Mechanisms for internally and externally guided sensorimotor learning

内部和外部引导的感觉运动学习机制

• 批准号: 10435559
• 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
• 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/10435559
• 关键词: Acoustic Stimulation; Acoustics; Adolescent; Adult; Affect; Anatomy; Athletic; Auditory; Bathing; Behavior; Brain; Brain Stem; Cells; Code; 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; Problem Solving; 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; neural circuit; neurotransmission; novel; optogenetics; programs; response; serial imaging; social; social learning; tool; transmission process; tutoring; vocal learning; zebra finch

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.

项目概要 表达性的社会行为，包括言语和音乐，是从文化上从导师传递给学生的​​。 这种学习取决于学生整合导师提供的社交和感官线索的能力 相关行为。一旦学会，基本的运动程序必须与一系列先天的运动程序相协调 运动计划，以产生有效社会信号所必需的整体行为。中心假设 该提案试图测试的是，使学生能够整合社交和社交能力的大脑回路是否相同？ 来自成人导师的感官线索也能在成人身上发挥作用，使后天习得的知识和先天的知识得以整合 有效社交信号所必需的计划。在过去的周期中，我们发现神经信号在哪里 导师提供的编码社交和感官线索被整合到学生的大脑中。具体来说，我们 研究表明，幼鸟中脑多巴胺细胞群（A11）的神经元被选择性兴奋 在与唱歌的成年男性导师互动期间，以及将歌曲播放与光遗传学配对- 感觉运动皮层类似物 (HVC) 中 A11 末端触发的多巴胺释放足以 驱动歌曲复制。尽管有这些重要的见解，但导师的经验究竟何时以及如何转变 HVC 中促进声音学习的听觉和运动编码仍然未知。因此，在目标 1 中，我们将 使用多光子（2p）纵向成像、光纤光度测量来检验导师快速体验的假设 增强学生 HVC 中的听觉和运动网络。我们还将使用新颖的机器学习工具 用于声音分析和光遗传学方法来测试这些感觉运动变化使 HVC 能够 增强学生歌曲的声学复杂性，这是声音模仿的第一步。我们之前的研究支持 认为导师提供的社交和听觉线索会驱动 DA 释放和听觉突触的同时发生 瞳孔 HVC 的活动，迅速增强该区域的感觉运动突触。因此，在目标 2 中，我们 将使用离体通道视紫红质电路图谱来检验以下假设：同时释放 DA 和 听觉突触活动迅速增强 HVC 中间神经元上的听觉突触，并且这些效应 青少年时期的学习敏感期最为强烈。值得注意的是，成年鸣禽的求爱表现 包括一首习得的歌曲，它与各种先天行为无缝协调，包括女性- 定向呼唤、定向和追求。在初步研究中，我们发现A11轴突末端的病变 成年雄性雀的 HVC 废除了雌性主导的歌唱而不影响其天生的求爱 行为。相比之下，选择性消融 A11 细胞体会消除雄性的所有求爱行为。在 目标 3，我们将映射、监控和操纵 A11 到 HVC 和其他运动中心的投影来测试这个想法 A11 充当中心枢纽，实现后天运动和先天运动的无缝、快速协调 响应附近女性提供的社交线索的程序。