Spider Mechanoreceptors Friedrich G Barth
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Guide to Sensory Processing.Pdf
Guide to Sensory Processing Prepared by Allison Travnik, MSOTS Level II Fieldwork Student Project Kavitha N Krishnan MS OTR/L Fieldwork Instructor Sensory Processing In order to understand what is going on around us, we need to organize all of the incoming sensory information (Ayres, 2005). The sensory information involves what we see, smell, taste, hear, feel on our body, where our body is in relation to others, and how well we are balanced. This is a lot of information that our brains need to process in order to engage in productive behavior, learn, and form accurate perceptions. Proprioceptive Where are body is in space Tactile Auditory What we feel The noise on our skin around us Sensory Smell Processing The Sight difference What we see scents around us around us Oral Sensory Processing Vestibular The sensations Jean Ayres developed the sensory Our sense of Disorder + balance that food give integration (SI) theory. SI gives us in our mouth meaning to what our senses are recognizing. When the sensations are not being organized properly may notice some of the same qualities in the brain, Ayres compared it to about yourself.It is important to a traffic jam. The traffic jam of remember that everyone has some sensory information can lead to quirks about their sensory processing learning difficulties and problem whether it be a sensitivity to loud behavior (Ayres, 2005). Children noises or dislike of light touch. with Sensory Processing Disorder However the identification of SPD is (SPD) are struggling with this reserved for individuals whose traffic jam. sensory quirks are outside of the Sensory processing is a typical range and affect their daily dynamic and complex theory. -
Understanding Sensory Processing: Looking at Children's Behavior Through the Lens of Sensory Processing
Understanding Sensory Processing: Looking at Children’s Behavior Through the Lens of Sensory Processing Communities of Practice in Autism September 24, 2009 Charlottesville, VA Dianne Koontz Lowman, Ed.D. Early Childhood Coordinator Region 5 T/TAC James Madison University MSC 9002 Harrisonburg, VA 22807 [email protected] ______________________________________________________________________________ Dianne Koontz Lowman/[email protected]/2008 Page 1 Looking at Children’s Behavior Through the Lens of Sensory Processing Do you know a child like this? Travis is constantly moving, pushing, or chewing on things. The collar of his shirt and coat are always wet from chewing. When talking to people, he tends to push up against you. Or do you know another child? Sierra does not like to be hugged or kissed by anyone. She gets upset with other children bump up against her. She doesn’t like socks with a heel or toe seam or any tags on clothes. Why is Travis always chewing? Why doesn’t Sierra liked to be touched? Why do children react differently to things around them? These children have different ways of reacting to the things around them, to sensations. Over the years, different terms (such as sensory integration) have been used to describe how children deal with the information they receive through their senses. Currently, the term being used to describe children who have difficulty dealing with input from their senses is sensory processing disorder. _____________________________________________________________________ Sensory Processing Disorder -
Neural Gain Modulation by Closed-Loop Environmental Feedback
RESEARCH ARTICLE A theory of how active behavior stabilises neural activity: Neural gain modulation by closed-loop environmental feedback Christopher L. Buckley1,2*, Taro Toyoizumi1* 1 Laboratory for Neural Computation and Adaptation, RIKEN Brain Science Institute, Saitama, Japan, 2 Department of Informatics and Engineering, University of Sussex, Falmer, United Kingdom * [email protected] (CLB); [email protected] (TT) a1111111111 a1111111111 a1111111111 a1111111111 Abstract a1111111111 During active behaviours like running, swimming, whisking or sniffing, motor actions shape sensory input and sensory percepts guide future motor commands. Ongoing cycles of sen- sory and motor processing constitute a closed-loop feedback system which is central to motor control and, it has been argued, for perceptual processes. This closed-loop feedback OPEN ACCESS is mediated by brainwide neural circuits but how the presence of feedback signals impacts Citation: Buckley CL, Toyoizumi T (2018) A theory on the dynamics and function of neurons is not well understood. Here we present a simple of how active behavior stabilises neural activity: Neural gain modulation by closed-loop theory suggesting that closed-loop feedback between the brain/body/environment can mod- environmental feedback. PLoS Comput Biol 14(1): ulate neural gain and, consequently, change endogenous neural fluctuations and responses e1005926. https://doi.org/10.1371/journal. to sensory input. We support this theory with modeling and data analysis in two vertebrate pcbi.1005926 systems. First, in a model of rodent whisking we show that negative feedback mediated by Editor: Daniel Bush, University College London, whisking vibrissa can suppress coherent neural fluctuations and neural responses to sen- UNITED KINGDOM sory input in the barrel cortex. -
Common Name Proposal
3 Park Place, Suite 307 Phone: 301-731-4535 [email protected] Annapolis, MD 21401-3722 USA Fax: 301-731-4538 www.entsoc.org Proposal Form for new Common Name or Change of ESA-Approved Common Name Complete this form and send or e-mail to the above address. Submissions will not be considered unless this form is filled out completely. The proposer is expected to be familiar with the rules, recommendations, and procedures outlined in the “Use and Submission of Common Names” on the ESA website and with the discussion by A.B. Gurney, 1953, Journal of Economic Entomology 46:207-211. 1. Proposed new common name: Four species in the spider genus Cupiennius: 1) redfaced banana spider, 2) spotlegged banana spider, 3) redlegged banana spider, 4) Sale’s banana spider 2. Previously approved common name (if any): none 3. Scientific name (genus, species, author): 1) Cupiennius chiapanensis Medina, 2) Cupiennius getazi Simon, 3) Cupiennius coccineus F. O. Pickard-Cambridge, 4) Cupiennius salei (Keyserling) Order: Araneae Family: Ctenidae Supporting Information 4. Reasons supporting the need for the proposed common name: For the last decade, I have been working on a project involving spiders that have been brought into North America in international cargo. I am in the process of summarizing the work and writing a manuscript. Some of these spiders are huge (leg span 50 to 70 mm) and typically cause strong reaction by cargo processors and produce handlers who discover these creatures when they are unloading and unpacking bananas. One of the spiders, C. chiapanensis, (which has bright red cheliceral hairs – see cover of American Entomologist, 2008, volume 54, issue 2) has caused several misidentifications by qualified arachnologists because 1) this spider was unknown until it was given its scientific name in 2006 and 2) prior to the 21st century, the only reference that many entomologists had to ID international spiders was a children’s book, The Golden Guide to Spiders by Levi and Levi. -
What Is Sensory Defensiveness? by Ann Stensaas, M.S., OTR/L
Super Duper® Handy Handouts!® Number 174 What Is Sensory Defensiveness? by Ann Stensaas, M.S., OTR/L Does your child get upset by tags in clothing, the sound of the vacuum cleaner, or certain smells in the environment? If so, your child may be showing signs of sensory defensiveness. Sensory defensiveness is a negative reaction to one or more types of sensations (such as touch, movement, sound, taste/texture, or smell), often requiring you to control his/her daily routine to avoid such things. Types of Sensory Defensiveness There are different types of sensory defensiveness including tactile (touch), gravitational (movement and balance), auditory (hearing), and oral defensiveness (taste, smell, texture). Tactile Defensiveness (Touch) The tactile system is our sense of touch. It protects us from danger and helps us identify different objects in the environment. A child showing signs of tactile defensiveness may: Overreact to ordinary touch experiences (e.g., touching play dough or being touched by someone). Avoid daily activities (e.g., washing face/hands or brushing hair). Avoid light touch (e.g., a kiss) but seek out deep touch (e.g., a bear hug). Vestibular Insecurity (Balance/Movement) The vestibular system is our sense of movement and balance. It tells us where our head and body are in relation to gravity and other objects and supports our vision, posture, emotions, and coordination skills. A child showing signs of gravitational insecurity may: Have an excessive fear of falling during ordinary movement activities (e.g., swinging, riding a bicycle, or climbing). Become overwhelmed by changes in head position (e.g., being upside down). -
Daily Locomotor Activity Patterns in Three Species of Cupiennius (Araneae, Ctenidae): the Males Are the Wandering Spiders
Schmitt, A., M. Schuster and E B. Barth. 1990. Daily locomotor activity patterns in three species of Cupiennius (Araneae, Ctenidae): The males are the wandering spiders. J. Araehnol., 18:249-255. DAILY LOCOMOTOR ACTIVITY PATTERNS IN THREE SPECIES OF CUPIENNIUS (ARANEAE, CTENIDAE): THE MALES ARE THE WANDERING SPIDERS Alain Schmitt, Martin Schuster and Friedrich G. Barth Institut fiir Zoologic, Abteilung Neurobiologie Universit~it Wien, Althanstr. 14 A-1090 Wien, Austria ABSTRACT The daily locomotor activity patterns of spiders of three large species of the genus Cupiennius (Ctenidae) were measured in an artificial 12:12 light:dark cycle. Adult males (N = 10) and females = 10) of each species of these nocturnal Central American wandering spiders were compared. On average, males were 3.5 (C. coccineus and C. gemzi) to 12.7 (C. saleO times more active than females. Hence, males are the truly wandering spiders. We suggest that this is due to sexually motivated searching behavior of the males. Of the two sympatric species, the males and the females of C. cot.t.inell.~ were on average 3.1 times more active than those of C. getazi. In addition C. coccineus exhibited a relative minimumin its locomotor activity when C. getazi showed its absolute maximum. This difference in activity pattern may contribute to the reproductive isolation of these two sympatric species. INTRODUCTION In the field adult and subadult wandering spiders of the species Cupiennius salei (Keyserling) are quite sedentary. Identified individuals were previously found in their retreats on the same dwelling plants for at least one week (Barth and Seyfarth 1979; Seyfarth 1980). -
Sensory Integration: Understanding and Meeting Your Child’S Needs
Sensory Integration: Understanding and Meeting Your Child’s Needs Sandra Falk,OTR Carrie D. Gross, PTA Le Bonheur Early Intervention and Development (LEAD) What are the Senses? The common senses are: Taste Smell Vision Hearing Touch Two hidden senses are: Vestibular (sense of movement) Proprioception (sensations from muscles and joints). What is Sensory Integration? It is our ability to take in information from the world around us through our senses, sort it out in the brain, and respond to it successfully. It takes place automatically, without us having to “think” about it. How Does Sensory Integration Develop? Sensory integration is pre-programmed to develop from conception However, it takes sensory experiences to activate and/or enhance this process We are designed to enjoy things that promote the development of our brain, and therefore seek out sensations that help organize our brain All of us have sensory preferences and “issues” that we accommodate for on a daily basis. It is when sensory difficulties interfere with everyday life that it becomes a problem. When there is a problem: If the brain is unable to understand and process sensory information efficiently, then that child may have a difficult time functioning in every day life. The child may be awkward and clumsy, fearful and withdrawn, or hostile and aggressive. It can affect how a child moves and learns, how he behaves, how he plays and makes friends, and how he feels about himself. A lot children have some sensory issues, and would benefit from their caregivers understanding their sensory needs. If the problems are severe and interfere with everyday life, a therapist can evaluate and help establish a plan of care. -
Sensory Perception in Autism
REVIEWS Sensory perception in autism Caroline E. Robertson1,2,3* and Simon Baron-Cohen4 Abstract | Autism is a complex neurodevelopmental condition, and little is known about its neurobiology. Much of autism research has focused on the social, communication and cognitive difficulties associated with the condition. However, the recent revision of the diagnostic criteria for autism has brought another key domain of autistic experience into focus: sensory processing. Here, we review the properties of sensory processing in autism and discuss recent computational and neurobiological insights arising from attention to these behaviours. We argue that sensory traits have important implications for the development of animal and computational models of the condition. Finally, we consider how difficulties in sensory processing may relate to the other domains of behaviour that characterize autism. Cognitive empathy The ability to reflect on our own and others’ thoughts However, the issue of primacy is key. Is autism, as The ability to understand and and emotions (that is, theory of mind) is a defining often posited, a disorder of the ‘social brain’ (REF. 15), with respond appropriately to characteristic of human cognition. Children with sensory differences representing either secondary con‑ others’ mental states and autism spectrum conditions (ASCs; henceforth ‘autism’) sequences after a lifetime of reduced social interaction emotions (unlike affective 1 empathy, the ability to respond show delays in the development of this capacity , with or alterations in domain‑general mechanisms (such as 2 with an appropriate emotion to knock‑on consequences for cognitive empathy across attention) that affect both social processing and sensory others’ mental states or the lifespan. -
Sensory Processing Disorder
Sensory Integration Sensory processing (sometimes called "sensory integration" or SI) is a term that refers to the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses. Whether you are biting into a hamburger, riding a bicycle, or reading a book, your successful completion of the activity requires processing sensation or "sensory integration." Sensory Processing Disorder (SPD, formerly known as "sensory integration dysfunction") is a condition that exists when sensory signals don't get organized into appropriate responses. Pioneering occupational therapist and neuroscientist A. Jean Ayres, PhD, likened SPD to a neurological "traffic jam" that prevents certain parts of the brain from receiving the information needed to interpret sensory information correctly. A person with SPD finds it difficult to process and act upon information received through the senses, which creates challenges in performing countless everyday tasks. Motor clumsiness, behavioral problems, anxiety, depression, school failure, and other impacts may result if the disorder is not treated effectively. One study (Ahn, Miller, Milberger, McIntosh, 2004) shows that at least 1 in 20 children’s daily lives is affected by SPD. Another research study by the Sensory Processing Disorder Scientific Work Group (Ben-Sasson, Carter, Briggs-Gowen, 2009) suggests that 1 in every 6 children experiences sensory symptoms that may be significant enough to affect aspects of everyday life functions. Symptoms of Sensory Processing Disorder, like those of most disorders, occur within a broad spectrum of severity. While most of us have occasional difficulties processing sensory information, for children and adults with SPD, these difficulties are chronic, and they disrupt everyday life. -
O.Univ.Prof.Em. Dr. F. G. BARTH ______
UNIVERSITÄT WIEN, Fakultät für Lebenswissenschaften Department Neurobiologie o.Univ.Prof.em. Dr. F. G. BARTH __________________________________________________________________________ SCHRIFTENVERZEICHNIS - LIST OF PUBLICATIONS FULL PAPERS P = "Public Science", R = Review 1. BARTH FG (1964) A phasic-tonic proprioceptor in the telson of the crayfish Procambarus clarki (Girard). Z vergl Physiol 48: 181-189 2. AUTRUM H, BARTH FG (1966) Einzelzellableitung von einem Spaltsinnesorgan der Spinne Cupiennius salei Keys. Naturwissenschaften 53 (16): 412-413 3. BARTH FG (1967) Ein einzelnes Spaltsinnesorgan auf dem Spinnentarsus: seine Erregung in Abhängigkeit von den Parametern des Luftschallreizes. Z vergl Physiol 55: 407-449 4. BARTH FG (1969) Die Feinstruktur des Spinnenintegumentes. I. Die Cuticula des Laufbeines adulter häutungsferner Tiere (Cupiennius salei Keys.). Z Zellforsch 97: 137- 159 5. BARTH FG, DEUTSCHLÄNDER N (1969) Zum Bau eines Einzelspaltsinnesorgans auf dem Tarsus der Spinne Cupiennius salei Keys. Bull Mus Nat Hist Natur 41 (1): 9-13 6. BARTH FG (1970) Die Feinstruktur des Spinnenintegumentes II. Die räumliche Anordnung der Mikrofasern in der lamellierten Cuticula und ihre Beziehung zur Gestalt der Porenkanäle (Cupiennius salei Keys., adult, häutungsfern, Tarsus). Z Zellforsch 104: 87-106 7. BARTH FG, LIBERA W (1970) Ein Atlas der Spaltsinnesorgane von Cupiennius salei Keys., Chelicerata (Araneae). Z Morph Tiere 68: 343-369 P 8. BARTH FG (1971) Gehörorgane der Insekten. Bild der Wissenschaft (Nov. 1971): 1106-1115 9. BARTH FG (1971) Der sensorische Apparat der Spaltsinnesorgane (Cupiennius salei Keys., Araneae). Z Zellforsch 112: 212-246 10. BARTH FG, SEYFARTH E-A (1971) Slit sense organs and kinesthetic orientation. Z vergl Physiol 74: 326-328 11. BARTH FG (1972) Die Physiologie der Spaltsinnesorgane. -
Sensory Processing Disorder Facts
Sensory Processing Disorder Facts: Sensory processing disorder is a condition in which the brain has trouble receiving and responding to information that comes in through the senses. The condition used to be called sensory integration dysfunction. Sensory Processing involves the brains ability to organize and understand an array of incoming sensory information entering the brain at the same time. Sensory processing is fundamental to the development of all motor and social skills. This is a filtering system to determine pathways for incoming sensory information. There are the familiar senses of sight, taste, smell, and hearing, but sensory processing involves 3 additional specialized sensory systems, which are very influential with regard to how effectively we recognize and organize incoming sensory information. These are: •Tactile System: how our body perceives touch •Proprioceptive System: how are body perceives where we are in space •Vestibular System: how are body perceives directionality and sense of movement. Some people with sensory processing disorder are oversensitive to things in their environment. Common sounds may be painful or overwhelming. The light touch of a shirt may chafe the skin. This could manifest in: • Being uncoordinated • Bumping into things • Being unable to tell where their limbs are in space • Being hard to engage in conversation or play Sensory processing problems are usually identified in children. But they can also affect adults. Sensory processing problems are commonly seen in developmental disorders like autism. Sensory processing disorder is not recognized as a stand- alone disorder. But many experts think that should change. Sensory processing disorder may affect one sense, like hearing, touch, or taste. -
A New Species of Cupiennius (Araneae, Ctenidae) Coexisting with Cupiennius Salei in a Mexican Mangrove Forest
2006. The Journal of Arachnology 34:135–141 A NEW SPECIES OF CUPIENNIUS (ARANEAE, CTENIDAE) COEXISTING WITH CUPIENNIUS SALEI IN A MEXICAN MANGROVE FOREST Francisco J. Medina Soriano: Laboratorio de Acarologı´a ‘‘Anita Hoffmann’’, Facultad de Ciencias, UNAM, Av. Universidad # 3000, Coyoaca´n, Me´xico, D.F. 04510, Me´xico ABSTRACT. The new species Cupiennius chapanensis is described from a mangrove forest in the coastal regions of Chiapas, Me´xico. The most noticeable characteristic of the species is the bright red coloration of the chelicerae, given by a covering of long setae on the anterior surface; because of this coloration, it has been previously confused with Phoneutria fera Perty 1833. It is generally similar to Cupiennius getazi Simon 1891, but lacks the spotted pattern on the ventral surface of the femora, together with other differences in genitalic morphology. Cupiennius salei Keyserling 1877 was also found on the same forest during the wet season, while C. chiapanensis appeared in the dry season. Adults of both species were never collected at the same time. This is also the first record of C. salei at the sea level, being previously considered a highland species. RESUMEN. Se describe Cupiennius chiapanensis nueva especie, la de´cima del ge´nero. Fue recolectada del manglar de la costa de Chiapas, Me´xico. La caracterı´stica ma´s notoria es la coloracio´n roja brillante de sus quelı´ceros, dada por una cubierta de sedas largas en el frente del quelı´cero. Esta coloracio´n ha provocado que se le confunda con Phoneutria fera Perty 1833 en tres referencias que se documentan.