| 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 |
| Notable awards | Daniel Giraud Elliot Medal (1943) |
Karl Spencer Lashley (1890–1958), born in Davis, West Virginia, was an American psychologist and behaviorist remembered for his 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 cerebral cortex. His work with localization and memory helped in the future research of the brain, which proved that the brain was more complicated than initially thought.
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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.
In 1938, he was elected a Member of the American Philosophical Society, the oldest learned society in the United States, dating to 1743. Since 1957, the Society has awarded the annual Karl Spencer Lashley Award in recognition of work on the integrative neuroscience of behavior.[1] In 1943 Lashley was awarded the Daniel Giraud Elliot Medal from the National Academy of Sciences.[2]
Lashley's 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.[3] 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.[4]