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For more information on Karl Spencer Lashley, visit Britannica.com.
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| Biography: Karl Spencer Lashley |
The American neuropsychologist Karl Spencer Lashley (1890-1958) demonstrated relationships between animal behavior and the size and location of brain injuries, summarizing his findings in terms of the concepts of equipotentiality and mass action.
Karl Spencer Lashley was born at Davis, W. Va., on June 7, 1890. Even as a child he was interested in animals, an interest which continued throughout his adult life. His mother, Maggie Lashley, encouraged him in intellectual pursuits. After studying at the University of West Virginia and then taking a master's degree in bacteriology at the University of Pittsburgh, Lashley did doctoral and postdoctoral research at Johns Hopkins University. While at Hopkins, he was influenced by the zoologist H. S. Jennings, the psychiatrist Adolf Meyer, and the psychologist John B. Watson, the father of behaviorism.
Lashley was at once an experimental researcher and a psychological theoretician. His investigations were published in the leading journals and proceedings of major scientific societies. After several joint studies with Jennings, Lashley published his own thesis, "Inheritance in the Asexual Reproduction of Hydra. …" He collaborated with Watson in studying behavior in seabirds, acknowledging Watson's behavioristic approach the rest of his life.
Collaborating with Shepherd Ivory Franz, Lashley produced several papers on the effects of cerebral destruction upon retention and habit formation in rats. This was the beginning of his preoccupation with one of the persistent problems in psychology, that of cerebral localization. Earlier researchers Gall, Broca, Fritsch and Hitzig, Ferrier, and Munk were all believers in exact cerebral localization, whereas Flourens, Goltz, and Franz doubted it. The culmination of his localization experiments was Brain Mechanisms and Intelligence: A Quantitative Study of Injuries to the Brain (1929), his longest, most significant monograph. In it he summarized his concepts of equipotentiality and mass action and marshaled the experimental evidence to support them. Thus he accounted for the absence of precise and persistent localization of function in the cortex. Lashley's experiments denied the simple similarity and correspondence, previously assumed, between associationistic connectionism and the neuronal theory of the brain as a mass of neurons connected by synapses.
In addition to his researches Lashley taught as professor of psychology at the universities of Minnesota and Chicago and at Harvard University. He held various honorary positions and lectureships, was on the editorial boards of numerous scientific journals, served as member of and adviser to governmental committees, and was elected to many scientific and philosophical societies. He died on Aug. 7, 1958, in Poitiers, France.
Further Reading
An enjoyable biographical narrative of Lashley's life and work by Frank A. Beach, Karl Spencer Lashley (1961), includes a chronological bibliography of his writings. Lashley's contributions to psychological literature are representatively sampled in a collection, The Neuropsychology of Lashley, edited by Frank A. Beach (1960), which includes as an introduction a penetrating evaluation by Edwin G. Boring, as well as an appreciation by the neurologist Stanley Cobb.
| Medical Dictionary: Lash·ley |
American neuropsychologist known for his contributions to the study of localization of brain functions.
| World of the Mind: Karl Spencer Lashley |
— O. L. Zangwill/Richard L. Gregory
| Wikipedia: Karl Lashley |
| Karl Spencer Lashley | |
|---|---|
| Born | June 7, 1890 Davis, West Virginia |
| Died | August 7, 1958 |
| Nationality | United States |
| Fields | psychology |
| Alma mater | Johns Hopkins University |
| Known for | learning and memory |
Karl Spencer Lashley (1890–1958), born in Davis, West Virginia, was an American psychologist and behaviorist well-remembered for his influential contributions to the study of learning and memory. His failure to find a single biological locus of memory in the rat's brain (or "engram", as he called it) suggested to him that memories were not localized to one part of the brain, but were widely distributed throughout the cortex.
While working toward his Ph.D. in genetics at Johns Hopkins University, Karl Lashley became associated with the influential psychologist John B. Watson. During three years of postdoctoral work on vertebrate behavior (1914-17), he began formulating the research program that was to occupy the remainder of his life.
In 1920 he became an assistant professor of psychology at the University of Minnesota, Minneapolis, where his prolific research on brain function gained him a professorship in 1924. He was later a professor at the University of Chicago (1929-35) and Harvard University (1935-55) and also served as director of the Yerkes Laboratories of Primate Biology, Orange Park, Florida from 1942 to 1955.
His work included research on brain mechanisms related to sense receptors and on the cortical basis of motor activities. His major work was done on the measurement of behavior before and after specific, carefully quantified, induced cortical damage in rats. He trained rats to perform specific tasks (seeking a food reward), then lesioned varying portions of the rat cortex, either before or after the animals received the training depending upon the experiment. The amount of cortical tissue removed had specific effects on acquisition and retention of knowledge, but the location of the removed cortex had no effect on the rats' performance in the maze. This led Lashley to conclude that memories are not localized but widely distributed across the cortex. Today we know that distribution of engrams does in fact exist, however, the distribution is not equal across all cortical areas, as Lashley assumed. His study of the V1 (primary visual cortex) led him to believe that it was a site of learning and memory storage (i.e an engram) in the brain. He reached this erroneous conclusion due to imperfect lesioning methods.
By 1950, Lashley had distilled his research into two theories. The principle of "mass action" stated that the cerebral cortex acts as one—as a whole—in many types of learning. The principle of "equipotentiality" stated that if certain parts of the brain are damaged, other parts of the brain may take on the role of the damaged portion.
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