Mechanisms for internally and externally guided sensorimotor learning

内部和外部引导的感觉运动学习机制

基本信息

批准号：
10669681
负责人：
Richard D Mooney
金额：
$ 38.12万
依托单位：
DUKE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2016
资助国家：
美国
起止时间：
2016-09-30 至 2026-06-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10669681
关键词：
Ablation Acoustic Stimulation Acoustics Adolescent Adult Affect Anatomy Athletic Auditory Bathing Behavior Brain Brain Stem Cells Code Communication Complex Coupled Courtship Cues Dopamine Emotional Facial Expression Female Fiber Finches Foundations Gestures Goals Grant Human Image Influentials Instinct Interneurons Learning Lesion Machine Learning Maps Memory Methods Midbrain structure Monitor Motor Music Neurons Output Performance Photometry Preparation Presynaptic Terminals Process Property Prosencephalon Pupil Sensory Signal Transduction Site Social Behavior Songbirds Speech Synapses Testing Whole-Cell Recordings analog brain circuitry dopaminergic neuron experience insight learning outcome machine learning method male molecular phenotype motor learning multi-photon neural circuit neurotransmission non-verbal novel optogenetics programs response serial imaging social social learning tool transmission process tutoring vocal learning zebra finch

项目摘要

PROJECT SUMMARY Expressive social behaviors, including speech and music, are culturally transmitted from a tutor to a pupil. Such learning depends on a pupil’s ability to integrate social and sensory cues provided by a tutor performing the relevant behavior. Once learned, the underlying motor program must be coordinated with a range of innate motor programs to generate holistic behaviors necessary to effective social signaling. The central hypothesis that this proposal seeks to test is that the same brain circuitry that enables the pupil to integrate social and sensory cues from an adult tutor also function in the adult to enable integration of the learned and innate programs necessary to effective social signaling. In the past cycle, we discovered where neural signals encoding social and sensory cues provided by a tutor are integrated in the pupil’s brain. Specifically, we showed that neurons in a midbrain dopamine cell group (A11) in a juvenile songbird are selectively excited during interactions with a singing adult male tutor, and that pairing song playback with the optogenetically- triggered release of dopamine from A11 terminals in a sensorimotor cortical analogue (HVC) is sufficient to drive song copying. Despite these important insights, exactly when and how tutor experience transforms auditory and motor coding in HVC to facilitate vocal learning remains unknown. Therefore, in Aim 1 we will use multiphoton (2p) longitudinal imaging, fiber photometry to test the hypothesis that tutor experience rapidly strengthens the auditory and motor network in the pupil’s HVC. We will also use novel machine learning tools for vocal analysis and optogenetic methods to test the idea that these sensorimotor changes enable HVC to enhance the acoustic complexity of the pupil’s song, a first step in vocal copying. Our prior studies support the idea that social and auditory cues provided by the tutor drive coincident DA release and auditory synaptic activity in the pupil’s HVC, rapidly potentiating sensorimotor synapses in this region. Therefore, in Aim 2, we will use ex vivo channelrhodopsin circuit-mapping to test the hypothesis that coincident DA release and auditory synaptic actvity rapidly potentiates auditory synapses onto HVC interneurons, and that these effects are strongest during juvenile sensitive periods for learning. Notably, the courtship display of the adult songbird includes a learned song that is seamlessly coordinated with a variety of innate behaviors, including female- directed calling, orientation, and pursuit. In Preliminary Studies, we found that lesions of A11’s axon terminals in HVC of the adult male finch abolish female-directed singing without affecting his innate courtship behaviors. In contrast, selectively ablating A11 cell bodies abolished all of the male’s courtship behaviors. In Aim 3, we will map, monitor and manipulate A11’s projections to HVC and other motor centers to test the idea that A11 acts as a central hub to enable the seamless and rapid coordination of learned and innate motor programs in response to social cues provided by a nearby female.

项目摘要富有表现力的社会行为（包括言语和音乐）在文化上从教师传播到学生。这样的学习取决于学生的能力整合了由导师表演的社交和感官提示的能力相关行为。一旦得知，基础运动计划必须与一系列先天运动计划以产生有效的社会信号所必需的整体行为。中心假设该建议试图测试的是，使学生能够整合社会和成人导师的感官提示也在成年人中发挥作用，以使学习和先天有效的社会信号所必需的程序。在过去的周期中，我们发现了神经信号辅导员提供的编码社交和感官提示已整合到学生的大脑中。具体来说，我们表明少年鸣禽中脑多巴胺细胞组（A11）中的神经元有选择性地激发在与唱歌的成年男性辅导员的互动中，并配对歌曲播放与光学上的从感觉运动类似物（HVC）中从A11终端释放多巴胺的释放足以使驱动歌曲复制。尽管有这些重要的见解，但何时以及如何转变导师的经验如何转变 HVC中的听觉和电机编码以促进声带学习仍然未知。因此，在目标1中，我们将使用多光子（2p）纵向成像，纤维光度法来检验导师经历迅速经历的假设在学生的HVC中增强了听觉和运动网络。我们还将使用新颖的机器学习工具为了测试这些感觉运动变化的想法，使HVC到达了HVC 增强了学生歌曲的声学复杂性，这是声带复制的第一步。我们先前的研究支持导师提供的社交和听觉提示的想法是，驱动器偶然发行和听觉突触在学生的HVC中的活性，该区域迅速潜在的感觉运动突触。因此，在AIM 2中，我们将使用ex Vivo ChannelRhopopsin电路映射来测试COMINCINDER DA释放和听觉突触活动会迅速向HVC中间神经元中的听觉突触潜力，并且这些效果在少年敏感的学习期间很强。值得注意的是，成人鸣禽的求爱包括一首学识渊博的歌曲，该歌曲与各种先天行为无缝协调，包括女性指示呼叫，定向和追求。在初步研究中，我们发现A11轴突终端的病变在成年男性善良的HVC中，取消女性指导的歌唱而不会影响他的先天求爱行为。相比之下，有选择地消除A11细胞的身体消除了男性的所有求爱行为。在 AIM 3，我们将向HVC和其他汽车中心绘制，监视和操纵A11的项目来测试这个想法 A11充当了中心枢纽，可以使学习和先天电机的无缝和快速协调响应附近女性提供的社会提示的计划。