DOCSLIB.ORG

Brain-Behavior Adaptations to Sleep Loss in the Nocturnally Migrating Swainson’S Thrush (Catharus Ustulatus)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Brain-Behavior Adaptations to Sleep Loss in the Nocturnally Migrating Swainson’S Thrush (Catharus Ustulatus) BRAIN-BEHAVIOR ADAPTATIONS TO SLEEP LOSS IN THE NOCTURNALLY MIGRATING SWAINSON’S THRUSH (CATHARUS USTULATUS) Thomas Fuchs A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2006 Committee: Verner P. Bingman, Advisor Donald S. Cooper Graduate Faculty Representative Kevin Pang Dale Klopfer Patricia Sharp © 2006 Thomas Fuchs All Rights Reserved iii ABSTRACT Verner P. Bingman, Advisor Many typically diurnal songbirds experience dramatic sleep loss during the migratory seasons because of their nocturnal flights. However, nocturnally migrating songbirds continue to function normally with no observable effect of sleep loss on their behavior. To mitigate the effects of sleep loss, nocturnal migrants may engage in daytime sleep, unihemispheric sleep, sleep during migratory flight, or increased quality of what sleep is available. Studying the Swainson’s thrush, a long-distance trans-gulf migrant, I investigated how avian migrants might compensate for sleep loss during the migratory season. Daytime behavior, nighttime behavior and forebrain EEG activity was recorded in thrushes when migratory and non-migratory. Behavioral sleeping postures and their EEG/brain correlates were identified throughout the 24 h light-dark cycle. Slow wave sleep (SWS) and rapid eye movement (REM) sleep were investigated, and the temporal profile of the two sleep states was analyzed. Brain activity (EEG power) in the delta frequency band (1.5 – 4Hz) was employed as a measure of sleep quality. Interestingly, the most prominent alterations in sleep and sleep-related behavior in nocturnally active migratory thrushes were found during the day. In contrast to their behavior when non-migratory, migratory Swainson’s thrushes engaged in numerous episodes of daytime sleep, unilateral eye closure, and an intermediate sleep-like state referred to as drowsiness. The electrophysiological recordings demonstrated that the observed behavior was accompanied by reliable sleep like changes in brain activity. In addition, EEG activity during episodes of unilateral iv eye closure was frequently accompanied byinterhemispheric asymmetries characteristic of unihemispheric sleep. The relatively brief but frequent daytime sleep states (“micro naps”) may represent an adaptive balance that enables migratory birds to compensate for extended periods of nocturnal sleep loss during the subsequent day without rendering them entirely vulnerable to environmental challenges like predation and the need to feed and store energy. Our findings also offer the intriguing possibility that avian migrants partially compensate for nocturnal sleep loss by taking lateralized naps during the day. Non-migratory Swainson’s thrushes exhibit a marked decrease in delta power during the night indicating a parallel decline in sleep quality. Decreasing SWS pressure, possibly in concert with a circadian REM sleep regulating mechanism, may explain increasing amounts of REM sleep during the latter part of the night. Evidence for compensatory changes in nighttime sleep in migratory thrushes is presented. The present work suggests that birds, like mammals, require a minimum amount of sleep. The finding that a nocturnal migrant, a species highly adapted to its migratory life style, requires compensatory sleep, strongly suggests that a basic need for sleep is shared by many if not all avian species. Furthermore, the observed sleep characteristics indicate that some aspects of avian and mammalian sleep are similarly regulated. Avian sleep, therefore, may provide further insight into processes involved in the regulation of sleep and resting states that likely generalize to many species, vertebrates and invertebrates alike. v ACKNOWLEDGMENTS I would like to express my deepest appreciation to Herr Bingman, my dissertation advisor, for guiding me through the process of conducting and writing this dissertation, and also for providing me with an opportunity to do what cannot be done easily these days (comparative sleep research). My sincere gratitude also goes to Drs Pat Sharp, Kevin Pang, Dale Klopfer and Donald Cooper, my dissertation committee, for offering invaluable advice and having a lot of patience with my rather erratic time schedule. I am also indebted to the J. P. Scott Center for Neurosience Brain and Behavior for awarding me a research fellowship during the last year of this project that allowed me to finally get my act together. Finally, I would like to thank my family and newly wed wife Ako for putting up with me during theses last stressful weeks. vi TABLE OF CONTENTS Page INTRODUCTION .... ....................................................................................................... 1 PART I: BEHAVIOR....................................................................................................... 7 Methods ....................................................................................................... 7 Results ....................................................................................................... 12 Discussion ....................................................................................................... 21 PART II: EEG RECORDINGS ......................................................................................... 25 General EEG Methods .......................................................................................... 25 Analysis ....................................................................................................... 28 Slow Wave Sleep and REM Sleep ......................................................................... 29 Slow Wave Sleep ....................................................................................... 29 REM Sleep................................................................................................. 31 Daytime Recordings .............................................................................................. 32 Analysis .................................................................................................... 32 Results ....................................................................................................... 36 Discussion ................................................................................................. 44 Nighttime Recordings............................................................................................ 47 Analysis .................................................................................................... 47 Results ....................................................................................................... 52 Non-migratory thrushes ................................................................ 52 Nighttime Sleep during the Migratory Season ................................ 64 Discussion.................................................................................................. 67 vii GENERAL DISCUSSION................................................................................................ 75 Daytime Sleep ....................................................................................................... 76 Unilateral Eye Closure........................................................................................... 78 Drowsiness ....................................................................................................... 81 Some Ecological Considerations............................................................................ 84 Comparative Aspects............................................................................................. 88 CONCLUSION ....................................................................................................... 95 APPENDIX I: Mammalian Neocortex and the Avian Wulst Formation (Hyperpallium): Similarities and Differences .............................................................................................. 98 APPENDIX II: Sleep in Invertebrates, Fish, Amphibians and Reptiles .............................. 102 Defining Sleep....................................................................................................... 102 Invertebrates ....................................................................................................... 104 Fish ....................................................................................................... 106 Amphibians ... ....................................................................................................... 107 Reptiles ....................................................................................................... 108 APPENDIX III: Neurophysiology of mammalian REM Sleep and Non-REM Sleep. Comparative Aspects ....................................................................................................... 112 Mammalian Non-REM Sleep................................................................................. 114 Comparing Mammalian and Avian Non-REM sleep .............................................. 118 Mammalian REM sleep ......................................................................................... 123 Avian REM sleep .................................................................................................. 126 Conclusions ....................................................................................................... 128 APPENDIX IV: REPLICATION IN THE HISTORY OF PSYCHOLOGY: PATRICK & GILBERT (1896)
Load more

Recommended publications
  • Artaxerxes II
    Artaxerxes II John Shannahan BAncHist (Hons) (Macquarie University) Thesis submitted for the degree of Doctor of Philosophy. Department of Ancient History, Macquarie University. May, 2015. ii Contents List of Illustrations v Abstract ix Declaration xi Acknowledgements xiii Abbreviations and Conventions xv Introduction 1 CHAPTER 1 THE EARLY REIGN OF ARTAXERXES II The Birth of Artaxerxes to Cyrus’ Challenge 15 The Revolt of Cyrus 41 Observations on the Egyptians at Cunaxa 53 Royal Tactics at Cunaxa 61 The Repercussions of the Revolt 78 CHAPTER 2 399-390: COMBATING THE GREEKS Responses to Thibron, Dercylidas, and Agesilaus 87 The Role of Athens and the Persian Fleet 116 Evagoras the Opportunist and Carian Commanders 135 Artaxerxes’ First Invasion of Egypt: 392/1-390/89? 144 CHAPTER 3 389-380: THE KING’S PEACE AND CYPRUS The King’s Peace (387/6): Purpose and Influence 161 The Chronology of the 380s 172 CHAPTER 4 NUMISMATIC EXPRESSIONS OF SOLIDARITY Coinage in the Reign of Artaxerxes 197 The Baal/Figure in the Winged Disc Staters of Tiribazus 202 Catalogue 203 Date 212 Interpretation 214 Significance 223 Numismatic Iconography and Egyptian Independence 225 Four Comments on Achaemenid Motifs in 227 Philistian Coins iii The Figure in the Winged Disc in Samaria 232 The Pertinence of the Political Situation 241 CHAPTER 5 379-370: EGYPT Planning for the Second Invasion of Egypt 245 Pharnabazus’ Invasion of Egypt and Aftermath 259 CHAPTER 6 THE END OF THE REIGN Destabilisation in the West 267 The Nature of the Evidence 267 Summary of Current Analyses 268 Reconciliation 269 Court Intrigue and the End of Artaxerxes’ Reign 295 Conclusion: Artaxerxes the Diplomat 301 Bibliography 309 Dies 333 Issus 333 Mallus 335 Soli 337 Tarsus 338 Unknown 339 Figures 341 iv List of Illustrations MAP Map 1 Map of the Persian Empire xviii-xix Brosius, The Persians, 54-55 DIES Issus O1 Künker 174 (2010) 403 333 O2 Lanz 125 (2005) 426 333 O3 CNG 200 (2008) 63 333 O4 Künker 143 (2008) 233 333 R1 Babelon, Traité 2, pl.
    [Show full text]
  • 5227-2-Kuchuk Asya-2-Cughrafyasi
    CHARLES TEXIER 00 00 II�J[J�liJII( A§YA Coğrafyası,Tarihi ve Arkeolojisi Çeviren Ali SUAT Latin Harflerine Aktaran Sadeleştiren Prof. Dr. Yard. Doç. Dr. Kazım Yaşar KOPRAMAN Musa YILDIZ ENFORMASYON VE DOKÜMANTASYON HİZMETLERİ VAKFI Ankara - 2002 © 2002 Enformasyon ve Dokümantasyon Hizmetleri Vakfı 7. Cadde, Kültür Sitesi, No: 104 06370 Batıkent Ankara/ TÜRKİYE Tel: (+90.312) 354 62 66 • Faks: (+90.312) 354 64 63 e-mail: edhvakfı@ada.net.tr • www.edhvakfi.org.tr Eserin Orijinal Adı: Asi e Mineure; Description Geographique, Historique et Archeologique des Provinces et des Villes de la Chersonnese d' Asie. Paris, Typographie de Firmin Didot Freres, Fils et C., Editeurs Imprimeurs de L' Institut de France, 1862, 1882. Eserin Arap Hart'liTürkçe Adı: Kü çük Asya; Coğrafyaya, Tarihe, Asar-ı Atikaya Ait Tarif. İstanbul, Matbaa-i Amire J 92: 1924, 3 c. Proje ve Koordinasyon Hasan DUMAN Latin Harflerine Aktaran Prof. Dr. Kazım Ya§ar KOPRAMAN Gazi Üniv. Fen-Ed. Fak Sadeleştiren Yard. Doç. Dr. Musa YILDIZ Gazi Üniv. Eğt. Fak. Katkıda Bulunanlar Prof. Dr. Semavi EYİCE istanbul Üniv. Ed. Fak. Prof. Dr. Mesut ELİBÜYÜK Ankara Üniv. D.T.C. Fak. Yard. Doç. Dr. Esma İNCE Gazi Üniv. Eğt. Fak. Yard.Doç. Dr. Kenan BİLİCİ Ankara Üniv. D.T.C. Fak. Yard. Doç. Dr. Yücel ŞENYURT Gazi Üniv. Fen-Ed. Fak. Yard. Doç. Dr. Kamil AKARSU Gazi Üniv. Eğt. Fak. Murat ÖNGÖREN Teknik Yardımcı Eserin tüm yayın hakları saklıdır. Hiç bir şekilde gravürler de dahil olmak üzere kısmen de olsa herhangi bir yöntemle kopye edilip, çoğaltı lamaz, yayınlanamaz. ISBN 975-7473-12-X Takım/Set ISBN 975-7473-13-8 I.
    [Show full text]
  • Plinius Senior Naturalis Historia Liber V
    PLINIUS SENIOR NATURALIS HISTORIA LIBER V 1 Africam Graeci Libyam appellavere et mare ante eam Libycum; Aegyptio finitur, nec alia pars terrarum pauciores recipit sinus, longe ab occidente litorum obliquo spatio. populorum eius oppidorumque nomina vel maxime sunt ineffabilia praeterquam ipsorum linguis, et alias castella ferme inhabitant. 2 Principio terrarum Mauretaniae appellantur, usque ad C. Caesarem Germanici filium regna, saevitia eius in duas divisae provincias. promunturium oceani extumum Ampelusia nominatur a Graecis. oppida fuere Lissa et Cottae ultra columnas Herculis, nunc est Tingi, quondam ab Antaeo conditum, postea a Claudio Caesare, cum coloniam faceret, appellatum Traducta Iulia. abest a Baelone oppido Baeticae proximo traiectu XXX. ab eo XXV in ora oceani colonia Augusti Iulia Constantia Zulil, regum dicioni exempta et iura in Baeticam petere iussa. ab ea XXXV colonia a Claudio Caesare facta Lixos, vel fabulosissime antiquis narrata: 3 ibi regia Antaei certamenque cum Hercule et Hesperidum horti. adfunditur autem aestuarium e mari flexuoso meatu, in quo dracones custodiae instar fuisse nunc interpretantur. amplectitur intra se insulam, quam solam e vicino tractu aliquanto excelsiore non tamen aestus maris inundant. exstat in ea et ara Herculis nec praeter oleastros aliud ex narrato illo aurifero nemore. 4 minus profecto mirentur portentosa Graeciae mendacia de his et amne Lixo prodita qui cogitent nostros nuperque paulo minus monstrifica quaedam de iisdem tradidisse, praevalidam hanc urbem maioremque Magna Carthagine, praeterea ex adverso eius sitam et prope inmenso tractu ab Tingi, quaeque alia Cornelius Nepos avidissime credidit. 5 ab Lixo XL in mediterraneo altera Augusta colonia est Babba, Iulia Campestris appellata, et tertia Banasa LXXV p., Valentia cognominata.
    [Show full text]
  • Radio-Electronics in Education
    RADIO ELECTRONICS Published by Department of Information RADIO CORPORATION OF AMERICA 30 ROCKEFELLER PLAZA, NEW YORK, N. Y. FOREWORD 1 1 is booklet presents briefly the various types of aid which radio, both as a science and as a system of communication, renders to the cause of education. DI Education is as old as civilization itself; radio is one of civili- zation's newest products. It is therefore too early to appraise the ultimate extent or influence of their relationship. Enough has already been accomplished, however, both in the field of broadcasting and in the use of new educational techniques made possible by radio research, to prove that the importance of radio in the educational field is profound and far-reaching. New developments in radio and electronics, such as televi- sion and the electron microscope, are of the utmost significance to the future of education. It may be argued that the future of education is of slight interest when civilization is locked in a life-and-death struggle with forces which seek to destroy it. On the contrary, I believe it is a subject of major importance at this time. For the civilization of free men and women will triumph in this war, and the vital need for wise, courageous leadership will be more insistent in the post-war generation than ever before in historv. The education of both adults and children — and of the many, not the few — will stronglv influence the choice of poli- cies and of leaders capable of establishing and maintaining a better world for all humanity.
    [Show full text]
  • JAGE-691 Fish Cognition and Consciousness Colin Allen [email protected] Phone
    JAGE-691 Fish Cognition and Consciousness Colin Allen [email protected] phone: +1-812-606-0881 fax: +1-812-855-3631 Program in Cognitive Science and Department of History and Philosophy of Science Indiana University, Bloomington, IN 47405 USA ABSTRACT. Questions about fish consciousness and cognition are receiving increasing attention. In this paper, I explain why one must be careful to avoid drawing conclusions too hastily about this hugely di- verse set of species. Keywords. Fish, learning, cognition, consciousness 1. Introduction to the controversy The cognitive and mental capacities of fish are a current topic of scientific controversy, and consciousness is the most contentious of topics. In a recent review article, Michel Cabanac and coauthors (Cabanac et al. 2009) argue that consciousness did not emerge until the early Amniota, the group of species that includes mammals, birds, and "reptiles.” The latter term is in scare quotes because biologists consider it a paraphy- letic group (i.e., a group that contains just a subset of the descendants of its common ancestor) that is im- proper for classification purposes due to its exclusion of the birds, which descended from the saurians. Amniotes are characterized by an embryonic membrane that makes terrestrial reproduction feasible. The amphibians, lacking this adaptation, are constrained to place their eggs in an aqueous environment for proper development. These biological details are important because of the nature of some of the evidence that Cabanac et al. bring to bear on the question of consciousness in fish – evidence that I shall maintain seems skewed towards other adaptations that have to do with terrestrial life.
    [Show full text]
  • Influência De Jerome Bruner Na Teoria Da Aprendizagem Musical De Edwin Gordon
    INFLUÊNCIA DE JEROME BRUNER NA TEORIA DA APRENDIZAGEM MUSICAL DE EDWIN GORDON Ricardo Dourado Freire [email protected] Departamento de Música da Universidade de Brasília Verônica Gomes Archanjo de Oliveira Silva [email protected] Resumo Neste artigo é realizadas uma análise teórica dos Níveis e Subníveis de Competências musicais estabelecidos por Edwin Gordon (1997) a partir dos fundamentos teóricos para elaboração de teorias de aprendizagem propostos por Jerome Bruner (1965). A compreen- são das idéias de Bruner serve para elucidar aspectos estruturais da Teoria da Aprendiza- gem Musical de Gordon e permite o esclarecimento de procedimentos e propostas de Gor- don dentro da perspectiva da psicologia cognitiva. Palavras-chave : Aprendizagem Musical, Jerome Bruner, Edwin Gordon. O pesquisador estadunidense Edwin Gordon desenvolveu nos últimos 50 anos uma extensa obra nas áreas de psicologia da música e educação musical. Sua trajetória acadê- mica passa pelo doutoramento na University of Iowa (1958), atuação como docente na University of Iowa, 1958-1973, na State University of New York at Buffalo (SUNY- Buf- falo), 1973-1979, até sua permanência na Carl Seashore Chair for Research in Music Edu- cation da Temple University entre 1979 e sua aposentadoria em 1997. Durante sua trajetó- ria acadêmica publicou 94 livros, com traduções em português, italiano e lituano, além de ter orientado aproximadamente 40 dissertações de doutorado. Sua carreira como pesquisa- dor nas áreas de psicologia da música e educação musical influenciaram toda uma corrente de pesquisa na linha de música. Nesta abordagem, os processos cognitivo-musicais são observados a partir de uma estrutura seqüencial de desenvolvimento que aplica à área de música a proposta teórica de Jerome Bruner publicada em Toward a Theory of Instruction (1965) Nos primeiros anos de pesquisas na Univeristy of Iowa, Gordon inicia um profundo estudo sobre a aptidão musical e os processos que influenciam o desenvolvimento musical do indivíduo baseado nos trabalhos de Seashore e Drake.
    [Show full text]
  • History of Psychology
    The Psych 101 Series James C. Kaufman, PhD, Series Editor Department of Educational Psychology University of Connecticut David C. Devonis, PhD, received his doctorate in the history of psychology from the University of New Hampshire’s erstwhile pro- gram in that subject in 1989 with a thesis on the history of conscious pleasure in modern American psychology. Since then he has taught vir- tually every course in the psychology curriculum in his academic odys- sey from the University of Redlands in Redlands, California, and the now-closed Teikyo Marycrest University (formerly Marycrest College in Davenport, Iowa) to—for the past 17 years—Graceland University in Lamoni, Iowa, alma mater of Bruce Jenner and, more famously for the history of psychology, of Noble H. Kelly (1901–1997), eminent con- tributor to psychology’s infrastructure through his many years of ser- vice to the American Board of Examiners in Professional Psychology. Dr. Devonis has been a member of Cheiron: The International Society for the History of Behavioral and Social Sciences since 1990, a con- tributor to many of its activities, and its treasurer for the past 10 years. Currently he is on the editorial board of the American Psychological Association journal History of Psychology and is, with Wade Pickren, coeditor and compiler of the online bibliography History of Psychology in the Oxford Bibliographies Online series. History of Psychology 101 David C. Devonis, PhD Copyright © 2014 Springer Publishing Company, LLC All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or trans- mitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, LLC, or authorization through payment of the appropriate fees to the Copyright Clearance Cen- ter, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, [email protected] or on the Web at www.copyright.com.
    [Show full text]
  • On Early Applications of Psychology in Music Education
    JRME 1982, VOLUME 30, NUMBER 3, PAGES 141-150 141 GranvilleStanley Hall, founder of the AmericanPsychological Association and president of Clark University,was thefirst Americanpsychologist to speak and write about music's place in the educational curriculum. An examination of his published writings reveals Hall based his theoryof music education on principles of Social Darwinism and Child Study perspectiveson education. Hall's theories are referenced and paraphrased in several song series textbooksand music appreciationtexts published by music educators during his professionalcareer. Thesesources indicate that Hall influencedthe thinkingof certainmusic educatorsand was importantto music education,in general, in developing a receptivitytoward psychological processes in music educationpractice. R. R. Rideout, Universityof Oklahoma On Early Applications of Psychology in Music Education Granville Stanley Hall (1842-1924) received the first doctoral degree in psychology in the United States (from Harvard, in 1878). After a two- year sojourn to Europe, where he studied the educational system of Germany, Hall returned to America where, in 1881, he was hired by Charles Elliott, president of Harvard University, to deliver a series of lectures on the state of education in Germany. He gave these lectures for teachers in the Boston environs (Ross, 1974, p. 133). In 1882, upon a recommendation from his former professor, William James, Hall was appointed professor of psychology at Johns Hopkins University. Among his students were John Dewey and James McKeen Cattel, both of whom became noted leaders in education in the first half of the twentieth century (Wilson, 1914). In 1888, because Jonas Clark was impressed with Hall's personality and work at Johns Hopkins, Hall became the first president of the university Clark was founding on the Johns Hopkins model (Ross, 1974, pp.
    [Show full text]
  • DOCUMENT RESUME ED 115 646 SP 009 718 TITLE Multi-Ethnic
    DOCUMENT RESUME ED 115 646 SP 009 718 TITLE Multi-Ethnic Contributions to American History.A Supplementary Booklet, Grades 4-12. INSTITUTION Caddo Parish School Board, Shreveport, La. NOTE' 57p.; For related document, see SP 009 719 EDRS PRICE MF-$0.76 HC-$3.32 Plus Postage DESCRIPTORS Achievement; *American History; *Cultural Background; Elementary Secondary Education; *Ethnic Groups; *Ethnic Origins; *Teaching Guides IDENTIFIERS *Multicultural Education ABSTRACT This booklet is designed as a teacher guide for supplementary use in the rsgulat social studies program. It lists names and contributions of Americans from all ethnic groups to the development of the United States. Seven units usable at three levels (upper elementary, junior high, and high school) have been developed, with the material arranged in outline form. These seven units are (1) Exploration and Colonization;(2) The Revolutionary Period and Its Aftermath;(3) Sectionalism, Civil War, and Reconstruction;(4) The United States Becomes a World Power; (5) World War I--World War II; (6) Challenges of a Transitional Era; and (7) America's Involvement in Cultural Affairs. Bibliographical references are included at the end of each unit, and other source materials are recommended. (Author/BD) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document-Reproduction Service (EDRS). EDRS is not * responsible for the qUa_lity of the original document. Reproductions * supplied-by EDRS are the best that can be made from the original.
    [Show full text]
  • Kurt Lewin and Experimental Psychology in the Interwar Period
    '55#466'21 @744)1%71%"#5("#0'5!&#14"#5 2!6243&')2523&'#F4D3&')DG !& ( ) E @7#4)'1 921 11 #4)'1B #4 4 5'"#16"#4 70 2)"6E 1'9#45'6 6@7#4)'1C 42$D4D 1E #1"4'() #46@ #4#(1"#4 &')2523&'5!&#1(7)6 6 C 42$D'!&#)#")#B & 76!&6#4C PD 42$D4D 84%#1#11 QD 42$D4D'6!&#))D 5& #46#'"'%60SD'QIPR Forward I would like to express my gratitude to Professor Dr. Jürgen Renn, Director of the Max Planck Institute for the History of Science, who supported my pre-doctoral research from the early ideation, through all of its ups and downs until the final line of the disputatio at the Humboldt University of Berlin. Beyond that, the Institute enabled my research project by granting me a PhD scholarship and providing a fruitful work environment, while the well-organized MPIWG library offered me the opportunity to assemble the majority of the material for this book. I am obliged to Professor Dr. Mitchell Ash for his commentaries and insights from his vast knowledge in the history of psychology, as well as for being part of my PhD committee de- spite the geographical distance. I would like to also thank Dr. Alexandre Métraux for advising me on questions related to Lewin’s philosophy of science. Moreover, I am highly indebted to Dr. Massimilano Badino for his scholarly advice, but even more so for his friendship and moral support whenever I needed it. In addition to that, he en- couraged and prepared me to present my work in a variety of international conferences.
    [Show full text]
  • Donald B. Lindsley Papers Biomed.0423
    http://oac.cdlib.org/findaid/ark:/13030/kt1p3036g6 No online items Finding Aid for the Donald B. Lindsley Papers Biomed.0423 Finding aid prepared by Jason Richard Miller, 2010. The processing of this collection was generously supported by Arcadia funds. UCLA Library Special Collections Online finding aid last updated 2020 November 18. Room A1713, Charles E. Young Research Library Box 951575 Los Angeles, CA 90095-1575 [email protected] URL: https://www.library.ucla.edu/special-collections Finding Aid for the Donald B. Lindsley Biomed.0423 1 Papers Biomed.0423 Contributing Institution: UCLA Library Special Collections Title: Donald B. Lindsley papers Identifier/Call Number: Biomed.0423 Physical Description: 58.5 Linear Feet(97 boxes, 4 half document boxes, 4 shoe boxes, 2 flat oversize boxes, 1 magazine box, 3 LP boxes) Date (inclusive): 1866-2001 Abstract: Donald B. Lindsley was an early pioneer of the electroencephalogram (EEG) and an internationally recognized psychologist and brain scientist. Originally from Ohio, Lindsley worked throughout the United States and spent the last half of his career at UCLA where he was instrumental in founding UCLA's Brain Research Institute. Nearly half of this collection is constituted by Lindsley's correspondence spanning over 70 years. The remainder of the collection consists of reprints, typescripts of papers and talks, research notes, research and technical data, audiovisual material, and autobiographical ephemera that date from the late nineteenth century to the beginning of the twenty-first century. Stored off-site. All requests to access special collections material must be made in advance using the request button located on this page.
    [Show full text]
  • Psychologists and Physicians in the Borderlands of Science, 1900-1942
    PSYCHOLOGISTS AND PHYSICIANS IN THE BORDERLANDS OF SCIENCE, 1900-1942 By WADE EDWARD PICKREN A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1995 For my mother: WILLIE MERLE PICKREN, and in memoriam, BILL PICKREN, You taught me to love and work. ACKNOWLEDGEMENTS I wish to express my deepest gratitude to the chairman of my dissertation committee, Donald A. Dewsbury. Dr. Dewsbury has, from the beginning of this long project, been a model of encouragement, kindness, and unfailing generosity. He has shared his time, his great breadth of learning, his editorial ability, and his materials with me. My understanding of the history of psychology has been greatly deepened by our conversations. I also wish to acknowledge that Dr. Dewsbury has helped me to understand that data is a plural! Dr. Wilse B. Webb has also stimulated much thought in me about what I was doing and where I was going with my ideas. Although I did not avail myself of his wisdom as oft as I would have liked, his voice and his sharp eye were always with me. I hope that, in the future, time will allow me a greater opportunity to benefit from his great knowledge and experience. Both near at hand and from afar, Dr. Toby Appel has blessed me with the keenness of her insight . Her acceptance and friendly corrections of my halting efforts to write history have been much appreciated. One of my most pleasant memories of this experience is that of sitting at a table at iii Cafe Gardens talking about the history of biology or psychology, while hoping to hear some Van Morrison on the house music system.
    [Show full text]