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During the early 1900s, a urry of research articles appeared in prominent journals, describing visual sensations that were caused by stimulation of the retina due to changing magnetic elds However, it was not until the early 1980s, when investigators at the University of Shef eld developed a prototype magnetic stimulator, that TMS emerged as a viable research tool for studying brain-behavior relationships (Polson, Barker, & Freeston, 1982) Barker and the Shef eld group (1985) published the rst report of magnetic stimulation of the cortex in normally functioning individuals and in clinical populations They found that magnetic stimulation over the frontal motor cortex could elicit motor-evoked potentials from the hand, and they also noted differences in the latency of motor EPs between normal individuals and patients with multiple sclerosis (Barker et al, 1985; Barker, Freeston, Jalinous, & Jarratt, 1987).

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Since the mid-1980s, a virtual explosion in the number of publications on TMS has taken place worldwide, beginning with one article in 1985 to almost 400 published research articles in 2001 In part, this has been prompted by technologic advances, including the development of a device for delivering rapid rate or repetitive trains of magnetic pulses (rTMS), as well as demonstrations that TMS is generally safe, is not painful, and may have clinical utility and promise as a tool for empirical investigation of cognitive and motor ability In the following sections, the basic principles underlying TMS are brie y described, followed by discussion of methodological considerations (stimulation parameters, dependent variables) and applications of TMS to neuropsychological studies Basic Principles of rTMS The basic principle underlying transcranial magnetic stimulation (TMS) draws from Faraday s idea that electric current.

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debate; see Green, 2000) to German physician and physiologist Wilhelm Wundt (1832 1920) Wundt received his MD degree from the University of Heidelberg in 1855 The natural sciences had become legitimized as a proper eld of study and were allied with medical training in the universities Research laboratories for scienti c investigations were an accepted part of the university structure, and careers in scienti c research were made possible (Ben-David, 1971, pp 123 124) Wundt, trained in physiology as part of his medical education, pursued independent research as a student and chose physiology, not medicine, for his career (Bringmann, Balance, & Evans, 1975) As a lecturer at the University of Heidelberg, Wundt offered courses privately for a fee, conducted research, and became an assistant to Helmholtz In 1862, he offered his rst course in psychology as a natural science (Bringmann et al.

, 1975) at Heidelberg, and in 1873 1874, the rst edition of his book, Grundz ge der physiologischen Psychologie (Principles of Physiological Psychology) called for the recognition of psychology as a discipline independent of philosophy and physiology (Blumenthal, 1985a; Fancher, 1996; but see Danziger, 1990) In 1875, at the age of 42, Wundt accepted a position as professor of philosophy at the University of Leipzig, where he established the rst experimental research program in psychology Chairs in science carried more prestige than those in philosophy, but the limited number of chairs available in science at the time made one in philosophy attractive to Wundt (Ben-David & Collins, 1966) Thus, psychology, like other sciences before it, began as part of the curriculum in philosophy; the acceptance of research laboratories as part of the university establishment permitted the founding of a laboratory in conjunction with Wundt s research.

Wundt had been engaged in psychological research for some time As early as 1857, he constructed an apparatus in his home to measure reaction time and began accumulating a collection of instruments (kymographs, chronoscopes, tachistoscopes, and devices to measure responses) that were eventually employed in his laboratory (Blumenthal, 1985a, p 29) Upon his arrival at Leipzig, a space in a former university refectory building was assigned to Wundt to permit him to store his apparatus and to conduct demonstrations associated with his lectures In 1879, Wundt and students Max Friedrich and American G Stanley Hall began a program of independent research (Boring, 1965; Bringmann, Bringmann, & Ungerer, 1980) that initiated psychology as the organized and self-conscious activity of a community of investigators (Danziger, 1990, p 18) In 1881, the rst issue of Wundt s journal, Philosophische Studien, appeared featuring Friedrich s dissertation research, and by 1883, the labora-.