profile-default

Rodney Swain

Professor
Psychology
 (414) 229-5895
 Holton Hall 218

Web Site: people.uwm.edu/rswain/

Degree:

Ph.D., University of Southern California, 1992

Research Interests:

Broadly stated, my laboratory is interested in studying the manner in which experience shapes the structure and function of the brain and, in turn, how these alterations affect behavior. Given that experience can take many forms, it should not be surprising that morphological and functional changes also exhibit varied patterns. For example, it has recently been reported that motor skill learning is accompanied by increases in the density of Purkinje cell synapses in the cerebellum of the rat. In contrast, exercise, in the absence of learning, produces increases in the density of capillary innervation of the cerebellum. My laboratory is interested in how these plastic changes, individually and in concert, facilitate behavioral adaptation. Our research focuses on changes in motor systems, particularly the cerebellum and motor cortex, associated with motor skill acquisition and repetitive motor activity (exercise).

Current projects in the lab fall into two separate but related categories. The first category examines the relationship between motor activity and plasticity of vascular and synaptic networks of the brain. The work also addresses the impact that these plastic changes have on the learning process. The second research category explores the nature of cerebellar contributions to higher cognitive function. Of particular interest is the manner in which cognition is degraded following ablation of the cerebellum and how manipulations of both behavior and brain morphology can begin to reverse these degradative changes.

Teaching Interests:

Behavioral Neuroscience/Psychobiology; Neurobiology of Learning and Memory, Brain Injury and Recovery

Courses Taught:

Psych 654: Advanced Physiological Psychology
Psych 854: Behavioral Neuroscience

Selected Publications

Stevenson, M. E., Behnke, V. K., & Swain, R. (2018). Exercise pattern and distance differentially affect hippocampal and cerebellar expression of FLK-1 and FLT-1 receptors in astrocytes and blood vessels. Behavioural Brain Research, 337, 8-16.
Berggren, K. L., Kay, J. M., & Swain, R. (2014). Examining cerebral angiogenesis in response to physical exercise. Milner, R. (Ed.). Methods in Molecular Biology: Cerebral Angiogenesis, 139-154. Humana Press.
Bauer, D. J., Peterson, T. C., & Swain, R. (2014). Cerebellar dentate nuclei lesions alter prefrontal cortex dendritic spine morphology. Brain Research, 1544, 15-24.
Reddy, D. M., Fleming, R., Pedrick, L. E., Jirovec (student), D. L., Pfeiffer (student), H. M., Ports (student), K. A., Barnack-Tavlaris (student), J. L., Helion (student), A. M., & Swain, R. (2013). U-Pace instruction: improving student success by integrating content mastery and amplified assistance. Journal of Asynchronous Learning Networks, 17(1), 147-154.
Swain, R., Berggren, K. L., Kerr, A. L., Patel, A., Peplinski, C., & Sikorski, A. M. (2012). On aerobic exercise and behavioral and neural plasticity. Brain Sciences, 2, 709-744.
Peterson, T. C., Villatoro, L., Arneson, T., Ahuja, B., Voss, S., & Swain, R. (2012). Behavior modification after inactivation of cerebellar dentate nuclei. Behavioral Neuroscience, 126, 551-562.
Reddy, D. M., Fleming, R., Pedrick, L. E., Ports (student), K. A., Barnack-Tavlaris (student), J. L., Helion (student), A. M., & Swain, R. (2011). U-Pace: Facilitating academic success for all students. Educause Quarterly, EDUCAUSE Quarterly, 34(4).
Kerr, A. L., & Swain, R. (2011). Rapid cellular genesis and apoptosis: Effects of exercise in the adult rat. Behavioral Neuroscience, 125, 1-9.
Bauer, D. J., Kerr, A. L., & Swain, R. (2011). Cerebellar dentate nuclei lesions reduce motivation in appetitive operant conditioning and open field exploration. Neurobiology of Learning and Memory, 95, 166-175.
Kerr, A. L., Hensel, M. L., Peterson, T. C., Villatoro, L. O., Nye, S. H., & Swain, R. (2010). Introgression of Brown Norway chromosome 13 improves visual spatial memory in the Dahl S rat. Behavior Genetics, 40, 76-84.
Kerr, A. L., Steuer, E. L., Pochtarev, V., & Swain, R. (2010). Angiogenesis but not neurogenesis is critical for normal learning and memory acquisition. Neuroscience, 171, 214-226.