Balancing old and new skills

To learn new motor skills, the brain must be plastic: able to rapidly change the strengths of connections between neurons, forming new patterns that accomplish a particular task. However, if the brain were too plastic, previously learned skills would be lost too easily.

A new computational model developed by MIT neuroscientists explains how the brain maintains the balance between plasticity and stability, and how it can learn very similar tasks without interference between them.

The key, the researchers say, is that neurons are constantly changing their connections with other neurons. However, not all of the changes are functionally relevant — they simply allow the brain to explore many possible ways to execute a certain skill, such as a new tennis stroke.

“Your brain is always trying to find the configurations that balance everything so you can do two tasks, or three tasks, or however many you’re learning,” says Robert Ajemian, a research scientist in MIT’s McGovern Institute for Brain Research and lead author of a paper describing the findings in the Proceeding of the National Academy of Sciences the week of Dec. 9. “There are many ways to solve a task, and you’re exploring all the different ways.”

As the brain explores different solutions, neurons can become specialized for specific tasks, according to this theory.

Noisy circuits

As the brain learns a new motor skill, neurons form circuits that can produce the desired output — a command that will activate the body’s muscles to perform a task such as swinging a tennis racket. Perfection is usually not achieved on the first try, so feedback from each effort helps the brain to find better solutions.

This works well for learning one skill, but complications arise when the brain is trying to learn many different skills at once.  Because the same distributed network controls related motor tasks, new modifications to existing patterns can interfere with previously learned skills.

“This is particularly tricky when you’re learning very similar things,” such as two different tennis strokes, says Institute Professor Emilio Bizzi, the paper’s senior author and a member of the McGovern Institute.

In a serial network such as a computer chip, this would be no problem — instructions for each task would be stored in a different location on the chip. However, the brain is not organized like a computer chip. Instead, it is massively parallel and highly connected — each neuron connects to, on average, about 10,000 other neurons.

That connectivity offers an advantage, however, because it allows the brain to test out so many possible solutions to achieve combinations of tasks. The constant changes in these connections, which the researchers call hyperplasticity, is balanced by another inherent trait of neurons — they have a very low signal to noise ratio, meaning that they receive about as much useless information as useful input from their neighbors.

Most models of neural activity don’t include noise, but the MIT team says noise is a critical element of the brain’s learning ability. “Most people don’t want to deal with noise because it’s a nuisance,” Ajemian says. “We set out to try to determine if noise can be used in a beneficial way, and we found that it allows the brain to explore many solutions, but it can only be utilized if the network is hyperplastic.”

This model helps to explain how the brain can learn new things without unlearning previously acquired skills, says Ferdinando Mussa-Ivaldi, a professor of physiology at Northwestern University.

“What the paper shows is that, counterintuitively, if you have neural networks and they have a high level of random noise, that actually helps instead of hindering the stability problem,” says Mussa-Ivaldi, who was not part of the research team.

Without noise, the brain’s hyperplasticity would overwrite existing memories too easily. Conversely, low plasticity would not allow any new skills to be learned, because the tiny changes in connectivity would be drowned out by all of the inherent noise.

The model is supported by anatomical evidence showing that neurons exhibit a great deal of plasticity even when learning is not taking place, as measured by the growth and formation of connections of dendrites — the tiny extensions that neurons use to communicate with each other.

Like riding a bike

The constantly changing connections explain why skills can be forgotten unless they are practiced often, especially if they overlap with other routinely performed tasks.

“That’s why an expert tennis player has to warm up for an hour before a match,” Ajemian says. The warm-up is not for their muscles, instead, the players need to recalibrate the neural networks that control different tennis strokes that are stored in the brain’s motor cortex.

However, skills such as riding a bicycle, which is not very similar to other common skills, are retained more easily. “Once you’ve learned something, if it doesn’t overlap or intersect with other skills, you will forget it but so slowly that it’s essentially permanent,” Ajemian says.

The researchers are now investigating whether this type of model could also explain how the brain forms memories of events, as well as motor skills.

Omega-3 dietary supplements pass the blood-brain barrier

New research from Karolinska Institutet shows that omega-3 fatty acids in dietary supplements can cross the blood brain barrier in people with Alzheimer’s disease, affecting known markers for both the disease itself and inflammation. The findings are presented in the Journal of Internal Medicine, and strengthen the evidence that omega-3 may benefit certain forms of this seriously debilitating disease.

"Earlier population studies indicate that omega-3 can protect against Alzheimer’s disease, which makes it interesting to study the effects of dietary supplements containing this group of fatty acids in patients who have already developed the disease," says the study’s lead author Dr Yvonne Freund-Levi.

Omega-3 and other essential polyunsaturated fatty acids accumulate in the central nervous system (CNS) during gestation. It has been assumed that these acids are continually replaced throughout life, but little is known about how this occurs and whether changes in diet can affect the transport of important fatty acids across the blood-brain barrier. The blood-brain barrier serves to protect the brain from harmful chemicals existing naturally in the blood, but also blocks the delivery of drug substances to the brain.

Several diseases can affect the fatty acid profile of the CNS; in patients with Alzheimer’s disease, for example, previous research has observed lower than normal brain concentrations of docosahexaenoic acid (DHA), an omega-3 fatty acid.

In the present study, part of the larger OmegAD project, scientists examined whether omega-3 dietary supplements change the fatty acid profile of the CNS in patients with mild Alzheimer’s disease. Thirty-three patients participated in the study, 18 of whom received a daily omega-3 supplement and 15 a placebo for six months. The results show that the first group had higher levels of both DHA and eicosapentaenoic acid (EPA, another omega-3 fatty acid) in their cerebrospinal fluid (which surrounds the CNS) and blood. No such change was seen in the placebo group.

Moreover, they also found that levels of DHA correlated directly with the degree of change in Alzheimer’s disease and inflammatory markers in the cerebrospinal fluid. Researchers in the field have long been interested in this link between Alzheimer’s disease and inflammation, but attempts to treat the disease using traditional anti-inflammatory drugs have failed to produce any improvements in memory function.

"In animals, DHA dietary supplements can lead to an increase in DHA concentrations in the CNS," says Professor Jan Palmblad, who initiated the study. "Here we show that the same applies to humans, which suggests that omega-3 fatty acids in dietary supplements cross the blood-brain barrier. However, much work remains to be done before we know how these fatty acids can be used in the treatment of Alzheimer’s disease to halt memory loss."

Messy children make better learners

Attention, parents: The messier your child gets while playing with food in the high chair, the more he or she is learning.

Researchers at the University of Iowa studied how 16-month-old children learn words for nonsolid objects, from oatmeal to glue. Previous research has shown that toddlers learn more readily about solid objects because they can easily identify them due to their unchanging size and shape. But oozy, gooey, runny stuff? Not so much.

New research shows that changes if you put toddlers in a setting they know well. In those instances, word learning increases, because children at that age are “used to seeing nonsolid things in this context, when they’re eating,” says Larissa Samuelson, associate professor in psychology at the UI who has worked for years on how children learn to associate words with objects. “And, if you expose them to these things when they’re in a highchair, they do better. They’re familiar with the setting and that helps them remember and use what they already know about nonsolids.”

In a paper published in the journal Developmental Science, Samuelson and her team at the UI tested their idea by exposing 16-month-olds to 14 nonsolid objects, mostly food and drinks such as applesauce, pudding, juice, and soup. They presented the items and gave them made-up words, such as “dax” or “kiv.” A minute later, they asked the children to identify the same food in different sizes or shapes. The task required the youngsters to go beyond relying simply on shape and size and to explore what the substances were made of to make the correct identification and word choice.

Not surprisingly, many children gleefully dove into this task by poking, prodding, touching, feeling, eating—and yes, throwing—the nonsolids in order to understand what they were and make the correct association with the hypothetical names. The toddlers who interacted the most with the foods—parents, interpret as you want—were more likely to correctly identify them by their texture and name them, the study determined. For example, imagine you were a 16-month-old gazing at a cup of milk and a cup of glue. How would you tell the difference by simply looking?

“It’s the material that makes many nonsolids,” Samuelson notes, “and how children name them.”

The setting matters, too, it seems. Children in a high chair were more apt to identify and name the food than those in other venues, such as seated at a table, the researchers found.

“It turns out that being in a high chair makes it more likely you’ll get messy, because kids know they can get messy there,” says Samuelson, the senior author on the paper.

The authors say the exercise shows how children’s behavior, environment (or setting), and exploration help them acquire an early vocabulary—learning that is linked to better later cognitive development and functioning.

“It may look like your child is playing in the high chair, throwing things on the ground, and they may be doing that, but they are getting information out of (those actions),” Samuelson contends. “And, it turns out, they can use that information later. That’s what the high chair did. Playing with these foods there actually helped these children in the lab, and they learned the names better.”

“It’s not about words you know, but words you’re going to learn,” Samuelson adds.

The pauses that refresh the memory

Certain symptoms of schizophrenia may arise from uncontrolled activation of neurons that help to build memories during periods of rest

Sufferers of schizophrenia experience a broad gamut of symptoms, including hallucinations and delusions as well as disorientation and problems with learning and memory. This diversity of neurological deficits has made schizophrenia extremely difficult for scientists to understand, thwarting the development of effective treatments. A research team led by Susumu Tonegawa from the RIKEN–MIT Center for Neural Circuit Genetics has now revealed disruptions in the activity of particular clusters of neurons that might account for certain core symptoms of this disorder. 

Tonegawa’s laboratory previously found that mice lacking the protein calcineurin in certain regions of the brain exhibit many behavioral deficits that are characteristic of schizophrenia. In their most recent study, the researchers sought out physiological alterations at the single-cell or circuit level that could connect the absence of the calcineurin protein in the brain with these behavioral impairments. 

Their study focused on the hippocampus, a region of the brain associated with memory and spatial learning. Within the hippocampus, specialized ‘place cells’ switch on and off as an animal explores its environment. During subsequent periods of wakeful rest, these place cells continue to fire in patterns that essentially ‘replay’ recent wanderings, allowing the brain to build memories based on these experiences. The researchers used precisely positioned electrodes to measure differences in brain activity in these cells for normal mice and the calcineurin-deficient mouse model of schizophrenia.

Remarkably, essentially identical place-cell activity patterns were observed for both sets of mice during active exploration. Once the animals were at rest, however, the calcineurin-deficient mice displayed a dramatic increase in place-cell activity. In the normal hippocampus, the resting replay process depended on sequential activity from place cells corresponding to specific, real-world spatial coordinates. In contrast, this correlation was all but lost in the calcineurin-deficient mice. Instead, these neurons often seemed to fire indiscriminately, creating high levels of ‘noise’ that overwhelmed actual location information and thwarted memory formation. 

“Our study provides the first potential evidence of disorganized thinking processes in a schizophrenia model at the single-cell and circuit level,” says Junghyup Suh, a member of Tonegawa’s research team. These findings fit with an emerging model that suggests that schizophrenic symptoms may arise from excess activation of brain regions within a ‘default mode network’—which includes the hippocampus—during wakeful rest. “Neurobiological approaches that can calm down the default mode network may therefore open up new avenues to alleviating symptoms or curing this mental disorder,” says Suh.

Eat crow if you think I’m a bird-brain

Scientists have long suspected that corvids – the family of birds including ravens, crows and magpies – are highly intelligent. Now, Tübingen neurobiologists Lena Veit und Professor Andreas Nieder have demonstrated how the brains of crows produce intelligent behavior when the birds have to make strategic decisions. Their results are published in the latest edition of Nature Communications.

Crows are no bird-brains. Behavioral biologists have even called them “feathered primates” because the birds make and use tools, are able to remember large numbers of feeding sites, and plan their social behavior according to what other members of their group do. This high level of intelligence might seem surprising because birds’ brains are constructed in a fundamentally different way from those of mammals, including primates – which are usually used to investigate these behaviors.

The Tübingen researchers are the first to investigate the brain physiology of crows’ intelligent behavior. They trained crows to carry out memory tests on a computer. The crows were shown an image and had to remember it. Shortly afterwards, they had to select one of two test images on a touchscreen with their beaks based on a switching behavioral rules. One of the test images was identical to the first image, the other different. Sometimes the rule of the game was to select the same image, and sometimes it was to select the different one. The crows were able to carry out both tasks and to switch between them as appropriate. That demonstrates a high level of concentration and mental flexibility which few animal species can manage – and which is an effort even for humans.

The crows were quickly able to carry out these tasks even when given new sets of images. The researchers observed neuronal activity in the nidopallium caudolaterale, a brain region associated with the highest levels of cognition in birds. One group of nerve cells responded exclusively when the crows had to choose the same image – while another group of cells always responded when they were operating on the “different image” rule. By observing this cell activity, the researchers were often able to predict which rule the crow was following even before it made its choice.

The study published in Nature Communications provides valuable insights into the parallel evolution of intelligent behavior. “Many functions are realized differently in birds because a long evolutionary history separates us from these direct descendants of the dinosaurs,” says Lena Veit. “This means that bird brains can show us an alternative solution out of how intelligent behavior is produced with a different anatomy.” Crows and primates have different brains, but the cells regulating decision-making are very similar. They represent a general principle which has re-emerged throughout the history of evolution. “Just as we can draw valid conclusions on aerodynamics from a comparison of the very differently constructed wings of birds and bats, here we are able to draw conclusions about how the brain works by investigating the functional similarities and differences of the relevant brain areas in avian and mammalian brains,” says Professor Andreas Nieder.

Discoveries in How Memories Form Could Help Treat Dementia

Do fruit flies hold the key to treating dementia? Researchers at the University of Houston (UH) have taken a significant step forward in unraveling the mechanisms of Pavlovian conditioning. Their work will help them understand how memories form and, ultimately, provide better treatments to improve memory in all ages.

Gregg Roman, an associate professor of biology and biochemistry at UH, and Shixing Zhang, his postdoctoral associate, describe their findings in a paper titled “Presynaptic Inhibition of Gamma Lobe Neurons Is Required for Olfactory Learning in Drosophila,” appearing Nov. 27 in Current Biology, a scientific bimonthly journal published by Cell Press.

“Memory is essential to our daily function and is also central to our sense of self,” Roman said. “To a large degree, we are the sum of our experiences. When memories can no longer be retrieved or we have difficulty in forming new memories, the effects are frequently tragic. In the future, our work will enable us to have a better understanding of how human memories form.”

Roman and Zhang set about to unravel some of these mysteries by studying the brains of fruit flies (Drosophila). Within the fly brain, Roman says, there are nerve cells that play a role in olfactory learning and memory. Olfactory learning, he says, is an example of classical conditioning first described by Pavlov in his experiment with dogs. In their study, the flies were trained to associate a weak electric shock with an odor. After training, the flies avoided that odor.

“We found that these particular nerve cells – the gamma lobe neurons of the mushroom bodies in the insect brain – are activated by odors. Training the flies to associate an odor with an electric shock changed how these cells responded to odors by developing a modification in gamma lobe neuron activity, known as a memory trace,” he said. “Interestingly, we found that training caused the gamma lobe neurons to be more weakly activated by odors that were not paired with an electric shock, while the odors paired with electric shock maintained a strong activation of these neurons. Thus, the gamma lobe neurons responded more strongly to the trained odor than to the untrained odor.”

The team also showed that a specific protein – the heterotrimeric G(o) protein – is naturally involved in inhibiting gamma lobe neurons. Roman says removing the activity of this protein only within the gamma lobe neurons resulted in a loss of the memory trace and, thus, poor learning. Therefore, inhibiting the release of neurotransmitters from these neurons through the actions of the G(o) protein is key to forming the memory trace and associative memories.

The significance of using fruit flies is that while their brain structure is much simpler with far fewer neurons, the mushroom body is analogous to the perirhinal cortex in humans, which serves the same function of sensory integration and learning. This simplicity allows scientists to gain insights into how memories are acquired, stored and retrieved.

“Drosophila represents the Goldilocks principle of neural research, with sufficient behavioral complexity, while maintaining a huge advantage in neural simplicity,” Roman said. “The complex behaviors allow us to examine many behavioral processes like learning, attention, aggression and addiction-like behaviors, while the simplicity allows us to dissect the crucial neural activities down to single cells. Additionally, Drosophila has the most powerful genetic toolkit available for behavioral experimentation. In using these tools, we are genetically identifying the molecules necessary to perform these behaviors and dissecting the logic of the neural circuits that allow for changes in behavior to occur.”

The pair says all their experience to date suggests the molecules and logic will translate to most animals, including humans, leading to a more complete understanding of how memories form in humans, both at the level of molecules and through the activity of neural circuits.