Biographical Memoirs Volume 77 (1999) / Chapter Skim
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James Olds
James Olds
Pages 246-263
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spent a year as a reporter for the International News Service. After three years of military service with the Persian Gulf Commanc!
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Jim's professional career is a fascinating story of the growth and development of an extraordinarily creative mind and talented experimental scientist. In his graduate work at Harvard, his mentor was the experimental psychologist Richard Solomon.
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up. There was much discussion at that time of the motivational bias impinging on the RAS activity, therefore, the first step in the project was to stimulate using the implantec!
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His contribution to {im's training was invaluable in terms of showing him the techniques of implantation, stimulation, and recording and, in general, contributing his knowledge of physiological techniques to the training of a postcloc more schoolec! in the theoretical than the experimental aspects of that fielcI.
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When the test was performed on the animal with the electrode in the rhinencephalic nerve, it kept returning to corner A After several such returns on the first day, it finally went to a different place and fell asleep.
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OIcis's basic notion of a rewarc! system on every conceivable ground, a not uncommon phenomenon in science when a major discovery has been macle.
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that rats will learn mazes to obtain electrical brain stimulation in a manner essentially iclentical to hungry rats learning the same maze for foot! reward.
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For Jim, one of the advantages of Cal Tech was the superb engineering talent. As John Disterhoft describes it: I recall his excitement when, in collaboration with one of the electrical engineers from the Jet Propulsion Laboratory, he designed what must have been one of the earliest telemetry systems for multiple single unit recording.
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The authors concluclecI: "This implies that although the behavioral response of the animal arises cle nova as a result of learning, only those midbrain units that possess connections to the CS pathway participate in conditioning process. This effect constitutes strong evidence in favor of a mocle!
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the Hofheimer Awarc! from the American Psychiatric Association in 195S, the Howard Crosby Warren Mecial from the Society of Experimental Psychologists in 1962, en c!
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. "The rat," said Tim, "seemed to say, 'I don't know what I just did, but whatever it was, I want to do it again.' " Tim immediately stopped thinking about elicited behaviors and began on the spot to attempt informal shaping of emitted behaviors (P.
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A few minutes later, it would occur to me that I was now defending his idea and he was attacking it. When he recognized my delayed realization, he would start laughing, and say something like "I just wanted to see if I could convince myself that it was as bad an idea as you originally thought," or "I just wanted to see if you could come up with better arguments than me to refute yourself." I never saw him become defensive about his ideas or impatient with the thinking of others, even if they were quite lame speculations.
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Our laboratory was well equipped with computers, and a good bit of time was spent on developing and testing software and hardware. The burst of information we were able to gather in a relatively short period of time came from using a combined hardware-software system simultaneously to study a large number of brain regions in animals engaged in learning the same task.
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Tim was intimately involved with me in designing and developing the software routines we used on the mainframe computer for summarizing the data for individual rats and for groups of animals. He didn't just assign me to go over to the computer center and come back with data reduction routines.
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Positive reinforcement produced by electrical stimulation of septal area and other regions of rat brain.
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Hirsh. Learning centers of the rat brain mapped by measuring latencies of conditioned unit responses.
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Olds. Midbrain activity during classical conditioning using food and electrical brain stimulation reward.
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