Dissociating learning-induced effects of meaning and familiarity in visual working memory for Chinese characters
Visual working memory (VWM) is limited in capacity, but memorizing meaningful objects may refine this limitation. However, meaningless and meaningful stimuli usually differ perceptually and an object’s association with meaning is typically already established before the actual experiment. We applied a strict control over these potential confounds by asking observers (N=45) to actively learn associations of (initially) meaningless objects. To this end, a change detection task presented Chinese characters, which were meaningless to our observers. Subsequently, half of the characters were consistently paired with pictures of animals. Then, the initial change detection task was repeated. The results revealed enhanced VWM performance after learning, in particular for meaning-associated characters (though not quite reaching the accuracy level attained by N=20 native Chinese observers). These results thus provide direct experimental evidence that the short-term retention of objects benefits from active learning of an object’s association with meaning in long-term memory.
A Flexible Platform for Monitoring Cerebellum-Dependent Sensory Associative Learning
Climbing fiber inputs to Purkinje cells provide instructive signals critical for cerebellum-dependent associative learning. Studying these signals in head-fixed mice facilitates the use of imaging, electrophysiological, and optogenetic methods. Here, a low-cost behavioral platform (~$1000) was developed that allows tracking of associative learning in head-fixed mice that locomote freely on a running wheel. The platform incorporates two common associative learning paradigms: eyeblink conditioning and delayed tactile startle conditioning. Behavior is tracked using a camera and the wheel movement by a detector. We describe the components and setup and provide a detailed protocol for training and data analysis. This platform allows the incorporation of optogenetic stimulation and fluorescence imaging. The design allows a single host computer to control multiple platforms for training multiple animals simultaneously.
Learning and the Origins of Consciousness: An Evolutionary Approach
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.
Generalizing theories of cerebellum-like learning
Since the theories of Marr, Ito, and Albus, the cerebellum has provided an attractive well-characterized model system to investigate biological mechanisms of learning. In recent years, theories have been developed that provide a normative account for many features of the anatomy and function of cerebellar cortex and cerebellum-like systems, including the distribution of parallel fiber-Purkinje cell synaptic weights, the expansion in neuron number of the granule cell layer and their synaptic in-degree, and sparse coding by granule cells. Typically, these theories focus on the learning of random mappings between uncorrelated inputs and binary outputs, an assumption that may be reasonable for certain forms of associative conditioning but is also quite far from accounting for the important role the cerebellum plays in the control of smooth movements. I will discuss in-progress work with Marjorie Xie, Samuel Muscinelli, and Kameron Decker Harris generalizing these learning theories to correlated inputs and general classes of smooth input-output mappings. Our studies build on earlier work in theoretical neuroscience as well as recent advances in the kernel theory of wide neural networks. They illuminate the role of pre-expansion structures in processing input stimuli and the significance of sparse granule cell activity. If there is time, I will also discuss preliminary work with Jack Lindsey extending these theories beyond cerebellum-like structures to recurrent networks.
A Cortical Circuit for Audio-Visual Predictions
Team work makes sensory streams work: our senses work together, learn from each other, and stand in for one another, the result of which is perception and understanding. Learned associations between stimuli in different sensory modalities can shape the way we perceive these stimuli (Mcgurk and Macdonald, 1976). During audio-visual associative learning, auditory cortex is thought to underlie multi-modal plasticity in visual cortex (McIntosh et al., 1998; Mishra et al., 2007; Zangenehpour and Zatorre, 2010). However, it is not well understood how processing in visual cortex is altered by an auditory stimulus that is predictive of a visual stimulus and what the mechanisms are that mediate such experience-dependent, audio-visual associations in sensory cortex. Here we describe a neural mechanism by which an auditory input can shape visual representations of behaviorally relevant stimuli through direct interactions between auditory and visual cortices. We show that the association of an auditory stimulus with a visual stimulus in a behaviorally relevant context leads to an experience-dependent suppression of visual responses in primary visual cortex (V1). Auditory cortex axons carry a mixture of auditory and retinotopically-matched visual input to V1, and optogenetic stimulation of these axons selectively suppresses V1 neurons responsive to the associated visual stimulus after, but not before, learning. Our results suggest that cross-modal associations can be stored in long-range cortical connections and that with learning these cross-modal connections function to suppress the responses to predictable input.
Experience dependent changes of sensory representation in the olfactory cortex
Sensory representations are typically thought as neuronal activity patterns that encode physical attributes of the outside world. However, increasing evidence is showing that as animals learned the association between a sensory stimulus and its behavioral relevance, stimulus representation in sensory cortical areas can change. In this seminar I will present recent experiments from our lab showing that the activity in the olfactory piriform cortex (PC) of mice encodes not only odor information, but also non-olfactory variables associated with the behavioral task. By developing an associative olfactory learning task, in which animals learn to associate a particular context with an odor and a reward, we were able to record the activity of multiple neurons as the animal runs in a virtual reality corridor. By analyzing the population activity dynamics using Principal Components Analysis, we find different population trajectories evolving through time that can discriminate aspects of different trial types. By using Generalized Linear Models we further dissected the contribution of different sensory and non-sensory variables to the modulation of PC activity. Interestingly, the experiments show that variables related to both sensory and non-sensory aspects of the task (e.g., odor, context, reward, licking, sniffing rate and running speed) differently modulate PC activity, suggesting that the PC adapt odor processing depending on experience and behavior.