Bruce D
J Hist Behav Sci. 1986 Jan;22(1):27-44. doi: 10.1002/1520-6696(198601)22:1<27::aid-jhbs2300220104>3.0.co;2-y.
From 1910 to 1917, Karl S. Lashley's research moved from bacteriology to neuropsychology through intermediate stages of zoology, comparative psychology, and the psychology of learning. This shift is examined with particular reference to Lashley's associations with John B. Watson, Shepherd I. Franz, and Herbert S. Jennings. Watson's impact was substantial, for he attracted Lashley to comparative psychology and was the source of many of his later research interests. The bridge to neuropsychological research was provided by Franz who trained Lashley in the lesion method of investigating the brain bases of learning. The influence of Jennings, Lashley's Ph.D. supervisor, was most evident in the divergence of the post-1915 interests of Lashley and Watson. Lashley's search for brain mechanisms of learning, as contrasted with Watson's concern with behavioral prediction and control, mirrored a similar earlier difference between Jennings and Jacques Loeb.
从1910年到1917年，卡尔·S·拉什利的研究从细菌学，经过动物学、比较心理学和学习心理学等中间阶段，转向了神经心理学。本文特别参照拉什利与约翰·B·华生、谢泼德·I·弗兰兹和赫伯特·S·詹宁斯的交往来审视这一转变。华生的影响很大，因为他吸引拉什利投身比较心理学，并且是他后来诸多研究兴趣的源头。弗兰兹为拉什利提供了通往神经心理学研究的桥梁，他训练拉什利采用损伤法来研究学习的脑基础。拉什利的博士导师詹宁斯的影响，在1915年之后拉什利和华生兴趣的分歧中最为明显。与华生对行为预测和控制的关注形成对比，拉什利对学习的脑机制的探索，反映了詹宁斯和雅克·洛布早期类似的差异。
