Visual perception is traditionally studied in isolation from other sensory systems, and while this approach has been exceptionally successful, in the real world, visual objects are often accompanied by sounds, smells, tactile information, or taste. How is visual processing influenced by these other sensory inputs? In this talk, I will review studies from our lab showing that a sound can influence the perception of a visual object in multiple ways. In the first part, I will focus on spatial interactions between sound and sight, demonstrating that co-localized sounds enhance visual perception. Then, I will show that these cross-modal interactions also occur at a higher contextual and semantic level, where naturalistic sounds facilitate the processing of real-world objects that match these sounds. Throughout my talk I will explore to what extent sounds not only improve visual processing but also alter perceptual representations of the objects we see. Most broadly, I will argue for the importance of considering multisensory influences on visual perception for a more complete understanding of our visual experience.

Learning does not occur in isolation. From parent-child interactions to formal classroom environments, humans explore, learn, and communicate in rich, diverse social contexts. Rather than simply observing and copying their conspecifics, humans engage in a range of epistemic practices that actively recruit those around them. What makes human social learning so distinctive, powerful, and smart? In this talk, I will present a series of studies that reveal the remarkably sophisticated inferential abilities that young children show not only in how they learn from others but also in how they help others learn. Children interact with others as learners and as teachers to learn and communicate about the world, about others, and even about the self. The results collectively paint a picture of human social learning that is far more than copying and imitation: It is active, bidirectional, and cooperative. I will end by discussing ongoing work that extends this picture beyond what we typically call “social learning”, with implications for building better machines that learn from and interact with humans.

Learning is known to induce the formation of new dendritic spines, but despite decades of effort, the functional properties of new spines in vivo remain unknown. Here, using a combination of longitudinal in vivo 2-photon imaging of the glutamate reporter, iGluSnFR, and correlated electron microscopy (CLEM) of dendritic spines on the apical dendrites of L2/3 excitatory neurons in the motor cortex during motor learning, we describe a framework of new spines' formation, survival, and resulting function. Specifically, our data indicate that the potentiation of a subset of clustered, pre-existing spines showing task-related activity in early sessions of learning creates a micro-environment of plasticity within dendrites, wherein multiple filopodia sample the nearby neuropil, form connections with pre-existing boutons connected to allodendritic spines, and are then selected for survival based on co-activity with nearby task-related spines. Thus, the formation and survival of new spines is determined by the functional micro-environment of dendrites. After formation, new spines show preferential co-activation with nearby task-related spines. This synchronous activity is more specific to movements than activation of the individual spines in isolation, and further, is coincident with movements that are more similar to the learned pattern. Thus, new spines functionally engage with their parent clusters to signal the learned movement. Finally, by reconstructing the axons associated with new spines, we found that they synapse with axons previously unrepresented in these dendritic domains, suggesting that the strong local co-activity structure exhibited by new spines is likely not due to axon sharing. Thus, learning involves the binding of new information streams into functional synaptic clusters to subserve the learned behavior.

The last decade in the field of neuroscience has been marked by intense debate on the meaning of the term fear. Whereas some have argued that fear (as well as other emotions) relies on cognitive capacities that are unique to humans, others view it as a negative state constructed from essential building blocks. This latter definition posits that fear states are associated with varying readouts that one could consider to be parallel processes or serial events tied to a specific hierarchy. Within this framework, innate defensive behaviors are considered to be common displays of fear states that lie under the control of hard-wired brain circuits. As a general rule, these defensive behaviors can be classified as either reactive or cognitive based on a thread imminence continuum. However, while evidence of the neuronal circuits that lead to these divergent behavioral strategies has accrued over the last decades, most literature has considered these responses in isolation. As a result, important misconceptions have arisen regarding how fear circuits are distributed in the brain and the contribution of specific nodes within these circuits to defensive behaviors. To mitigate the status quo, I will conduct a systematic comparison of brain circuits driving the expression of freezing and active avoidance behavior, which I will use as well-studied proxies of reactive and cognitive fear, respectively. In addition, I propose that by integrating associative information with interoceptive and exteroceptive signals the central nucleus of the amygdala plays a crucial role in biasing the selection of defensive behaviors.

Foraging research aims at describing, understanding, and predicting resource-gathering behaviour. Optimal Foraging Theory (OFT) is a sub-discipline that emphasises that these aims can be aided by segmenting foraging behaviour into discrete problems that can be formally described and examined with mathematical maximization techniques. Examples of such segmentation are found in the isolated treatment of issues such as patch residence time, prey selection, information gathering, risky choice, intertemporal decision making, resource allocation, competition, memory updating, group structure, and so on. Since foragers face these problems simultaneously rather than in isolation, it is unsurprising that OFT models are ‘always wrong but sometimes useful’. I will argue that a progressive optimal foraging research program should have a defined strategy for dealing with predictive failure of models. Further, I will caution against searching for brain structures responsible for solving isolated foraging problems.

My lab is focused on how brain encodes and modulates social interactions. Intraspecific social interactions are integral for survival and maintenance of society among all mammalian species. Despite the importance of social interactions, we lack a complete understanding of the brain circuitry involved in processing social behaviour. My lab investigates how the hypothalamic orexin (hypocretin) neurons and their downstream circuits participate in social interaction behaviours. These neurons are located exclusively in the hypothalamus that regulates complex and goal-directed behaviours. We recently identified that orexin neurons differentially encode interaction between familiar and novel animals. We are currently investigating how chronic social isolation, a risk factor for the development of social-anxiety like behaviours, affects orexin neuron activity and how we can manipulate the activity of these neurons to mitigate isolation-induced social deficits.

The factors that underlie an individual’s vulnerability to switch from controlled, recreational drug use to addiction are not well understood. I will discuss the evidence in rats that in individuals housed in enriched conditions, the experience of drugs in the relative social and sensory impoverishment of the drug taking context, and the associated change in behavioural traits of resilience to addiction, exacerbate the vulnerability to develop compulsive drug intake. I will further discuss the importance of the acquisition of alcohol drinking as a mechanism to cope with distress as a factor of exacerbated vulnerability to develop compulsive alcohol intake. Together these results demonstrate that experiential factors in the drug taking context, which can be substantially driven by social isolation, shape the vulnerability to addiction.

The neurons in our brain never function in isolation; they are organized into complex circuits which perform highly specialized information processing tasks and transfer information through large neuronal networks. The aim of Janelle Pakan's research group is to better understand how neural circuits function during the transformation of information from sensory perception to behavioural output. Importantly, they also aim to further understand the cell-type specific processes that interrupt the flow of information through neural circuits in neurodegenerative disorders with dementia. The Pakan group utilizes innovative neuroanatomical tracing techniques, advanced in vivo two-photon imaging, and genetically targeted manipulations of neuronal activity to investigate the cell-type specific microcircuitry of the cerebral cortex, the macrocircuitry of cortical output to subcortical structures, and the functional circuitry underlying processes of sensory perception and motor behaviour.

Adolescence is a period of life characterised by heightened sensitivity to social stimuli, an increased need for peer interaction and peer acceptance, and development of the social brain. Lockdown and social distancing measures intended to mitigate the spread of COVID-19 are reducing the opportunity to engage in face-to-face social interaction with peers. The consequences of social distancing on human social brain and social cognitive development are unknown, but animal research has shown that social deprivation and isolation have unique effects on brain and behaviour in adolescence compared with other stages of life. It is possible that social distancing might have a disproportionate effect on an age group for whom peer interaction is a vital aspect of development.

The corpus callosum is the largest fibre tract in the brain of placental mammals and connects the two cerebral hemispheres. Corpus callosum dysgenesis is a developmental brain disorder that is commonly genetic and occurs in approximately 1:4000 live births. It is easily diagnosed by MRI or prenatal ultrasound and is found in isolation or together with other brain anomalies, or with other organ system defects in a large number of different congenital syndromes. Callosal dysgenesis is a structural brain wiring disorder that can impact brain function and cognition in heterogeneous ways. We aim to understand how early developmental mechanisms lead to circuit alterations that ultimately impact behaviour and cognition. Translated to Spanish by MD and Medical interpreter Trinidad Ott. El cuerpo calloso es el tracto de fibras más grande del cerebro de los mamíferos placentarios y conecta los dos hemisferios cerebrales. La disgenesia del cuerpo calloso es un trastorno del desarrollo del cerebro que comunmente es genético y ocurre en aproximadamente 1: 4000 nacidos vivos. Se diagnostica fácilmente mediante resonancia magnética o ecografía prenatal y se encuentra aislado o junto con otras anomalías cerebrales, o con otros defectos del sistema de órganos en un gran número de síndromes congénitos diferentes. La disgenesia callosa es un trastorno estructural del cableado cerebral que puede afectar la función cerebral y la cognición de formas heterogéneas. Nuestro objetivo es comprender cómo los primeros mecanismos del desarrollo conducen a alteraciones en los circuitos que, en última instancia, afectan el comportamiento y la cognición. Traducción al español por la Doctora e Intérprete Médica Trinidad Ott.