spatial relationship
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Spatial Mapping to Detail the Role of Biomolecules in Governing Biofilm Organization and Resiliency to Stress in Pseudomonas aeruginosa Biofilms
PROJECT SUMMARY The bacterium Pseudomonas aeruginosa is a leading cause of hospital acquired infections, exhibiting substantial antibiotic tolerance due to growth in biofilms. Our previous work shows how biofilm fitness is increased by alkyl quinolones (AQs), a class of molecules produced by the Pseudomonas Quinolone Signal (PQS) pathway of Pseudomonas aeruginosa. AQs form aggregates that spatially limit regions of cell death and reduce overall cell death in biofilms. Spatial studies build on ”what” molecules are doing by revealing when, where, and with whom they are found. Others have shown that AQs transiently bind amyloids and our preliminary results find that amyloid localization is shifted in the absence of AQs. However, the spatial relationships of these molecules have not been investigated. Our research combines multiple spatial analytical techniques, such as fluorescence microscopy, polarized light microscopy, confocal Raman microscopy to assemble detailed maps of AQ and amyloid localization during biofilm development. Using transgenic strains we will also determine amyloid distribution as a function of AQ abundance. This work will build on previous findings that AQ concentrations are able to shift locally in response to stress. We hypothesize that this can impact the localization of amyloids and allow biofilms to respond locally to stress, shielding the greater biofilm from damage. We will map biomolecular distribution of entire colony biofilms in response to stress to determine if local responses have the ability to shield more distal regions of the biofilm. The capacity of spatial biomolecular organization to increase bacterial resilience and infection virulence is an understudied area that has the potential to bring to light to novel targets for therapeutics to fight biofilm infections.
Using extra-hippocampal cognitive maps for goal-directed spatial navigation
Goal-directed navigation requires precise estimates of spatial relationships between current position and future goal, as well as planning of an associated route or action. While neurons in the hippocampal formation can represent the animal’s position and nearby trajectories, their role in determining the animal’s destination or action has been questioned. We thus hypothesize that brain regions outside the hippocampal formation may play complementary roles in navigation, particularly for guiding goal-directed behaviours based on the brain’s internal cognitive map. In this seminar, I will first describe a subpopulation of neurons in the retrosplenial cortex (RSC) that increase their firing when the animal approaches environmental boundaries, such as walls or edges. This boundary coding is independent of direct visual or tactile sensation but instead depends on inputs from the medial entorhinal cortex (MEC) that contains spatial tuning cells, such as grid cells or border cells. However, unlike MEC border cells, we found that RSC border cells encode environmental boundaries in a self-centred egocentric coordinate frame, which may allow an animal for efficient avoidance from approaching walls or edges during navigation. I will then discuss whether the brain can possess a precise estimate of remote target location during active environmental exploration. Such a spatial code has not been described in the hippocampal formation. However, we found that neurons in the rat orbitofrontal cortex (OFC) form spatial representations that persistently point to the animal’s subsequent goal destination throughout navigation. This destination coding emerges before navigation onset without direct sensory access to a distal goal, and are maintained via destination-specific neural ensemble dynamics. These findings together suggest key roles for extra-hippocampal regions in spatial navigation, enabling animals to choose appropriate actions toward a desired destination by avoiding possible dangers.
A role for cognitive maps in metaphors and analogy?
In human and non-human animals, conceptual knowledge is partially organized according to low-dimensional geometries that rely on brain structures and computations involved in spatial representations. Recently, two separate lines of research have investigated cognitive maps, that are associated with the hippocampal formation and are similar to world-centered representations of the environment, and image spaces, that are associated with the parietal cortex and are similar to self-centered spatial relationships. I will suggest that cognitive maps and image spaces may be two manifestations of a more general propensity of the mind to create low-dimensional internal models, and may play a role in analogical reasoning and metaphorical thinking. Finally, I will show some data suggesting that the metaphorical relationship between colors and emotions can be accounted for by the structural alignment of low-dimensional conceptual spaces.
Extracting heading and goal through structured action
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.
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