Forms Of Perceptual Learning Research Articles

Recurrent Circuits Amplify Corticofugal Signals and Drive Feedforward Inhibition in the Inferior Colliculus.

The inferior colliculus (IC) is a midbrain hub critical for perceiving complex sounds, such as speech. In addition to processing ascending inputs from most auditory brainstem nuclei, the IC receives descending inputs from auditory cortex that control IC neuron feature selectivity, plasticity, and certain forms of perceptual learning. Although corticofugal synapses primarily release the excitatory transmitter glutamate, many physiology studies show that auditory cortical activity has a net inhibitory effect on IC neuron spiking. Perplexingly, anatomy studies imply that corticofugal axons primarily target glutamatergic IC neurons while only sparsely innervating IC GABA neurons. Corticofugal inhibition of the IC may thus occur largely independently of feedforward activation of local GABA neurons. We shed light on this paradox using in vitro electrophysiology in acute IC slices from fluorescent reporter mice of either sex. Using optogenetic stimulation of corticofugal axons, we find that excitation evoked with single light flashes is indeed stronger in presumptive glutamatergic neurons compared with GABAergic neurons. However, many IC GABA neurons fire tonically at rest, such that sparse and weak excitation suffices to significantly increase their spike rates. Furthermore, a subset of glutamatergic IC neurons fire spikes during repetitive corticofugal activity, leading to polysynaptic excitation in IC GABA neurons owing to a dense intracollicular connectivity. Consequently, recurrent excitation amplifies corticofugal activity, drives spikes in IC GABA neurons, and generates substantial local inhibition in the IC. Thus, descending signals engage intracollicular inhibitory circuits despite apparent constraints of monosynaptic connectivity between auditory cortex and IC GABA neurons.SIGNIFICANCE STATEMENT Descending "corticofugal" projections are ubiquitous across mammalian sensory systems, and enable the neocortex to control subcortical activity in a predictive or feedback manner. Although corticofugal neurons are glutamatergic, neocortical activity often inhibits subcortical neuron spiking. How does an excitatory pathway generate inhibition? Here we study the corticofugal pathway from auditory cortex to inferior colliculus (IC), a midbrain hub important for complex sound perception. Surprisingly, cortico-collicular transmission was stronger onto IC glutamatergic compared with GABAergic neurons. However, corticofugal activity triggered spikes in IC glutamate neurons with local axons, thereby generating strong polysynaptic excitation and feedforward spiking of GABAergic neurons. Our results thus reveal a novel mechanism that recruits local inhibition despite limited monosynaptic convergence onto inhibitory networks.

Existing function in primary visual cortex is not perturbed by new skill acquisition of a non-matched sensory task

Acquisition of new skills has the potential to disturb existing network function. To directly assess whether previously acquired cortical function is altered during learning, mice were trained in an abstract task in which selected activity patterns were rewarded using an optical brain-computer interface device coupled to primary visual cortex (V1) neurons. Excitatory neurons were longitudinally recorded using 2-photon calcium imaging. Despite significant changes in local neural activity during task performance, tuning properties and stimulus encoding assessed outside of the trained context were not perturbed. Similarly, stimulus tuning was stable in neurons that remained responsive following a different, visual discrimination training task. However, visual discrimination training increased the rate of representational drift. Our results indicate that while some forms of perceptual learning may modify the contribution of individual neurons to stimulus encoding, new skill learning is not inherently disruptive to the quality of stimulus representation in adult V1.

Audiovisual and lexical cues do not additively enhance perceptual adaptation

When listeners experience difficulty in understanding a speaker, lexical and audiovisual (or lipreading) information can be a helpful source of guidance. These two types of information embedded in speech can also guide perceptual adjustment, also known as recalibration or perceptual retuning. With retuning or recalibration, listeners can use these contextual cues to temporarily or permanently reconfigure internal representations of phoneme categories to adjust to and understand novel interlocutors more easily. These two types of perceptual learning, previously investigated in large part separately, are highly similar in allowing listeners to use speech-external information to make phoneme boundary adjustments. This study explored whether the two sources may work in conjunction to induce adaptation, thus emulating real life, in which listeners are indeed likely to encounter both types of cue together. Listeners who received combined audiovisual and lexical cues showed perceptual learning effects similar to listeners who only received audiovisual cues, while listeners who received only lexical cues showed weaker effects compared with the two other groups. The combination of cues did not lead to additive retuning or recalibration effects, suggesting that lexical and audiovisual cues operate differently with regard to how listeners use them for reshaping perceptual categories. Reaction times did not significantly differ across the three conditions, so none of the forms of adjustment were either aided or hindered by processing time differences. Mechanisms underlying these forms of perceptual learning may diverge in numerous ways despite similarities in experimental applications.

Shared mechanisms of perceptual learning and decision making.

Perceptual decisions require the brain to weigh noisy evidence from sensory neurons to form categorical judgments that guide behavior. Here we review behavioral and neurophysiological findings suggesting that at least some forms of perceptual learning do not appear to affect the response properties of neurons that represent the sensory evidence. Instead, improved perceptual performance results from changes in how the sensory evidence is selected and weighed to form the decision. We discuss the implications of this idea for possible sites and mechanisms of training-induced improvements in perceptual processing in the brain.

Influence of the interstimulus interval on temporal processing and learning: testing the state-dependent network model

The ability to determine the interval and duration of sensory events is fundamental to most forms of sensory processing, including speech and music perception. Recent experimental data support the notion that different mechanisms underlie temporal processing in the subsecond and suprasecond range. Here, we examine the predictions of one class of subsecond timing models: state-dependent networks. We establish that the interval between the comparison and the test interval, interstimulus interval (ISI), in a two-interval forced-choice discrimination task, alters the accuracy of interval discrimination but not the point of subjective equality-i.e. while timing was impaired, subjective time contraction or expansion was not observed. We also examined whether the deficit in temporal processing produced by short ISIs can be reduced by learning, and determined the generalization patterns. These results show that training subjects on a task using a short or long ISI produces dramatically different generalization patterns, suggesting different forms of perceptual learning are being engaged. Together, our results are consistent with the notion that timing in the range of hundreds of milliseconds is local as opposed to centralized, and that rapid stimulus presentation rates impair temporal discrimination. This interference is, however, decreased if the stimuli are presented to different sensory channels.

Instructive Effect of Visual Experience in Mouse Visual Cortex

We describe a form of experience-dependent response enhancement in the visual cortex of awake mice. Repeated presentations of grating stimuli of a single orientation result in a persistent enhancement of responses evoked by the test stimulus. Response potentiation is specific to the orientation of the test stimulus, develops gradually over the course of several training sessions, and occurs in both juvenile and adult mice. The stimulus-selective response potentiation (SRP) can mask deprivation-induced response depression in adult mice. SRP requires NMDA receptor activation and is prevented by viral delivery of a peptide that interferes with AMPA receptor trafficking. SRP may reveal the mechanisms involved in certain forms of perceptual learning.

Perceptual learning in amnesia

Evidence from experiments on perceptual learning, accumulated during the last few years, increasingly indicates that the relative ‘front end’ parts of the visual system are more plastic even in adults than was previously expected. Hence, it might be possible that perceptual learning is similar in several respects to procedural learning and may be achieved even without (declarative) memory traces present. Results on six patients suffering from global amnesia due to damage to hippocampal–diencephalic systems demonstrate, for the first time, that at least some amnesic patients are able to significantly improve performance in a visual hyperacuity task as a result of training, showing improvement as good as the observers in the control group. This result corroborates the notion of a relatively ‘front end’ location of at least some forms of perceptual learning.