he continued to which he had suffered for many years. 1950s and early 1960s with patients carry on his work in later years in spite He was 80. who had had their corpus callosum— of a debilitating degenerative disease. A native of Hartford, Connecticut, the bundle of fibers connecting the left It was an inspiration ro all who knew Sperry earned his bachelor's degree in and right cerebral hemispheres—surgi• him." English literature from Oberlin College cally cut in an effort to control epilep• The late Caltech professor is sur• in 1935, then focused his attention on tic seizures, he demonstrated how the vived by his wife of 45 years. Norma psychology, earning his master's in that two hemispheres function, indepen• Deupree Sperry, of Pasadena; his dently and in concett. The most strik• brother, Russell L Sperry, of Bend, ing of his discoveries and the one with Oregon; his son, Glenn Tad Sperry, of which his name continues to be most Philadelphia; his daughrer, Janeth widely associated is the finding that Hope Sperry, of Cleveland; and two under certain conditions, each hemi• grandchildren. sphere has the seeming capacity to The fiunily asks that donations in behave like a separate consciousness, Sperry's memory be made to rhe Mus• with the left side of the brain generally cular Dystrophy Association, or ro the more specialized for verbal and analyti• Children's Lung Fund, Qeveland, cal* thinking, and the right side for Ohio. spatial and visual thought. In latet years, Sperry's own ever- active brain turned increasingly to philosophy, particularly to issues asso• ciated with the mind—brain question— that is, the relarionship between the observable physiological structure of the brain and the quality of subjective, conscious thought that characterizes the mind. In pondering these ques• tions, Sperry broke with the behaviorist school, which then dominated psychol• ogy and the behavioral sciences, and advocated a new approach that placed far greater emphasis on the role of men• tal states and experiences in influencing field in 1937, also 6om Oberlin. For the physiological functioning of the his doctorate, he studied zoology, earn• brain. He first set out these ideas in ing his degree from the University of 1965 in what the January 1994 issue of Chicago in 1941. HumaMnd Advajicmg, which was dedi• Sperry's academic career was as cated to Sperry, described as "a remark• diverse as his educational background. able series of philosophical After graduaring from Chicago, he held papers"; and he continued to write and fellowships at Harvard from 1941 to publish provocative and influential 1946, where he worked in the Yerkes writings on the nature of consciousness Laboratories of Primate Biology, and he up until the time of his death. It was performed military service from 1942 for this work, more than for his studies to 1945 by taking part in the federal of vision, neuronal growth, or split- government's Medical Research Project brain parients, that Sperry wished most on Nerve Injuries. After the war he to be remembered. taught as an assistant professor in the For his work on hemispheric special• University of Chicago's department of ization, Sperry was awarded the 1981 anatomy until 1952. During 1952 and Nobel Prize in physiology or medicine, 1953, he served as associate professor of along with David H. Hubel and psychology at the same institution Torsten N. Wiesel. He also received while simultaneously serving as the the National Medal of Science in 1989 section chief for neurological diseases from President Bush, the Wolf Prize in and blindness at the National Institutes Medicine and the Albert Lasker Medi• of Health. In 1954 he became the cal Research Award in 1979, and the Hixon Professor of Psychobiology at California Scientist of the Year Award Caltech, where he remained for the in 1972, among many other honors. next forty years. He retired from teach• In addition to his talents as a re• ing as professor emeritus In 1984. searcher, Sperry was "the most artistic Among Sperry's many accomplish- person I've ever known," said long-time menrs is research he carried out in the laboratory assistant Lois MacBird in a early 1950s showing the nervous sys• tem to be characterized by a very high Chicago nH6unc April 23, 1994 Saturday, NORTH SPORTS FINAL EDITION ROGER SPERRY, 80 STUDIED FUNCTIONS OF HUMAN BRAIN By Kenan Heise, Tribune Staff Writer. Through study of animals and human patients who had had the connections be• Roger W. Sperry, 80, a Nobel laureate tween the right and left sides of their and professor emeritus of psychobiology at brains severed, he demonstrated the the California Institute of Tech• functions of the two hemispheres of the nology, was honored for his research in brain. His research and observations right-side, left-side brain functions and helped establish concepts now regularly learning. He was a former professor at the taught in the areas of art, education and University of Chicago, where he had re• philosophy. ceived his doctorate in zoology. Other work he did explained how neurons A resident of Pasadena, Calif., he died use chemical codes to grow, assemble and Sunday in Huntington ^ylemorial Hospital organize themselves following hereditary in Pasadena. patterns. Professor Sperry, a native of Hartford, Professor Sperry shared the 1981 Conn., received his bachelor's and mas• Nobel Prize in physiology or medicine ter's degrees from Oberlin College. He with David Hubel and Torsten Wiesel. He earned his doctorate at the U. of C. in also received the National Medal of Sci• 1941. During World War II, his military ence, the Wolf Prize in Medicine and the duty involved medical research on nen/e Albert Lasker Medical Research Award. injuries. Survivors include his wife, Norma; a He taught after the war, first as an as• son, Glenn; a daughter, Janeth; a brother; sistant professor and then an associate and two grandchildren. professor at the U. of C. He then was sec• tion chief for neurological diseases and Services are pending. blindness at the National Institute of Health and was a professor at Cal Tech GRAPHIC: PHOTO; PHOTO: Roger W. Sperry from 1954 to 1984. in 1979. Date: 4/19/94 IpZ--; Page: Al ^^"d^" Pasadena Star-News Jump: A5 "~—-—— Brain research pioneer Sperry dead at 80 Nobel winner taught at Caltech By Roberto Ceniceros sidered nearly useless. STAFF WBTTER Sperry's results substantiated that analytic process and higher PASADENA — Retired Caltech verbal skills tend to be located in professor Roger Wolcott Sperry. a the left hemisphere, while the 1381 Nobel Prize winner for dis• right side is more holistic arid coveries- iiliowing that the two copes better with spatial relation• hemispheres of the brain function ships. independently, has died of a heart Sperry also received the Na• attack. tional Medal of Science in 1989 Sperry, a Pasadena resident, from then-President George Bush. was 80 when he died Sunday at In the 1940s, Sperry researched Huntington- Memorial Hospital in the functions of brain cells and PasadeiEi Memorial services were vision. In the 196(3s he infroduced pending. groundwork for a theory explain• Sperry's work ethic drove him ing how neurons grow, assemble to research and write until his and organize themselves in the hospitalization April 11," friends brain by- means of chemical codes . and relatives said yesterday. For confroUed by heredity. the last 25 years, he suEfered from Before his death, Sperry had a degenerative nerve disease. been studying the role of con• sciousness and its importance in "He was so single-minded that preserving values, said Norma if he was working, that was all he Deupree Sperry, his wife of 45 thou^t about," said his assistant, years. Mary JpfFriPs "I would say, 'See you tomorrow,' and he would He was concerned about the very meticulously put his middle earth's condition and population finger over his index finger. I growth His wife said he beUeved guess he was saying, 'With any people should set values that pre• luck.' " serve the quahty of life. , Sperry won the Nobel Prize in Sperry continued working at medicine-physiology for his pio• Caltech as a professor emeritus of neering research involving "spht- psychobiology after his ofBcial re• brain" patients whose left and tirement in 1984. right brain hemispheres were siir- About six months ago, he began gicaHy cut He showed how the using a Walker Jeffiles said Sperry two brain hemispheres function held a pencil with great difficulty independently and together.
Recommended publications
  • Teacher Training: Learning to Be Instigators of Thought™ Through a Process Aligned with Inspired Teaching's Educational Phil
    Transforming education through innovation teacher training Teacher Training: Learning to be Instigators of Thought™ Through a process aligned with Inspired Teaching’s educational philosophy – which engages participants intellectually, physically, and emotionally - Inspired Teaching trains teachers to design and implement rigorous, student-centered lessons and activities that meet student needs and academic standards, including the Common Core State Standards. Like the teaching process itself, our teacher training is complex and allows for customization to meet the specific needs of each teacher. This audience-sensitivity creates a permanent shift in teachers’ thinking about their jobs and is one of the key reasons our process is so effective. Inspired Teaching’s Five Step Process for Teacher Education Each teacher navigates the following process: Step 1. Analyze and deepen my understanding of the ways I learn through a rigorous examination of the teaching and learning process, including my including my own experiences as a child and adult learner. Step 2. Articulate and defend my philosophy of teaching and learning , including what I believe about children. Challenge myself to listen to and consider other points of view and to find room in my philosophy for an appreciation of children's natural curiosity and innate desire to learn. Step 3. Make the connection to classroom practice , analyzing my current instructional strategies and whether they support my philosophy, so that I can explore and develop new ways to make sure what I do in the classroom matches my philosophy of teaching and learning. Step 4. Build the skills of effective teachers , including active listening, asking questions that will spark students' intellect and imaginations, observing to assess for student understanding, and communicating effectively.
    [Show full text]
  • The Creation of Neuroscience
    The Creation of Neuroscience The Society for Neuroscience and the Quest for Disciplinary Unity 1969-1995 Introduction rom the molecular biology of a single neuron to the breathtakingly complex circuitry of the entire human nervous system, our understanding of the brain and how it works has undergone radical F changes over the past century. These advances have brought us tantalizingly closer to genu- inely mechanistic and scientifically rigorous explanations of how the brain’s roughly 100 billion neurons, interacting through trillions of synaptic connections, function both as single units and as larger ensem- bles. The professional field of neuroscience, in keeping pace with these important scientific develop- ments, has dramatically reshaped the organization of biological sciences across the globe over the last 50 years. Much like physics during its dominant era in the 1950s and 1960s, neuroscience has become the leading scientific discipline with regard to funding, numbers of scientists, and numbers of trainees. Furthermore, neuroscience as fact, explanation, and myth has just as dramatically redrawn our cultural landscape and redefined how Western popular culture understands who we are as individuals. In the 1950s, especially in the United States, Freud and his successors stood at the center of all cultural expla- nations for psychological suffering. In the new millennium, we perceive such suffering as erupting no longer from a repressed unconscious but, instead, from a pathophysiology rooted in and caused by brain abnormalities and dysfunctions. Indeed, the normal as well as the pathological have become thoroughly neurobiological in the last several decades. In the process, entirely new vistas have opened up in fields ranging from neuroeconomics and neurophilosophy to consumer products, as exemplified by an entire line of soft drinks advertised as offering “neuro” benefits.
    [Show full text]
  • 書 名 等 発行年 出版社 受賞年 備考 N1 Ueber Das Zustandekommen Der
    書 名 等 発行年 出版社 受賞年 備考 Ueber das Zustandekommen der Diphtherie-immunitat und der Tetanus-Immunitat bei thieren / Emil Adolf N1 1890 Georg thieme 1901 von Behring N2 Diphtherie und tetanus immunitaet / Emil Adolf von Behring und Kitasato 19-- [Akitomo Matsuki] 1901 Malarial fever its cause, prevention and treatment containing full details for the use of travellers, University press of N3 1902 1902 sportsmen, soldiers, and residents in malarious places / by Ronald Ross liverpool Ueber die Anwendung von concentrirten chemischen Lichtstrahlen in der Medicin / von Prof. Dr. Niels N4 1899 F.C.W.Vogel 1903 Ryberg Finsen Mit 4 Abbildungen und 2 Tafeln Twenty-five years of objective study of the higher nervous activity (behaviour) of animals / Ivan N5 Petrovitch Pavlov ; translated and edited by W. Horsley Gantt ; with the collaboration of G. Volborth ; and c1928 International Publishing 1904 an introduction by Walter B. Cannon Conditioned reflexes : an investigation of the physiological activity of the cerebral cortex / by Ivan Oxford University N6 1927 1904 Petrovitch Pavlov ; translated and edited by G.V. Anrep Press N7 Die Ätiologie und die Bekämpfung der Tuberkulose / Robert Koch ; eingeleitet von M. Kirchner 1912 J.A.Barth 1905 N8 Neue Darstellung vom histologischen Bau des Centralnervensystems / von Santiago Ramón y Cajal 1893 Veit 1906 Traité des fiévres palustres : avec la description des microbes du paludisme / par Charles Louis Alphonse N9 1884 Octave Doin 1907 Laveran N10 Embryologie des Scorpions / von Ilya Ilyich Mechnikov 1870 Wilhelm Engelmann 1908 Immunität bei Infektionskrankheiten / Ilya Ilyich Mechnikov ; einzig autorisierte übersetzung von Julius N11 1902 Gustav Fischer 1908 Meyer Die experimentelle Chemotherapie der Spirillosen : Syphilis, Rückfallfieber, Hühnerspirillose, Frambösie / N12 1910 J.Springer 1908 von Paul Ehrlich und S.
    [Show full text]
  • Torsten Wiesel (1924– ) [1]
    Published on The Embryo Project Encyclopedia (https://embryo.asu.edu) Torsten Wiesel (1924– ) [1] By: Lienhard, Dina A. Keywords: vision [2] Torsten Nils Wiesel studied visual information processing and development in the US during the twentieth century. He performed multiple experiments on cats in which he sewed one of their eyes shut and monitored the response of the cat’s visual system after opening the sutured eye. For his work on visual processing, Wiesel received the Nobel Prize in Physiology or Medicine [3] in 1981 along with David Hubel and Roger Sperry. Wiesel determined the critical period during which the visual system of a mammal [4] develops and studied how impairment at that stage of development can cause permanent damage to the neural pathways of the eye, allowing later researchers and surgeons to study the treatment of congenital vision disorders. Wiesel was born on 3 June 1924 in Uppsala, Sweden, to Anna-Lisa Bentzer Wiesel and Fritz Wiesel as their fifth and youngest child. Wiesel’s mother stayed at home and raised their children. His father was the head of and chief psychiatrist at a mental institution, Beckomberga Hospital in Stockholm, Sweden, where the family lived. Wiesel described himself as lazy and playful during his childhood. He went to Whitlockska Samskolan, a coeducational private school in Stockholm, Sweden. At that time, Wiesel was interested in sports and became the president of his high school’s athletic association, which he described as his only achievement from his younger years. In 1941, at the age of seventeen, Wiesel enrolled at Karolinska Institutet (Royal Caroline Institute) in Solna, Sweden, where he pursued a medical degree and later pursued his own research.
    [Show full text]
  • 2004 Albert Lasker Nomination Form
    albert and mary lasker foundation 110 East 42nd Street Suite 1300 New York, ny 10017 November 3, 2003 tel 212 286-0222 fax 212 286-0924 Greetings: www.laskerfoundation.org james w. fordyce On behalf of the Albert and Mary Lasker Foundation, I invite you to submit a nomination Chairman neen hunt, ed.d. for the 2004 Albert Lasker Medical Research Awards. President mrs. anne b. fordyce The Awards will be offered in three categories: Basic Medical Research, Clinical Medical Vice President Research, and Special Achievement in Medical Science. This is the 59th year of these christopher w. brody Treasurer awards. Since the program was first established in 1944, 68 Lasker Laureates have later w. michael brown Secretary won Nobel Prizes. Additional information on previous Lasker Laureates can be found jordan u. gutterman, m.d. online at our web site http://www.laskerfoundation.org. Representative Albert Lasker Medical Research Awards Program Nominations that have been made in previous years may be updated and resubmitted in purnell w. choppin, m.d. accordance with the instructions on page 2 of this nomination booklet. daniel e. koshland, jr., ph.d. mrs. william mccormick blair, jr. the honorable mark o. hatfied Nominations should be received by the Foundation no later than February 2, 2004. Directors Emeritus A distinguished panel of jurors will select the scientists to be honored. The 2004 Albert Lasker Medical Research Awards will be presented at a luncheon ceremony given by the Foundation in New York City on Friday, October 1, 2004. Sincerely, Joseph L. Goldstein, M.D. Chairman, Awards Jury Albert Lasker Medical Research Awards ALBERT LASKER MEDICAL2004 RESEARCH AWARDS PURPOSE AND DESCRIPTION OF THE AWARDS The major purpose of these Awards is to recognize and honor individuals who have made signifi- cant contributions in basic or clinical research in diseases that are the main cause of death and disability.
    [Show full text]
  • Medicine COVID-19 and RACISM
    Columbia 2019–2020 ANNUAL REPORT Medicine Columbia University Vagelos College of Physicians & Surgeons FIGHTING TWO VIRUSES: COVID-19 AND RACISM Features: 4 12 20 At a Crossroads: All Hands on Deck The Bioethics of Medicine and Genomics and Justice the Movement Pivot was the action verb that describes how VP&S clinicians, A new ethics division is Work toward health equality researchers, and students expanding VP&S scholarship has begun at VP&S and all confronted COVID-19 when the into the ethical, legal, and of academic medicine as early virus arrived in New York City. social implications of precision summer protests revealed From redeploying clinicians to medicine. The 360-degree the health disparities in areas outside their specialty to perspective includes “studying medicine in general and graduating fourth-year students the studies” as researchers especially in COVID-19 cases. early, VP&S helped “bend the continue to unleash the Students and faculty share curve” at the epicenter of the power to treat, prevent, and their own perspectives on nation’s pandemic. cure disease. The effort also the intersection of COVID-19 provides an opportunity to and Black Lives Matter. bring social science to bear on bioethical questions. On the Cover Steven McDonald, MD, a 2014 VP&S graduate, is one of five faculty members and medical students who share their perspectives on the Black Lives Matter movement. Read about the five and the VP&S plans to promote racial justice, Page 4. Photograph by Jörg Meyer ColumbiaMedicine | 2019–2020 Annual Report Issue
    [Show full text]
  • Origins of Behavioral Neuroscience
    ALBQ155_ch1.qxp 10/26/09 10:15 AM Page 1 chapter Origins of Behavioral OUTLINE ● Understanding Human Neuroscience Consciousness: A Physiological Approach Split Brains ● The Nature of Behavioral Neuroscience The Goals of Research 1 Biological Roots of Behavioral Neuroscience ● Natural Selection and Evolution Functionalism and the Inheritance of Traits Evolution of the Human Species Evolution of Large Brains ● Ethical Issues in Research with Animals ● Careers in Neuroscience ● Strategies for Learning LEARNING OBJECTIVES 1. Describe the behavior of people with split brains and explain what study of this phenomenon contributes to our understanding of self-awareness. 2. Describe the goals of scientific research. 3. Describe the biological roots of behavioral neuroscience. 4. Describe the role of natural selection in the evolution of behavioral traits. 5. Describe the evolution of the human species. 6. Discuss the value of research with animals and ethical issues concerning their care. 7. Describe career opportunities in neuroscience. 8. Outline the strategies that will help you learn as much as possible from this book. ALBQ155_ch1.qxp 10/26/09 10:15 AM Page 2 PROLOGUE René’s Inspiration René, a lonely and intelligent young man of pursued her, an imposing statue of Neptune rose in front of him, eighteen years, had secluded himself in Saint- barring the way with his trident. Germain, a village to the west of Paris. He recently had suffered René was delighted. He had heard about the hydraulically a nervous breakdown and chose the retreat to recover. Even operated mechanical organs and the moving statues, but he had before coming to Saint-Germain, he had heard of the fabulous not expected such realism.
    [Show full text]
  • Mind Maps in Service of the Mental Brain Activity
    PERIODICUM BIOLOGORUM UDC 57:61 VOL. 116, No 2, 213–217, 2014 CODEN PDBIAD ISSN 0031-5362 Forum Mind maps in service of the mental brain activity Summary ŽELJKA JOSIPOVIĆ JELIĆ 1 VIDA DEMARIN 3 Tony Buzan is the creator of the mind maps who based his mnemonic IVANA ŠOLJAN 2 techniques of brain mapping on the terms of awareness and wide brain 1Center for Medical Expertise functionality as well as on the ability of memorizing, reading and creativ- HR-10000 Zagreb, Tvrtkova 5 ity. He conceived the idea that regular practice improves brain functions but Croatia he also introduced radiant thinking and mental literacy. One of the last 2Zagreba~ka banka enormous neuroscience ventures is to clarify the brain complexity and mind HR-10000 Zagreb, Juri{i}eva 22 and to get a complete insight into the mental brain activity. ! e history of Croatia human thought and brain processes dates back in the antiquity and is marked by di" erent ways of looking on the duality of mental and physical 3Medical Director, Medical Centre Aviva HR-10000, Zagreb, Nemetova 2 processes. ! e interaction of mental and physical processes and functioning Croatia of individual results in behavior of the body being carved in the state of mind, and vice versa. Both stable mind - body relation and integrated func- tions of behavior and thinking are necessary for a healthy physiological func- Correspondence: tioning of a human being. @eljka Josipovi} Jeli} Specialist neuropsychiatrist ! e meaning and nature of concience and mind preoccupies as all. In Center for Medical Expertise the decade of brain (1990-2000) and the century of brain (2000-1000) HR-10000 Zagreb, Tvrtkova 5, Croatia numerous discussions were lead and new scienti# c directions formed (cogni- E-mail: zeljka.josipovic-jelic @si.t-com.hr tive science, chemistry of feelings, evolutionary psychology, neurobiology, neurology of consciousness, neurophysiology of memory, philosophy of science and mind etc.) in order to understand and scientifcally clarify the mysteries of mind.
    [Show full text]
  • Understanding the Mental Status Examination with the Help of Videos
    Understanding the Mental Status Examination with the help of videos Dr. Anvesh Roy Psychiatry Resident, University of Toronto Introduction • The mental status examination describes the sum total of the examiner’s observations and impressions of the psychiatric patient at the time of the interview. • Whereas the patient's history remains stable, the patient's mental status can change from day to day or hour to hour. • Even when a patient is mute, is incoherent, or refuses to answer questions, the clinician can obtain a wealth of information through careful observation. Outline for the Mental Status Examination • Appearance • Overt behavior • Attitude • Speech • Mood and affect • Thinking – a. Form – b. Content • Perceptions • Sensorium – a. Alertness – b. Orientation (person, place, time) – c. Concentration – d. Memory (immediate, recent, long term) – e. Calculations – f. Fund of knowledge – g. Abstract reasoning • Insight • Judgment Appearance • Examples of items in the appearance category include body type, posture, poise, clothes, grooming, hair, and nails. • Common terms used to describe appearance are healthy, sickly, ill at ease, looks older/younger than stated age, disheveled, childlike, and bizarre. • Signs of anxiety are noted: moist hands, perspiring forehead, tense posture and wide eyes. Appearance Example (from Psychosis video) • The pt. is a 23 y.o male who appears his age. There is poor grooming and personal hygiene evidenced by foul body odor and long unkempt hair. The pt. is wearing a worn T-Shirt with an odd symbol looking like a shield. This appears to be related to his delusions that he needs ‘antivirus’ protection from people who can access his mind.
    [Show full text]
  • From Controlling Elements to Transposons: Barbara Mcclintock and the Nobel Prize Nathaniel C
    454 Forum TRENDS in Biochemical Sciences Vol.26 No.7 July 2001 Historical Perspective From controlling elements to transposons: Barbara McClintock and the Nobel Prize Nathaniel C. Comfort Why did it take so long for Barbara correspondence. From these and other to prevent her controlling elements from McClintock (Fig. 1) to win the Nobel Prize? materials, we can reconstruct the events moving because their effects were difficult In the mid-1940s, McClintock discovered leading up to the 1983 prize*. to study when they jumped around. She genetic transposition in maize. She What today are known as transposable never had any inclination to pursue the published her results over several years elements, McClintock called ‘controlling biochemistry of transposition. and, in 1951, gave a famous presentation elements’. During the years 1945–1946, at Current understanding of how gene at the Cold Spring Harbor Symposium, the Carnegie Dept of Genetics, Cold activity is regulated, of course, springs yet it took until 1983 for her to win a Nobel Spring Harbor, McClintock discovered a from the operon, François Jacob and Prize. The delay is widely attributed to a pair of genetic loci in maize that seemed to Jacques Monod’s 1960 model of a block of combination of gender bias and gendered trigger spontaneous and reversible structural genes under the control of an science. McClintock’s results were not mutations in what had been ordinary, adjacent set of regulatory genes (Fig. 2). accepted, the story goes, because women stable alleles. In the term of the day, they Though subsequent studies revealed in science are marginalized, because the made stable alleles into ‘mutable’ ones.
    [Show full text]
  • The Effects of Portal 2 and Lumosity on Cognitive and Noncognitive Skills
    Computers & Education 80 (2015) 58e67 Contents lists available at ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills * Valerie J. Shute , Matthew Ventura, Fengfeng Ke Florida State University, College of Education, 1114 West Call Street, Tallahassee, FL 32306-4453, USA article info abstract Article history: In this study, we tested 77 undergraduates who were randomly assigned to play either a popular video Received 11 May 2014 game (Portal 2) or a popular brain training game (Lumosity) for 8 h. Before and after gameplay, par- Received in revised form ticipants completed a set of online tests related to problem solving, spatial skill, and persistence. Results 19 July 2014 revealed that participants who were assigned to play Portal 2 showed a statistically significant advantage Accepted 23 August 2014 over Lumosity on each of the three composite measuresdproblem solving, spatial skill, and persistence. Available online 30 August 2014 Portal 2 players also showed significant increases from pretest to posttest on specific small- and large- scale spatial tests while those in the Lumosity condition did not show any pretest to posttest differ- Keywords: Assessment ences on any measure. Results are discussed in terms of the positive impact video games can have on Persistence cognitive and noncognitive skills. Problem solving © 2014 Elsevier Ltd. All rights reserved. Spatial skills Videogames 1. Introduction Most children and young adults gravitate toward digital games. The Pew Internet and American Life Project surveyed 1102 youth be- tween the ages of 12 and 17 and found that 97%dboth males (99%) and females (94%)dplay some type of digital game (Lenhart et al., 2008).
    [Show full text]
  • Public Perceptions of S&T in Brazil, Funding Crisis and the Future
    Public perceptions of S&T in Brazil, funding crisis and the future Interest in science and technology The interest in science and technology increased 15% in Brazil between the first and the more recent survey CGEE, 2015 Interest in science and technology European Union (2013) x Brazil (2015) 26% of the Brazilians are very interested in S&T, against 13% of the people interviewed in the European Union European Union 2013 Brazil 2015 Not interested Low interested Interested Very interested DK DA CGEE, 2015 Who is interested? DA DN Very interested Interested Not very interested Not interested Illiterate Elementary school Elementary High school University (incomplete) school (complete) degree (complete) CGEE, 2015 Those who have more formal education have more interest in S&T Do you remember... Do you know any Brazilian institution dedicated to scientific research? Do you remember the name of a Brazilian scientist? No Yes DA CGEE, 2015 50% of Brazilians think scientists are smart people who do useful things for humanity Science brings only benefits: 1987–12% 2006–29% 2010–38% 2015–54% What inspires the scientists? Helping humanity (34%), contributing to the advancement of knowledge (17%), contributing to the scientific and technological development of the country (15%) People in the government should follow guidelines developed by scientists Partially agree - 41% Completely agree - 18% Scientific and technological developments will lead to less social inequalities Partially agree - 35% Completely agree - 17% Considering the surveys... - People
    [Show full text]