Cognition seminars

During natural behavior animals dynamically switch between different behaviors, yet little is known about how the brain performs behavioral-switches. Navigation is a complex dynamic behavior that enables testing these kind of behavioral switches: It requires the animal to know its own allocentric (world-centered) location within the environment, while also paying attention to incoming sudden events such as obstacles or other conspecifics – and therefore the animal may need to rapidly switch from representing its own allocentric position to egocentrically representing ‘things out-there’. Here we used an ethological task where two bats flew together in a very large environment (130 meters), and had to switch between two behaviors: (i) navigation, and (ii) obstacle-avoidance during ‘cross-over’ events with the other bat. Bats increased their echolocation click-rate before a cross-over, indicating spatial attention to the other bat. Hippocampal CA1 neurons represented the bat’s own position when flying alone (allocentric place-coding); surprisingly, when meeting the other bat, neurons switched very rapidly to jointly representing the inter-bat distance × position (egocentric × allocentric coding). This switching to a neuronal representation of the other bat was correlated on a trial-by-trial basis with the attention signal, as indexed by the bat’s echolocation calls – suggesting that sensory attention is controlling these major switches in neural coding. Interestingly, we found that in place-cells, the different place-fields of the same neuron could exhibit very different tuning to inter-bat distance – creating a non-separable coding of allocentric position × egocentric distance. Together, our results suggest that attentional switches during navigation – which in bats can be measured directly based on their echolocation signals – elicit rapid dynamics of hippocampal spatial coding. More broadly, this study demonstrates that during natural behavior, when animals often switch between different behaviors, neural circuits can rapidly and flexibly switch their core computations.

Analogies are widely used by teachers and coaches of different movement disciplines, serving a role during the learning phase of a new skill, and honing one’s performance to a competitive level. In previous studies, analogies improved motor control in various tasks and across age groups. Our study aimed to evaluate the efficacy of analogies throughout the learning process, using kinematic measures for an in-depth analysis. We tested whether applying analogies can shorten the motor learning process and induce insight and skill improvement in tasks that usually demand many hours of practice. The experiment included a drawing task, in which subjects were asked to connect four dots into a closed shape, and a mirror game, in which subjects tracked an oval that moved across the screen. After establishing a baseline, subjects were given an analogy, explicit instructions, or no further instruction. We compared their improvement in overall skill, accuracy, and speed. Subjects in the analogy and explicit groups improved their performance in the drawing task, while significant differences were found in the mirror game only for slow movements between analogy and controls. In conclusion, analogies are an important tool for teachers and coaches, and more research is needed to understand how to apply them for maximum results. They can rapidly change motor control and strategy but may also affect only some aspects of a movement and not others. Careful thought is needed to construct an effective analogy that encompasses relevant movement facets, as well as the practitioner’s personal background and experience.

During primate evolution, prefrontal cortex (PFC) expanded substantially relative to other cortical areas. The expansion of PFC circuits likely supported the increased cognitive abilities of humans and anthropoids to plan, evaluate, and decide between different courses of action. But what do these circuits compute as a decision is being made, and how can they be related to anatomical specialisations within and across PFC? To address this, we recorded PFC activity during value-based decision making using single unit recording in non-human primates and magnetoencephalography in humans. At a macrocircuit level, we found that value correlates differ substantially across PFC subregions. They are heavily shaped by each subregion’s anatomical connections and by the decision-maker’s current locus of attention. At a microcircuit level, we found that the temporal evolution of value correlates can be predicted using cortical recurrent network models that temporally integrate incoming decision evidence. These models reflect the fact that PFC circuits are highly recurrent in nature and have synaptic properties that support persistent activity across temporally extended cognitive tasks. Our findings build upon recent work describing economic decision making as a process of attention-weighted evidence integration across time.

Comparison is a powerful learning process that improves learning in many domains. For over 10 years, my colleagues and I have researched how we can use comparison to support better learning of school mathematics within classroom settings. In 5 short-term experimental, classroom-based studies, we evaluated comparison of solution methods for supporting mathematics knowledge and tested whether prior knowledge impacted effectiveness. We next developed supplemental Algebra I curriculum and professional development for teachers to integrate Comparison and Explanation of Multiple Strategies (CEMS) in their classrooms and tested the promise of the approach when implemented by teachers in two studies. Benefits and challenges emerged in these studies. I will conclude with evidence-based guidelines for effectively supporting comparison and explanation in the classroom. Overall, this program of research illustrates how cognitive science research can guide the design of effective educational materials as well as challenges that occur when bridging from cognitive science research to classroom instruction.

While various forms of cells have been found in relation to the hippocampus cognitive map and navigation system, how these cells are formed and what is read from them is still a mystery. In the current lecture I will talk about several projects which tackle these issues. First, I will show how the formation of border cells in the coginitive map is related to a coordinate transformation, second I will discuss the interaction between the reward system (VTA) and the hippocampus. Finally I will describe a project using place cells as a proxy for associative memory for assessing deficits in Alzheimer’s disease.

Many flexible behaviors are thought to rely on internal representations of an animal’s spatial relationship to its environment and of the consequences of its actions in that environment. While such representations—e.g. of head direction and value—have been extensively studied, how they are combined to guide behavior is not well understood. I will discuss how we are exploring these questions using a classical visual learning paradigm for the fly. I’ll begin by describing a simple policy that, when tethered to an internal representation of heading, captures structured behavioral variability in this task. I’ll describe how ambiguities in the fly’s visual surroundings affect its perception and, when coupled to this policy, manifest in predictable changes in behavior. Informed by newly-released connectomic data, I’ll then discuss how these computations might be carried out and combined within specific circuits in the fly’s central brain, and how perception and action might interact to shape individual differences in learning performance.

Converging evidence from fMRI and EEG shows that audtiory spatial attention engages the same fronto-parietal network associated with visuo-spatial attention. This network is distinct from an auditory-biased processing network that includes other frontal regions; this second network is can be recruited when observers extract rhythmic information from visual inputs. We recently used a dual-task paradigm to examine whether this "division of labor" between a visuo-spatial network and an auditory-rhythmic network can be observed in a working memory paradigm. We varied the sensory modality (visual vs. auditory) and information domain (spatial or rhythmic) that observers had to store in working memory, while also performing an intervening task. Behavior, pupilometry, and EEG results show a complex interaction across the working memory and intervening tasks, consistent with two cognitive control networks managing auditory and visual inputs based on the kind of information being processed.

Bats are extreme aviators and amazing navigators. Many bat species nightly commute dozens of kilometres in search of food, and some bat species annually migrate over thousands of kilometres. Studying bats in their natural environment has always been extremely challenging because of their small size (mostly <50 gr) and agile nature. We have recently developed novel miniature technology allowing us to GPS-tag small bats, thus opening a new window to document their behaviour in the wild. We have used this technology to track fruit-bats pups over 5 months from birth to adulthood. Following the bats’ full movement history allowed us to show that they use novel short-cuts which are typical for cognitive-map based navigation. In a second study, we examined how nectar-feeding bats make foraging decisions under competition. We show that by relying on a simple reinforcement learning strategy, the bats can divide the resource between them without aggression or communication. Together, these results demonstrate the power of the large scale natural approach for studying animal behavior.

Human vision relies on rapid eye movements (saccades) 2-3 times every second to bring peripheral targets to central foveal vision for high resolution inspection. This rapid sampling of the world defines the perception-action cycle of natural vision and profoundly impacts our perception. Marmosets have similar visual processing and eye movements as humans, including a fovea that supports high-acuity central vision. Here, I present a novel approach developed in my laboratory for investigating the neural mechanisms of visual processing using naturalistic free viewing and simple target foraging paradigms. First, we establish that it is possible to map receptive fields in the marmoset with high precision in visual areas V1 and MT without constraints on fixation of the eyes. Instead, we use an off-line correction for eye position during foraging combined with high resolution eye tracking. This approach allows us to simultaneously map receptive fields, even at the precision of foveal V1 neurons, while also assessing the impact of eye movements on the visual information encoded. We find that the visual information encoded by neurons varies dramatically across the saccade to fixation cycle, with most information localized to brief post-saccadic transients. In a second study we examined if target selection prior to saccades can predictively influence how foveal visual information is subsequently processed in post-saccadic transients. Because every saccade brings a target to the fovea for detailed inspection, we hypothesized that predictive mechanisms might prime foveal populations to process the target. Using neural decoding from laminar arrays placed in foveal regions of area MT, we find that the direction of motion for a fixated target can be predictively read out from foveal activity even before its post-saccadic arrival. These findings highlight the dynamic and predictive nature of visual processing during eye movements and the utility of the marmoset as a model of active vision. Funding sources: NIH EY030998 to JM, Life Sciences Fellowship to JY

ONS figures suggest that at least 10% of individuals suffering COVID -19 Infection continue to experience several weeks after testing positive, and other studies report the proportions as even higher (e.g. Logue et al., 2021). One of the most prevalent reported symptoms among these “Long Covid” sufferers is cognitive dysfunction (Davis et al., 2020). However, to date the cognitive sequelae of COVID -19 are little understood. There are a number of reasons why COVID -19 infection might be associated with cognitive impairment and mental illness (e.g. Bougakov et al., 2020). In particular, increasing evidence indicates inflammation (e.g. Huang et al., 2020) and dysfunctional clotting (e.g. Taquet et al., 2021) as issues of major concern, both of which have been previously linked to a range of cognitive deficits (e.g. Vintimilla et al., 2019; Cumming et al., 2013). Indeed, evidence is beginning to emerge that cognitive issues may be widespread in the post-infection period, particularly among hospitalised and ventilated patients (e.g. Hampshire et al., 2020; Alemanno et al,. 2020). Here I shall present “Hot off the [SPSS]Press” results from a study on memory and cognition following COVID infection in a non-hospitalized cohort.

Among mammals, excellent color vision has evolved only in certain non-human primates. And yet, color is often assumed to be just a low-level stimulus feature with a modest role in encoding and recognizing objects. The rationale for this dogma is compelling: object recognition is excellent in grayscale images (consider black-and-white movies, where faces, places, objects, and story are readily apparent). In my talk I will discuss experiments in which we used color as a tool to uncover an organizational plan in inferior temporal cortex (parallel, multistage processing for places, faces, colors, and objects) and a visual-stimulus functional representation in prefrontal cortex (PFC). The discovery of an extensive network of color-biased domains within IT and PFC, regions implicated in high-level object vision and executive functions, compels a re-evaluation of the role of color in behavior. I will discuss behavioral studies prompted by the neurobiology that uncover a universal principle for color categorization across languages, the first systematic study of the color statistics of objects and a chromatic mechanism by which the brain may compute animacy, and a surprising paradoxical impact of memory on face color. Taken together, my talk will put forward the argument that color is not primarily for object recognition, but rather for the assessment of the likely behavioral relevance, or meaning, of the stuff we see.

Over the last fifteen years, Simona Ginsburg and I developed an evolutionary approach for studying basic consciousness, suggesting that the evolution of learning drove the evolutionary transition to from non-conscious to conscious animals. I present the rationale underlying this thesis, which has led to the identification of a capacity that we call the evolutionary transition marker, which, when we find evidence of it, we have evidence that the major evolutionary transition in which we are interested has gone to completion. I then put forward our proposal that the evolutionary marker of basic consciousness is a complex form of associative learning that we call unlimited associative learning (UAL), and that the evolution of this capacity drove the transition to consciousness. I discuss the implications of this thesis for questions pertaining to the neural dynamics that constitute conscious, to its taxonomic distribution and to the ecological context in which it first emerged. I end by pointing to some of the ways in which the relationship between UAL and consciousness can be experimentally tested in humans and in non-human animals.

Biological neural networks can represent information in the collective action potential discharge of neurons, and store that information amongst the synaptic connections between the neurons that both comprise the network and govern its function. The strength and organization of synaptic connections adjust during learning, but many cognitive neural systems are multifunctional, making it unclear how continuous activity alternates between the transient and discrete cognitive functions like encoding current information and recollecting past information, without changing the connections amongst the neurons. This lecture will first summarize our investigations of the molecular and biochemical mechanisms that change synaptic function to persistently store spatial memory in the rodent hippocampus. I will then report on how entorhinal cortex-hippocampus circuit function changes during cognitive training that creates memory, as well as learning to learn in mice. I will then describe how the hippocampus system operates like a competitive winner-take-all network, that, based on the dominance of its current inputs, self organizes into either the encoding or recollection information processing modes. We find no evidence that distinct cells are dedicated to those two distinct functions, rather activation of the hippocampus information processing mode is controlled by a subset of dentate spike events within the network of learning-modified, entorhinal-hippocampus excitatory and inhibitory synapses.