Professional Documents
Culture Documents
Download Biopsychology 10th Edition Pinel Solutions Manual all chapters
Download Biopsychology 10th Edition Pinel Solutions Manual all chapters
Solutions Manual
Go to download the full and correct content document:
https://testbankfan.com/product/biopsychology-10th-edition-pinel-solutions-manual/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
https://testbankfan.com/product/biopsychology-10th-edition-pinel-
test-bank/
https://testbankfan.com/product/biopsychology-8th-edition-pinel-
test-bank/
https://testbankfan.com/product/biopsychology-9th-edition-pinel-
test-bank/
https://testbankfan.com/product/introduction-to-biopsychology-
global-9th-edition-pinel-solutions-manual/
Basics of Biopsychology 1st Edition Pinel Test Bank
https://testbankfan.com/product/basics-of-biopsychology-1st-
edition-pinel-test-bank/
https://testbankfan.com/product/microeconomics-10th-edition-
boyes-solutions-manual/
https://testbankfan.com/product/economics-10th-edition-colander-
solutions-manual/
https://testbankfan.com/product/physics-10th-edition-cutnell-
solutions-manual/
https://testbankfan.com/product/zoology-10th-edition-miller-
solutions-manual/
8
The Sensorimotor System:
How You Move
TABLE OF CONTENTS
Chapter-at-a-Glance 2
Learning Objectives 3
Teaching Outline 5
Lecture Launchers 13
Activities 14
Demonstrations 15
Assignments 16
Web Links 17
1
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Chapter 8: The Sensorimotor System
CHAPTER-AT-A-GLANCE
Instructor’s
Manual
Brief Outline Resources
Chapter Introduction (p. 195)
8.1 Three Principles of Sensorimotor Lecture Launcher
Function (pp. 196–198) 8.1
8.2 Sensorimotor Association Cortex
(pp. 198–201)
8.3 Secondary Motor Cortex Lecture Launcher
(pp. 201–203) 8.2
8.4 Primary Motor Cortex Lecture Launcher
(pp. 203–205) 8.3
8.5 Cerebellum and Basal Ganglia
(pp. 205–206)
8.6 Descending Motor Pathways Lecture Launchers
(pp. 207–210) 8.4, 8.5, 8.6,
Demonstration 8.1,
Assignment 8.1
8.7 Sensorimotor Spinal Circuits Activities 8.1, 8.2,
(pp. 210–216) Assignment 8.3
8.8 Central Sensorimotor Programs Lecture Launcher
and Learning (pp. 216–219) 8.7,
Assignment 8.2
< Return to Table of Contents
2
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Biopsychology, Tenth Edition
LEARNING OBJECTIVES
LO 8.1 In the context of the sensorimotor system, explain what hierarchically organized
means.
LO 8.2 Explain the important role of sensory input for motor output.
LO 8.3 Describe how learning changes the nature and locus of sensorimotor control.
LO 8.4 Describe and/or draw the general model of sensorimotor Function
LO 8.5 Explain the role of the posterior parietal cortex in sensorimotor function, and
describe what happens when it is damaged or stimulated.
LO 8.6 Explain the role of the dorsolateral prefrontal association cortex in sensorimotor
function, and describe the response properties of neurons in this region of cortex.
LO 8.7 Explain the general role of areas of secondary motor cortex.
LO 8.8 Describe the major features of mirror neurons and explain why they have received
so much attention from neuroscientists.
LO 8.9 Describe the conventional view of primary motor cortex function and the evidence
upon which it was based.
LO 8.10 Describe the current view of primary motor cortex function and the evidence upon
which it is based.
LO 8.11 Describe the structure and connectivity of the cerebellum, and explain the current
view of cerebellar function.
LO 8.12 Describe the anatomy of the basal ganglia, and explain the current view of their
function.
LO 8.13 Describe the two descending dorsolateral motor pathways of the spinal cord.
LO 8.14 Describe the two descending ventromedial motor pathways of the spinal cord.
LO 8.15 Compare and contrast the two dorsolateral motor pathways and the two
ventromedial motor pathways.
LO 8.16 Describe the components of a motor unit, and distinguish between the different
types of muscles.
LO 8.17 Describe the receptor organs of tendons and muscles.
LO 8.18 Describe the stretch reflex, and explain its mechanisms.
LO 8.19 Describe the withdrawal reflex, and explain its mechanisms.
LO 8.20 Explain what is meant by reciprocal innervation.
LO 8.21 Explain recurrent collateral inhibition.
LO 8.22 Describe the phenomenon of walking and the degree to which it is controlled by
spinal circuits.
LO 8.23 Explain what is meant by a hierarchy of central sensorimotor programs, and explain
the importance of this arrangement or sensorimotor functioning.
LO 8.24 Describe the various characteristics of central sensorimotor programs.
LO 8.25 Explain how the classic Jenkins and colleagues PET study of simple motor learning
summarizes the main points of this chapter.
3
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Chapter 8: The Sensorimotor System
4
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Biopsychology, Tenth Edition
TEACHING OUTLINE
The sensorimotor system is organized like a large, but effective company; the president
(association cortex) issues general commands and lower levels (motor neurons and muscles)
take care of the details. The advantage of this hierarchical arrangement is that higher levels are left
free to focus on complex functions.
• Like a large company, the sensorimotor system carefully monitors the external world and the
consequences of its own actions, and it acts accordingly; only ballistic movements (brief, all-
or-none, high speed movements) are not guided by sensory feedback.
• Note the case of G.O., a former darts champion who suffered an infection that destroyed the
somatosensory nerves of his arms. Even though he still had visual feedback, he had difficulty
picking up buttons or coins, adjusting to unanticipated external forces, and maintaining a
constant force (e.g., holding a pen, cup, or suitcase).
• As a new company develops, more and more tasks become part of the routine and are taken
over by lower levels of the organization; the same thing happens in the sensorimotor system.
After much practice, lower levels perform well-learned tasks with little higher involvement.
• Why is the sensorimotor system like a large company in these three important respects? Is it
mere coincidence? No, they are both complex behavioral systems that have evolved under the
pressure to survive in competitive environments, thus it is not surprising that efficient
companies and sensorimotor systems have a lot in common.
• Before an effective response can be initiated, the sensorimotor system must know the positions
of various parts of the body and of objects in the external world; current thinking is that the
posterior parietal cortex performs these functions.
5
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Chapter 8: The Sensorimotor System
• The posterior parietal cortex receives input from visual, auditory, and somatosensory systems
(that is why it is considered to be association cortex); most of its output goes to secondary
motor cortices.
• Electrical stimulation applied to inferior portions of the posterior parietal association cortex of
conscious, nonsurgical patients at low currents had patients experiencing an intention to
perform a particular action. At high currents, patients felt they actually performed the action.
However, in neither case did the action actually happen.
• In addition to disrupting the accuracy of movements, large lesions of the posterior parietal
cortex can produce apraxia.
– Apraxia is the inability to perform movements when requested to do so (in the absence of
simple sensory or motor deficits, motivational deficits, or intellectual deficits). For
example, an apraxic patient may have difficulty demonstrating hammering movements
when asked to do so (even when they are demonstrated to him or her), but be perfectly
capable of spontaneously hammering a nail.
– Apraxia is almost always associated with left hemisphere damage, but its symptoms are
always bilateral.
• Patients with contralateral neglect fail to respond to visual, auditory, or somatosensory
stimuli from the contralateral half of the body.
– Contralateral neglect is usually produced by very large right parietal lesions.
– Patients with contralateral neglect may shave only the right half of their face, eat food from
only the right half of their plate, or put only their right leg in their pants (for example, the
case of Mrs. S.).
– Patients with contralateral neglect seem to ignore the left sides of their own body
(egocentric left), as well as the left halves of objects regardless of where they are in space.
– However, there is evidence that these patients are capable of unconsciously perceiving
objects in the left side of space.
• Projections to this area are from the posterior parietal cortex; this area projects to parts of the
secondary motor cortex, the primary cortex, and to the frontal eye field.
• Research suggests that the prefrontal association cortex is involved in assessments of external
stimuli; neurons here may be activated by the characteristics of an object, its location, or by the
response that the object elicits.
• Further research shows that the motor neurons firing the earliest (prior to a motor task) are
located in the dorsolateral prefrontal cortex, indicating that this area may work with posterior
parietal cortex in decisions regarding voluntary response initiation.
• It has become clear that there are at least eight areas of secondary motor cortex in each
hemisphere of the primate brain: two distinct areas of premotor cortex, three distinct areas of
supplementary motor area, and three smaller cingulate motor areas. They all send
information to primary motor cortex, all receive input from primary motor cortex, all are
interconnected with one another, and all send axons to the motor circuits of the brainstem.
6
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Biopsychology, Tenth Edition
• Functionally, each of these areas produces complex movements when stimulated and are
activated both before and during voluntary movements. They are active when either side of the
body is involved in a movement.
• The exact role of each area of secondary motor cortex is not clear.
• Premotor cortex neurons often respond to both visual and touch stimuli; thus, premotor areas
of secondary motor cortex appear to encode spatial relations of external cues and program
movements guided by these cues.
• Mirror neurons are neurons that fire when an individual performs a particular goal-directed
hand movement toward a target object or when he/she observes the same goal-directed
movement performed by another individual.
• This discovery made in the 1990s is so exciting because it might provide a possible mechanism
for social cognition (knowledge of the perceptions, ideas, and intentions of others).
• At this time, individual mirror neuron recordings have been made only in the macaque monkey.
• Functional brain imaging studies in humans have found areas of motor cortex that may contain
mirror neurons.
• Primary motor cortex is in the precentral gyrus of the frontal lobe. It is somatotopically
organized; its organization was discovered by Penfield, who stimulated the cortices of
conscious patients during brain surgery.
• Recent evidence suggests that there is not a 1:1 relationship between a location on the body
and its representation on the motor homunculus; instead, the body is diffusely represented on
the homunculus and these representations can sometimes overlap.
• The motor homunculus has a disproportionate representation of hands and mouth; in fact, two
different areas of each primary motor cortex control the contralateral hand.
• Each area of primary motor cortex receives feedback from the muscles and joints that it
influences; one of the hand areas receives input from the skin rather than the joints and muscles
of the digits; this feedback is presumably important for stereognosis.
• Neurons in primary motor cortex seem to code for a preferred direction of movement. They
fire most just before and during the movement; they fire most when the movement is in the
preferred direction and less as the direction deviates from the preferred one.
• Nicolesis and Chapin (2002) trained a monkey named Belle to move a robotic arm (located
hundreds of miles away) in accordance with the activity of motor neurons in her primary motor
cortex; this feat opens the door for further research on neurally-controlled prosthetic devices.
5. Cerebellum and Basal Ganglia (see Figures 3.19 and 3.27 in Biopsychology)
7
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Chapter 8: The Sensorimotor System
• The cerebellum and basal ganglia are both important subcortical sensorimotor structures,
but neither participates directly in the transmission of signals to the spinal cord.
• Their role seems to be to integrate and coordinate the activity of structures at various levels
of the sensorimotor system.
• The cerebellum (means little brain) constitutes only 10% of the brain’s mass, but it contains
over half the brain’s neurons; it is organized systematically in lobes.
• It receives inputs from primary and secondary motor cortex, from brainstem motor nuclei,
and from somatosensory and vestibular systems.
• It is thought to correct deviations from intended movements.
• Effects of diffuse cerebellar damage include loss of the ability to precisely control movement,
adjust motor output to changing conditions, maintain steady postures, exhibit good locomotion,
to maintain balance, speak clearly, and control eye movements.
• Long-recognized role in motor learning, and more recently appreciated for diverse sensory,
cognitive, and emotional responses.
• The basal ganglia are part of a loop that receives information from various parts of the cortex
and transmits it back to motor cortices via the thalamus.
• Basal ganglia are involved in sequencing of movements; like the cerebellum, its role has
recently been expanded to include a variety of nonmotor cognitive tasks.
• Many axons from primary motor cortex descend through the medullary pyramids, decussates,
and then continue to descend in the contralateral dorsolateral white matter of the spinal cord.
This is the dorsolateral corticospinal tract.
• A second group of axons from primary motor cortex descends to the red nucleus of the
midbrain. Axons from the red nucleus then decussate and descend through the medulla; some
terminate in the nuclei of the cranial nerves, while others continue to descend in the dorsolateral
spinal cord. This is the dorsolateral corticorubrospinal tract.
• Most axons in the dorsolateral corticospinal tract and all of those in the dorsolateral
corticorubrospinal tract synapse on interneuron pools in the contralateral spinal gray matter
that control motor neurons of distal limb muscles.
• Betz cells in the primary motor cortex descend contralaterally in the dorsolateral corticospinal
tract and synapse on motor neurons that control the large weight-bearing muscles of the legs.
8
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Biopsychology, Tenth Edition
• Primates and a few other mammals capable of individual digit movement have dorsolateral
corticospinal tract neurons that synapse directly on motor neurons.
• The axons of the ventromedial corticospinal tract descend ipsilaterally and terminate
bilaterally in several segments of the spinal cord on the interneuron pools that control the
motor neurons of trunk and proximal limb muscles on both sides of the body; the information
delivery is more diffuse and goes to more levels than via dorsolateral paths.
• The axons of the ventromedial cortico-brainstem-spinal tract also descend and terminate
diffusely in the brainstem on interneurons in the tectum, vestibular nucleus, reticular
formation, and the nuclei for the cranial nerves that innervate the face. From here, axons
descend in the ventromedial portion of the spinal cord to influence trunk and proximal limb
muscles on both sides of the body.
• The different functions of these four tracts are demonstrated by the experiment of Lawrence
and Kuypers (1968) on monkeys:
– First, they cut the dorsolateral corticospinal tracts at the medullary pyramids; the
monkeys lost their ability to move individual fingers and to release objects in their grasp
(revealing the role of the dorsolateral corticospinal pathway in individual or fine
movements of the digits); however, they had no difficulty releasing bars and branches
when they were climbing.
– Next all of the monkeys received a second operation:
o Half of the monkeys received a dorsolateral corticorubrospinal tract transaction.
These monkeys could stand, walk, and climb normally, but when they sat, their arms
hung limply by their sides, and they were used like rubber-handled rakes. Thus, the
corticorubrospinal tract seems to control the reaching movements of the limbs.
o The other half of the monkeys received a transection of both ventromedial tracts
(only their dorsolateral corticorubrospinal tract remained intact). These monkeys had
great difficulty walking or even sitting (a noise would make them fall over); when
they fed, they did so with elbow and whole-hand movements. Thus, the
ventromedial paths seem to be involved with whole-body movements and
postural control.
c. Comparison of the Two Dorsolateral Motor Pathways and the Two Ventromedial Motor
Pathways
LO 8.15 Compare and contrast the two dorsolateral motor pathways and the two
ventromedial motor pathways.
• The similarities between the two are that each is composed of two tracts, one whose axons
descend directly to the spinal cord and another whose axons synapse in the brainstem.
• The differences between the two are as follows: the ventromedial pathways are more diffuse.
Many axons innervate interneurons on both sides of the spinal cord in several different
segments. In contrast, the dorsolateral pathways terminate in the contralateral half of one spinal
cord segment.
• Another difference is that motor neurons activated by the ventromedial pathways project to
proximal muscles of the trunk and limbs, whereas the motor neurons of the dorsolateral
pathways project to distal muscles.
9
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Chapter 8: The Sensorimotor System
a. Muscles
LO 8.16 Describe the components of a motor unit, and also distinguish between the different
types of muscles.
• Review the anatomy of the motor end-plate, the neuromuscular junction, and the role of
acetylcholine.
• Motor units include a single motor neuron and all of the muscle fibers that it innervates; motor
unit size is dependent on the movement accuracy required.
• Motor pools include all motor neurons that innervate fibers of a single muscle.
• Flexors (bend or flex a joint) vs. extensors (straighten or extend a limb)
• Synergistic (muscles that produce the same type of movement, either flexion or extension, at
a joint) vs. antagonistic (muscles whose actions oppose one another at a joint)
• Dynamic contraction (one where muscles shorten to produce action at a joint) vs. isometric
contraction (one where muscle tension increases, but muscle does not shorten and there is not
action at joint).
• Golgi tendon organs are embedded in tendons; muscle spindles are embedded in muscles.
• Because Golgi tendon organs are connected in series with muscles, they are sensitive to muscle
tension. In contrast, muscle spindles are connected in parallel with the muscle fibers and they
are sensitive to muscle length.
c. Stretch Reflex
LO 8.18 Describe the stretch reflex, and explain its mechanisms.
• You have all had your patellar tendon reflex tested by a doctor. The doctor raps the tendon of
your relaxed thigh muscle; this stretches your thigh muscle and elicits an immediate
compensatory contraction that makes your foot swing up. The patellar tendon reflex is a stretch
reflex.
• Notice that this reflex is monosynaptic.
• The intrafusal motor neuron adjusts the length of the intrafusal muscle in relation to
extrafusal muscle length to maintain the muscle spindle’s sensitivity to changes in extrafusal
muscle length.
• The function of the muscle-spindle feedback circuit is to make automatic adjustments in muscle
tension in response to external forces.
• The brain sends general instructions to the motor neurons (e.g., hold the glass of water), and
the muscle spindle feedback circuit automatically adjusts the activity in the motor neurons to
make sure that this instruction is carried out, even if there are unanticipated external influences
(e.g., somebody brushing against the arm).
d. Withdrawal Reflex
LO 8.19 Describe the withdrawal reflex, and explain its mechanisms.
• Sensory neurons carrying signals evoked by a painful stimulus to a hand or foot synapse on
interneurons that synapse on flexors of the same limb.
10
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Biopsychology, Tenth Edition
• Thus, about 1.6 milliseconds (the time for a signal to be transmitted across a two synapses)
after the painful stimulus, a burst of action potentials can be recorded in the flexor motor nerves
of the same limb, and the limb is withdrawn.
• The limb is withdrawn before information about the painful event reaches the brain.
e. Reciprocal Innervation
LO 8.20 Explain what is meant by reciprocal innervation.
When a motor neuron fires, an axon collateral feeds onto an inhibitory interneuron in the ventral
horn (i.e., onto a Renshaw cell), which synapses on the cell body of the motor neuron that activated
it. Thus, motor neurons take an enforced rest after firing; this distributes the workload among the
muscle’s motor pool.
8. Central Sensorimotor Programs and Learning (see Figures 8.17 and 8.18 in Biopsychology)
• The central sensorimotor program theory suggests that all but the highest levels of the
senorimotor system have certain activities programmed into them; complex movements are
produced by activating the appropriate combinations of these programs, which are then
executed without the need for control from higher levels in the system.
11
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Chapter 8: The Sensorimotor System
similar and the secondary motor cortex for the preferred hand is activated (even when the foot
signs).
• Grillner (1985) showed that coordinated walking movements occurred in cats whose brains had
been separated from their spinal cord if the cats were held over a treadmill. This suggests that
the programs for some complex motor activities are wired into the spinal cord; these central
sensorimotor programs are analogous to the protocols for a procedural automation.
Sensory Information that Controls the Central Sensorimotor Programs Is Not Necessarily
Conscious
• The sensory information that controls central sensorimotor programs does not have to be
consciously perceived.
12
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Biopsychology, Tenth Edition
LECTURE LAUNCHERS
13
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Chapter 8: The Sensorimotor System
ACTIVITIES
Concept
When one touches a hot stove, pain receptors in the skin are stimulated. An impulse travels to the spinal
cord via an afferent (sensory) neuron. This impulse is transmitted to an association neuron and then to a
motor neuron. The hand is then quickly removed from the hot stove.
Characters
Sensory neuron-first-order neuron
Association neuron
Motorneuron-lower motorneuron
Second-order neuron of spinothalamic tract
Third-order neuron of spinothalamic tract
Upper motorneuron
Scene
With chalk, outline the cerebrum with its motor and sensory strips, the thalamus, and the spinal cord on
the floor. Students then stand on the appropriate spot. For example, the first-order neuron has its cell
body right outside the spinal cord, one hand extends toward the “hot stove,” the other extends into the
spinal cord where it barely touches the association neuron. The association neuron is totally within the
spinal cord, bridging the first-order sensory neuron to both the motorneuron and the second-order neuron.
The second-order neuron extends to the thalamus where it synapses with the first-order neuron, whose
cell body is located in the sensory strip. Candy may be used to demonstrate the release of
neurotransmitters. Each succeeding neuron can only transmit the impulse if the previous neuron has
passed on a piece of candy.
Reference
Chan, V., Pisegna, J. M., Rosian, R.L., & DiCarlo, S. E. (1996). Construction of a Model
Demonstrating Neural Pathways and Reflex Arcs. Advances in Physiology Education 16, SI4-S42.
(Available online at http://advan.physiology.org/ and place “construction of a model of neural
pathways and reflex arcs” in the search bar. Select the article with that same title.
14
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Biopsychology, Tenth Edition
DEMONSTRATIONS
Students can use surface electrodes to record the electromyogram (EMG). The students then study the
nature of the EMG (changes with tension and the temporal relationship with limb movement) and the
concepts of flexion and extension, reaction time, and patellar (“knee jerk”) reflex.
Reference
Lennartz, R. C. (1999). Electrophysiology of the undergraduate neuroscience student: A laboratory
exercise in human electromyography, American Journal of Physiology. 277, S42–S50.
15
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Chapter 8: The Sensorimotor System
ASSIGNMENTS
Human infants are at first limited to gross movements of the trunk, arms, and legs. The ability to move one
finger independently of the other matures over time. What hypothesis would you suggest about which brain
areas controlling movement mature early and which mature later?
Web Link
8.7 Mike the Headless Chicken
16
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Biopsychology, Tenth Edition
WEB LINKS
17
Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved.
Another random document with
no related content on Scribd:
woord hem bespookt in zijn droomen; maar nooit als de uitdrukking
van zulk een denkbeeld als thans.…
’t Was dan zoover gekomen met hem.… Paula hield hem voor gek,
en liet hem terughalen.… O maar, dat kon niet.… dat zou
opgehelderd worden.… hij zou ’t zelf ophelderen, dadelijk!
„Dokter,” zei hij somber, op heel andere toon dan te voren, „ik begrijp
volkomen wat u bedoelt. De zaak zal terechtkomen. U heeft er geen
schuld aan.” [220]
„U gaat dus mee, nie’waar,” liet hij volgen. Zijn toon had iets van dien
van iemand, die vervuld van medelijden tot een kind spreekt. Larsen
voelde ’t als een beleediging, maar onderwierp zich gelaten. Wat gaf
het hier en thans die man uit de waan te willen helpen? Iedere
krankzinnige beweerde immers het niet te wezen?
Toen alle drie tien minuten later bij de voordeur waren, stond Dr.
Brakel even stil.
„Een oogenblik,” zei hij. „Ik moet nog even iets vragen.”
„Vadertje.”
„Hè, gelukkig!”
Toen Dr. Brakel eenige oogenblikken later weer naar voren kwam
overdacht hij zijn allerlaatste zielkundige waarneming: ’t was toch
vreemd met die krankzinnigen: ze konden zoo zot doen, en toch ook
weer zoo heel gewoon verstandig handelen! De hotelhouder had
„niks niemendal” gemerkt: meneer had behoorlijk afgerekend ook en
gewoon afscheid genomen, en de kelner ook behoorlijk bedacht!
Vreemd, vreemd.… Een lastige studie, die p s y c h i a t r i e , en men
leerde telkens wat nieuws, merkte telkens [222]wat verrassends op.…
Maar de zaak was gezond: Larsen ging gewillig mee.
„Komaan, Didi, we gaan, nie’waar, kind?” zeî hij vriendelijk tot Didi,
die hem zag aankomen, en hem aanstaarde met haar sprekende
sprookjes-oogen.
Didi greep haar vaders hand, toen ze zag dat de dokter haar bij de
hand wilde nemen. Hè nee, ze wilde niet aan zijn hand loopen!
Thans d a c h t hij aan die hartslag; want er was stoornis in zijn ziels-
organisme. [224]
En hoe meer hij dacht, hoe ellendiger hij zich voelde, hoe meer hij
besefloos toegaf aan de verwarring, het verlies van evenwicht in zijn
denkbeelden. ’t Eerste gevolg der groote stoornis was angst
geweest. Die angst had hem vervolgd, opgejaagd totdat hij geen
ander heil verwachtte dan wat de vlucht hem schenken zou. En ’t
vooruitzicht op rust had hem reeds toegeblonken: ’t had hem gesust,
’t had zijn zielebrand voor een wijl gedoofd.
Op reis naar huis terug had hij nog de kracht gehad angst-
aanvechtingen terug te dringen: zijn vrouw had hem willen dwingen
terug te keeren, zeker—waarom anders dat bevelschrift?—maar wat
’n dwaasheid te denken dat zulk een komediespel van haar vol te
houden was! Och kom, hij zou [225]wel heel spoedig ’t zaakje in orde
hebben. En hij was begonnen met dood-bedaard—hij deed zijn best
het te wezen—in gedachten de goede Dr. Brakel nog eens al zijn
bewijzen vóor te leggen, dat hier een betreurenswaardige dwaling in
’t spel was.
De heele weg over, tot aan ’t oogenblik dat Larsen met zijn geleider
en de kleine Didi in de trein stapten, hadden ze nauwelijks een
woord gewisseld. Larsen stapte voort met gefronste wenkbrauwen
en saamgeknepen lippen, Didi naast hem, schuchtere blikken
werpend op haar vader, terwijl de huisarts in vreedzaam gepeins,
voldaan, maar schijnbaar onverschillig, met kleine pasjes de stoere
schreden van zijn patiënt trachtte bij te houden.
In de coupé zette Larsen zich als een zak in een hoek, Didi schoof
naar hem toe, greep zijn hand en keek hem met groote oogen aan,
met de bezorgdheid van een klein moedertje dat troosten wil.
Larsen, die reeds de oogen gesloten hield, sloeg ze op, en voelde al
de streeling die van Didi’s blik uitging. Een warme opwelling van
teederheid deed hem zijn arm om haar heen slaan, en zijn ruige
baard raakte haar zachte wang.
„Vadertje,” zei ’t kind alleen, maar er was een wereld van
hartelijkheid en belangstelling in haar toon.
Dr. Brakel keek toe. Er was niets dan medelijden in zijn blik, en toch
was ’t Larsen of hij er spot in [226]las, of hij met een zweepslag
opgeschrikt werd. Driftig wendde hij zich half om:
„Doe me genoegen, dokter,” zei hij scherp, „en kijk me niet zoo.…
vreemd aan! Ik weet waaraan u denkt. Bewaar in Godsnaam uw
observaties voor later.…”
Larsen voelde weer zijn bloed koken: hij, de kalme, zelden kregelige
man, had nu telkens moeite om zijn drift te bedwingen.
Larsen, die ’t zag, wendde zich kort om, streelde zijn kind, dat zich
schuchter tegen hem aan drong; en verborg zoo zijn wrevel zoo
goed hij kon.
„Ik moet mevrouw spreken, versta je dat, Pietje?” riep hij woedend,
niet lettend op de dokter. „Zeg me onmiddellijk waar mevrouw is.” En
hij ging [228]eenige schreden de gang in, in de richting van de trap.
En de dokter vond het geraden Larsen zijn gang te laten gaan. Zijn
vrouw zou hem toch wel in geen geval ontvangen. Dr. Brakel dacht
aan de afspraak, die ze vóor zijn vertrek naar Vlissingen, met hem
gemaakt had, en rekende op haar voorzichtigheid. ’t Was Paula
makkelijk gevallen hem te overtuigen dat ze bang voor haar man
was, nu hij „zoo vreemd” was, en hij had haar dan ook de raad
gegeven hem onder geen voorwendsel bij zich toe te laten: hij, Dr.
Brakel, zou dan alles wel kalmpjes afdoen. Paula had het hem vast
beloofd, met groote voldoening dat ze zóo een lastig tooneel met
Larsen vermeed: wie weet wat de man anders in zijn razernij tegen
haar zeggen zou, afgezien nog van lichamelijk letsel dat [229]hij haar
zou kunnen doen: hu, zoo’n gek!—want dat wàs hij immers nu
bepaald—’t was beter alle contact te ontloopen, dan was er geen
kans op geklets van de meiden ook, en—de zaak zou op rolletjes
gaan.…
Zoo had Paula zich dan reeds uren te voren boven in haar
kleedkamer opgesloten, en iedere keer was ze naar het venster
geloopen, wanneer ze meende ’t gedruisch van wielen te hooren.
Over de tuinmuur heen kon ze een strook van de straat overzien. En
toen eindelijk ’s avonds vrij laat ’t verwachte rijtuig langs de muur
reed, stond ze weer achter ’t gordijn, en kon ze bij ’t schijnsel van
een straatlantaarn aan de twee gestalten op de bok merken dat
Larsen wel binnen enkele oogenblikken thuis zou wezen. Toen nog
even geluisterd aan de deur, die ze met de hand aan de knop
openhield: jawel, daar hoorde ze zijn stem in de gang! En ijlings
sloot ze de deur, weer op slot.
Daar werd aan de deur geklopt, met vrij hevige tikken. [230]
„Wat is dat?” riep hij buiten zich zelven toen hij merkte dat de deur
op slot was. „Paula! Ik moet [231]even bij je zijn. Ik moet je spreken.
Wat is dat nu voor een komedie? Laat me binnen!”
Geen antwoord.
Daar kwam iemand de trap op. O, de dokter. Wat had die hier te
maken?
De dokter trad op hem toe en leî een hand op zijn schouder. Larsen
weerde hem driftig af:
„Ik u wel,” zei Dr. Brakel kalm en met beteekenis. Weer ging de bel
in Paula’s kamer.
Merkwaardig stak de drift van de eene bij de kalmte van de ander af.
Dr. Brakel waagde nog een poging tot overreding. Vriendelijk
vervolgde hij:
Misschien zou Larsen voor die zachte drang [232]gezwicht zijn, als
niet juist op dat oogenblik iets voorviel dat zijn reeds bedarende drift
heviger dan ooit deed opvlammen.
„Ja, kom gauw,” zei Pietje zenuwachtig, en keek nog eens of er ook
menschen op straat waren.
„Blijf jij maar hier wachten, Van Turnhout,” zeî hij op gedempte toon
tot de ander. „Ik zal je wel roepen als ’t noodig is. Ik zal wel alleen
gaan.”
„Gauw dan toch!” jengelde Pietje zoo zacht als haar angst toeliet.
Mevrouw had haar weer gebeld.…
„Mijn trap af.… Mijn huis uit, zeg ik je!” bulderde hij vlak bij hem.
Weer dat starende blauw, zonder spoor van verbazing; dat massieve
geheel van bewuste kracht.
Dat zou niet, bij God! Hij was nog meester in zijn huis.… Maar ’t
bevelschrift dat de oude Brakel [235]hem te Vlissingen had laten
zien? ’t Mocht wat! ’t Was al mooi dat hij daarom gewillig mee was
gegaan, terug naar zijn huis! ’t Was immers schreeuwend onrecht
iemand zoo maar weg te willen halen zonder een woord van
explicatie! Dat was Paula’s toeleg: een machinatie zonder naam, op
touw gezet omdat ze haar kansen anders tegenover hem verloren
zag. Daar zou hij zich tegen verzetten, en hij wou wel ’s zien, of hij
zich geen recht zou weten te verschaffen tegenover dat wijf!!
En er niets van beseffende hoe hij hier juist bezig was zijn eigen spel
voor goed te bederven, liet hij zich blindelings voortsleepen door zijn
toorn.
„Versta je me niet?” riep hij weer tot de agent met gebalde vuisten en
vlammende oogen. „Onmiddellijk naar beneden!”
Bij Larsen deed dit de maat overloopen. Met zijn groote kracht,
vroeger ondanks al zijn ingespannen studie steeds onderhouden en
geoefend door dagelijksche huis-gymnastiek, ’s morgens na ’t bad,
en thans nog wonderlijk vermeerderd door zijn dolle [236]woede,
greep hij de agent bij zijn schouder, en duwde hem in de richting van
de trap, slechts enkele schreden daarvandaan. De man was een
oogenblik overbluft door de vlugheid van Larsen’s optreden. Doch
zich dadelijk herstellende, wist hij met groote tegenwoordigheid van
geest bovenaan de leuning te grijpen, en zoo een anders zekere val
te stuiten, toen zijn eene voet reeds van ’t portaal af op de bovenste
trede der trap was gegleden. Nauw zijn evenwicht herkregen, zette
hij zich schrap. ’t Massieve eikenhout der leuning kraakte
bedenkelijk door de forsche druk van die athleten-arm; doch ’t was
maar éen oogenblik; want de onbesuisde tegenstander was
bedwongen voordat hij nog recht wist wat er gebeurde: de ander had
hem met de eene vrije arm en zijn eene knie achteruit gedrongen,
was een ommezien later weer op het portaal, en had Larsen de
handboeien aangelegd.
Larsen werd naar een bank geleid bij een raam op de overloop. De
dokter liet hem zitten, maakte zijn vest los. De eene agent ontdeed
hem van zijn boeien, de ander haalde wat water: de duinwaterkraan
was vlak bij de hand. Hij nam ’t zeepbakje weg en vulde dat.
„Breng even een spons, Pietje.” En toen Pietje de trap weer af wilde:
Paula, die achter haar deur had staan luisteren, een en al beving en
schrik, vermoedde wat er gaande was. Ze liet Pietje dadelijk binnen,
toen deze met huilerige stem om toegang vroeg. [238]
„Ja, dat zal wel ’t beste zijn. Waar zal ik hem laten brengen?”
„Och.… wat dunkt u?.… Heeft hij daar ook niet een goed bed?”
„In.… in ’t gesticht.”
„Ik ben zoo bang.… voor hem, dokter. Voor hèm, ziet u? Als u toch
verzekert dat ze hem daar goed behandelen. Zou ’t heusch niet
beter zijn?”
Hij ging naar Larsen terug, loste de bevende Pietje af van haar
akelige taak: och, meneer zag zoo wit als een doek, en dan die natte
haren vóor zijn oogen!
„O, ben jij ’t.…?” Wantrouwig blikten Larsen’s oogen. Dan opeens
met veranderde toon, maar nòg gemelijk: „Kruyt.… Albert.”