Interaction structure constrains the emergence of conventions in group communication.

Real-world communication frequently requires language producers to address more than one comprehender at once, yet most psycholinguistic research focuses on one-on-one communication. As the audience size grows, interlocutors face new challenges that do not arise in dyads. They must consider multiple perspectives and weigh multiple sources of feedback to build shared understanding. Here, we ask which properties of the group's interaction structure facilitate successful communication. We used a repeated reference game paradigm in which directors instructed between one and five matchers to choose specific targets out of a set of abstract figures. Across 313 games (N = 1,319 participants), we manipulated several key constraints on the group's interaction, including the amount of feedback that matchers could give to directors and the availability of peer interaction between matchers. Across groups of different sizes and interaction constraints, describers produced increasingly efficient utterances and matchers made increasingly accurate selections. Critically, however, we found that smaller groups and groups with less-constrained interaction structures ("thick channels") showed stronger convergence to group-specific conventions than large groups with constrained interaction structures ("thin channels"), which struggled with convention formation. Overall, these results shed light on the core structural factors that enable communication to thrive in larger groups.

Distribution, cellular localization, and colocalization of several peptide neurotransmitters in the central nervous system of Aplysia.

Neuropeptides are widely used as neurotransmitters in vertebrates and invertebrates. In vertebrates, a detailed understanding of their functions as transmitters has been hampered by the complexity of the nervous system. The marine mollusk Aplysia, with a simpler nervous system and many large, identified neurons, presents several advantages for addressing this question and has been used to examine the roles of tens of peptides in behavior. To screen for other peptides that might also play roles in behavior, we observed immunoreactivity in individual neurons in the central nervous system of adult Aplysia with antisera raised against the Aplysia peptide FMRFamide and two mammalian peptides that are also found in Aplysia, cholecystokinin (CCK) and neuropeptide Y (NPY), as well as serotonin (5HT). In addition, we observed staining of individual neurons with antisera raised against mammalian somatostatin (SOM) and peptide histidine isoleucine (PHI). However, genomic analysis has shown that these two peptides are not expressed in the Aplysia nervous system, and we have therefore labeled the unknown peptides stained by these two antibodies as XSOM and XPHI There was an area at the anterior end of the cerebral ganglion that had staining by antisera raised against many different transmitters, suggesting that this may be a modulatory region of the nervous system. There was also staining for XSOM and, in some cases, FMRFamide in the bag cell cluster of the abdominal ganglion. In addition, these and other studies have revealed a fairly high degree of colocalization of different neuropeptides in individual neurons, suggesting that the peptides do not just act independently but can also interact in different combinations to produce complex functions. The simple nervous system of Aplysia is advantageous for further testing these ideas.

Possible novel features of synaptic regulation during long-term facilitation in Aplysia.

Most studies of molecular mechanisms of synaptic plasticity have focused on the sequence of changes either at individual synapses or in the cell nucleus. However, studies of long-term facilitation at Aplysia sensory neuron-motor neuron synapses in isolated cell culture suggest two additional features of facilitation. First, that there is also regulation of the number of synaptic contacts between two neurons, which may occur at the level of cell pair-specific branch points in the neuronal arbor. Branch points contain many molecules that are involved in protein synthesis-dependent long-term facilitation including neurotrophins and the RNA binding protein CPEB. Second, the regulation involves homeostatic feedback and tends to keep the total number of contacts between two neurons at a fairly constant level both at rest and following facilitation. That raises the question of how facilitation and homeostasis can coexist. A possible answer is suggested by the findings that they both involve spontaneous transmission and postsynaptic Ca2+, which can have bidirectional effects similar to LTP and LTD in hippocampus. In addition, long-term facilitation can involve a change in the set point of homeostasis, which could be encoded by plasticity molecules such as CPEB and/or PKM. A computational model based on these ideas can qualitatively simulate the basic features of both facilitation and homeostasis of the number of contacts.

Anterograde and retrograde signaling by an Aplysia neurotrophin forms a transsynaptic functional unit.

Whereas short-term synaptic plasticity is often either pre- or postsynaptic, intermediate- and long-term plasticity generally require coordinated pre- and postsynaptic mechanisms. Thus, the transition from presynaptic short-term facilitation (STF) to intermediate-term facilitation (ITF) induced by 5HT at Aplysia sensory-to-motor neuron synapses requires the recruitment of postsynaptic mechanisms and activation of protein synthesis in both neurons. In the companion paper to this report, we found that presynaptic autocrine signaling by an Aplysia neurotrophin (ApNT) forms a positive feedback loop that drives the synapses from STF to ITF. Here we report that ApNT also acts through both anterograde and retrograde signaling to form a transsynaptic positive feedback loop that orchestrates cellular functions in both the presynaptic and postsynaptic neurons during the induction of ITF. These two feedback loops activate protein synthesis in each synaptic compartment, which in both cases depends on signaling from the other synaptic compartment. These results suggest that the pre- and postsynaptic compartments act as one functional unit during the consolidation of learning-related facilitation induced by 5HT.

Autocrine signaling by an Aplysia neurotrophin forms a presynaptic positive feedback loop.

Whereas short-term plasticity is often initiated on one side of the synapse, long-term plasticity involves coordinated changes on both sides, implying extracellular signaling. We have investigated the possible signaling role of an Aplysia neurotrophin (ApNT) in facilitation induced by serotonin (5HT) at sensory-to-motor neuron synapses in culture. ApNT is an ortholog of mammalian BDNF, which has been reported to act as either an anterograde, retrograde, or autocrine signal, so that its pre- and postsynaptic sources and targets remain unclear. We now report that ApNT acts as a presynaptic autocrine signal that forms part of a positive feedback loop with ApTrk and PKA. That loop stimulates spontaneous transmitter release, which recruits postsynaptic mechanisms, and presynaptic protein synthesis during the transition from short- to intermediate-term facilitation and may also initiate gene regulation to trigger the transition to long-term facilitation. These results suggest that a presynaptic ApNT feedback loop plays several key roles during consolidation of learning-related synaptic plasticity.

Comparison of the ionic currents modulated during activity-dependent and normal presynaptic facilitation.

One of the major questions in psychology is whether associative and nonassociative learning are fundamentally different or whether they involve similar processes and mechanisms. We have addressed this question by comparing mechanisms of a nonassociative form of learning, sensitization, and an associative form of learning, classical conditioning of the siphon-withdrawal reflex of hermaphroditic Aplysia In an analog of differential conditioning, action potentials in one siphon sensory neuron (SN) were paired with shock to the pedal nerves, producing activity-dependent presynaptic facilitation, and action potentials in another SN were unpaired with the shock as a control. The difference between paired and unpaired training is a measure of associative plasticity. Before and after this training, we voltage clamped each SN and measured the outward current during depolarizing pulses. There was a significantly greater decrease in the net outward current in the paired SN than in the unpaired SN. We obtained similar results when we substituted the depolarizing voltage clamp pulse for action potentials during training. We then bathed the ganglion in serotonin as a measure of nonassociative plasticity. The current that was modulated differentially (paired-unpaired) had time and voltage dependencies similar to the current that was modulated by serotonin (I s). These results suggest that an associative form of plasticity, activity-dependent presynaptic facilitation underlying conditioning, involves enhanced modulation of the same ionic current as a nonassociative form, normal presynaptic facilitation underlying sensitization.

The contributions and mechanisms of changes in excitability during simple forms of learning in Aplysia.

Learning and memory have long been thought to involve changes in synaptic connections between neurons. However, in many cases learning-related plasticity also involves changes in the excitability of neurons. These findings have raised questions about the relative importance of these two types of mechanisms to behavioral learning, and also about the extent to which they involve shared or unique molecular mechanisms. We have taken a reductionist approach to these questions by addressing them in a simple model organism, Aplysia californica. Studies of a semi-intact Aplysia siphon withdrawal preparation suggest that classical conditioning involves an increase in the evoked firing of sensory neurons (SNs) as well as facilitation of the monosynaptic PSP to motor neurons (MNs). Furthermore, these two mechanisms may act cooperatively at the cellular level: increased SN firing produces more PSPs, each of which is facilitated, leading to a multiplicative increase in depolarization of the MN and siphon withdrawal. The changes in SN firing and the monosynaptic PSP also share several mechanisms at the molecular level, suggesting that they may both be due in part to a decrease in K+ current that causes an increase in SN excitability as well as an increase in SN spike width and thus increased transmitter release. However, changes in the monosynaptic PSP also involve additional mechanisms that are not shared and may affect different aspects of synaptic transmission as well. Studies of operant conditioning of feeding suggest that it involves similar mechanisms as classical conditioning of siphon withdrawal. In particular, for both types of associative learning adenylyl cyclase appears to serve as a molecular coincidence detector that leads to increased activation of PKA and changes in excitability of key neurons in the neural circuit. Furthermore, in both cases those changes in excitability make an important contribution to the behavioral learning.

Intermediate-term memory in Aplysia involves neurotrophin signaling, transcription, and DNA methylation.

Long-term but not short-term memory and synaptic plasticity in many brain areas require neurotrophin signaling, transcription, and epigenetic mechanisms including DNA methylation. However, it has been difficult to relate these cellular mechanisms directly to behavior because of the immense complexity of the mammalian brain. To address that problem, we and others have examined numerically simpler systems such as the hermaphroditic marine mollusk Aplysia californica. As a further simplification, we have used a semi-intact preparation of the Aplysia siphon withdrawal reflex in which it is possible to relate cellular plasticity directly to behavioral learning. We find that inhibitors of neurotrophin signaling, transcription, and DNA methylation block sensitization and classical conditioning beginning ∼1 h after the start of training, which is in the time range of an intermediate-term stage of plasticity that combines elements of short- and long-term plasticity and may form a bridge between them. Injection of decitabine (an inhibitor of DNA methylation that may have other actions in these experiments) into an LE sensory neuron blocks the neural correlates of conditioning in the same time range. In addition, we found that both DNA and RNA methylation in the abdominal ganglion are correlated with learning in the same preparations. These results begin to suggest the functions and integration of these different molecular mechanisms during behavioral learning.

Hyperpolarization-activated, cyclic nucleotide-gated cation channels in Aplysia: Contribution to classical conditioning.

Hyperpolarization-activated, cyclic nucleotide-gated cation (HCN) channels are critical regulators of neuronal excitability, but less is known about their possible roles in synaptic plasticity and memory circuits. Here, we characterized the HCN gene organization, channel properties, distribution, and involvement in associative and nonassociative forms of learning in Aplysia californica. Aplysia has only one HCN gene, which codes for a channel that has many similarities to the mammalian HCN channel. The cloned acHCN gene was expressed in Xenopus oocytes, which displayed a hyperpolarization-induced inward current that was enhanced by cGMP as well as cAMP. Similarly to its homologs in other animals, acHCN is permeable to K(+) and Na(+) ions, and is selectively blocked by Cs(+) and ZD7288. We found that acHCN is predominantly expressed in inter- and motor neurons, including LFS siphon motor neurons, and therefore tested whether HCN channels are involved in simple forms of learning of the siphon-withdrawal reflex in a semiintact preparation. ZD7288 (100 µM) significantly reduced an associative form of learning (classical conditioning) but had no effect on two nonassociative forms of learning (intermediate-term sensitization and unpaired training) or baseline responses. The HCN current is enhanced by nitric oxide (NO), which may explain the postsynaptic role of NO during conditioning. HCN current in turn enhances the NMDA-like current in the motor neurons, suggesting that HCN channels contribute to conditioning through this pathway.

Spontaneous transmitter release is critical for the induction of long-term and intermediate-term facilitation in Aplysia.

Long-term plasticity can differ from short-term in recruiting the growth of new synaptic connections, a process that requires the participation of both the presynaptic and postsynaptic components of the synapse. How does information about synaptic plasticity spread from its site of origin to recruit the other component? The answer to this question is not known in most systems. We have investigated the possible role of spontaneous transmitter release as such a transsynaptic signal. Until recently, relatively little has been known about the functions of spontaneous release. In this paper, we report that spontaneous release is critical for the induction of a learning-related form of synaptic plasticity, long-term facilitation in Aplysia. In addition, we have found that this signaling is engaged quite early, during an intermediate-term stage that is the first stage to involve postsynaptic as well as presynaptic molecular mechanisms. In a companion paper, we show that spontaneous release from the presynaptic neuron acts as an orthograde signal to recruit the postsynaptic mechanisms of intermediate-term facilitation and initiates a cascade that can culminate in synaptic growth with additional stimulation during long-term facilitation. Spontaneous release could make a similar contribution to learning-related synaptic plasticity in mammals.

Spontaneous transmitter release recruits postsynaptic mechanisms of long-term and intermediate-term facilitation in Aplysia.

Whereas short-term (minutes) facilitation at Aplysia sensory-motor neuron synapses is presynaptic, long-term (days) facilitation involves synaptic growth, which requires both presynaptic and postsynaptic mechanisms. How are the postsynaptic mechanisms recruited, and when does that process begin? We have been investigating the possible role of spontaneous transmitter release from the presynaptic neuron. In the previous paper, we found that spontaneous release is critical for the induction of long-term facilitation, and this process begins during an intermediate-term stage of facilitation that is the first stage to involve postsynaptic as well as presynaptic mechanisms. We now report that increased spontaneous release during the short-term stage acts as an orthograde signal to recruit postsynaptic mechanisms of intermediate-term facilitation including increased IP3, Ca(2+), and membrane insertion and recruitment of clusters of AMPA-like receptors, which may be first steps in synaptic growth during long-term facilitation. These results suggest that the different stages of facilitation involve a cascade of pre- and postsynaptic mechanisms, which is initiated by spontaneous release and may culminate in synaptic growth.

Rapid increase in clusters of synaptophysin at onset of homosynaptic potentiation in Aplysia.

Imaging studies have shown that even the earliest phases of long-term plasticity are accompanied by the rapid recruitment of synaptic components, which generally requires actin polymerization and may be one of the first steps in a program that can lead to the formation of new stable synapses during late-phase plasticity. However, most of those results come from studies of long-term potentiation in rodent hippocampus and might not generalize to other forms of synaptic plasticity or plasticity in other brain areas and species. For example, recruitment of presynaptic proteins during long-term facilitation by 5HT in Aplysia is delayed for several hours, suggesting that whereas activity-dependent forms of plasticity, such as long-term potentiation, involve rapid recruitment of presynaptic proteins, neuromodulatory forms of plasticity, such as facilitation by 5HT, involve more delayed recruitment. To begin to explore this hypothesis, we examined an activity-dependent form of plasticity, homosynaptic potentiation produced by tetanic stimulation of the presynaptic neuron in Aplysia. We found that homosynaptic potentiation involves presynaptic but not postsynaptic actin and a rapid (under 10 min) increase in the number of clusters of the presynaptic vesicle-associated protein synaptophysin. These results indicate that rapid recruitment of synaptic components is not limited to hippocampal potentiation and support the hypothesis that activity-dependent types of plasticity involve rapid recruitment of presynaptic proteins, whereas neuromodulatory types of plasticity involve more delayed recruitment.

Possible contributions of a novel form of synaptic plasticity in Aplysia to reward, memory, and their dysfunctions in mammalian brain.

Recent studies in Aplysia have identified a new variation of synaptic plasticity in which modulatory transmitters enhance spontaneous release of glutamate, which then acts on postsynaptic receptors to recruit mechanisms of intermediate- and long-term plasticity. In this review I suggest the hypothesis that similar plasticity occurs in mammals, where it may contribute to reward, memory, and their dysfunctions in several psychiatric disorders. In Aplysia, spontaneous release is enhanced by activation of presynaptic serotonin receptors, but presynaptic D1 dopamine receptors or nicotinic acetylcholine receptors could play a similar role in mammals. Those receptors enhance spontaneous release of glutamate in hippocampus, entorhinal cortex, prefrontal cortex, ventral tegmental area, and nucleus accumbens. In all of those brain areas, glutamate can activate postsynaptic receptors to elevate Ca(2+) and engage mechanisms of early-phase long-term potentiation (LTP), including AMPA receptor insertion, and of late-phase LTP, including protein synthesis and growth. Thus, presynaptic receptors and spontaneous release may contribute to postsynaptic mechanisms of plasticity in brain regions involved in reward and memory, and could play roles in disorders that affect plasticity in those regions, including addiction, Alzheimer's disease, schizophrenia, and attention deficit hyperactivity disorder (ADHD).

Reconciling truthfulness and relevance as epistemic and decision-theoretic utility.

People use language to influence others' beliefs and actions. Yet models of communication have diverged along these lines, formalizing the speaker's objective in terms of either the listener's beliefs or actions. We argue that this divergence lies at the root of a longstanding controversy over the Gricean maxims of truthfulness and relevance. We first bridge the divide by introducing a speaker model which considers both the listener's beliefs (epistemic utility) and their actions (decision-theoretic utility). We show that formalizing truthfulness as an epistemic utility and relevance as a decision-theoretic utility reconciles the tension between them, readily explaining puzzles such as context-dependent standards of truthfulness. We then test a set of novel predictions generated by our model. We introduce a new signaling game which decouples utterances' truthfulness and relevance, then use it to conduct a pair of experiments. Our first experiment demonstrates that participants jointly maximize epistemic and decision-theoretic utility, rather than either alone. Our second experiment shows that when the two conflict, participants make a graded tradeoff rather than prioritizing one over the other. These results demonstrate that human communication cannot be reduced to influencing beliefs or actions alone. Taken together, our work provides a new foundation for grounding rational communication not only in what we believe, but in what those beliefs lead us to do. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Emergence of Specialized Roles Within Groups.

Humans routinely form groups to achieve goals that no individual can accomplish alone. Group coordination often brings to mind synchrony and alignment, where all individuals do the same thing (e.g., driving on the right side of the road, marching in lockstep, or playing musical instruments on a regular beat). Yet, effective coordination also typically involves differentiation, where specialized roles emerge for different members (e.g., prep stations in a kitchen or positions on an athletic team). Role specialization poses a challenge for computational models of group coordination, which have largely focused on achieving synchrony. Here, we present the CARMI framework, which characterizes role specialization processes in terms of five core features that we hope will help guide future model development: Communication, Adaptation to feedback, Repulsion, Multi-level planning, and Intention modeling. Although there are many paths to role formation, we suggest that roles emerge when each agent in a group dynamically allocates their behavior toward a shared goal to complement what they expect others to do. In other words, coordination concerns beliefs (who will do what) rather than simple actions. We describe three related experimental paradigms-"Group Binary Search," "Battles of the Exes," and "Find the Unicorn"-that we have used to study differentiation processes in the lab, each emphasizing different aspects of the CARMI framework.

A Hierarchical Bayesian Model of Adaptive Teaching.

How do teachers learn about what learners already know? How do learners aid teachers by providing them with information about their background knowledge and what they find confusing? We formalize this collaborative reasoning process using a hierarchical Bayesian model of pedagogy. We then evaluate this model in two online behavioral experiments (N = 312 adults). In Experiment 1, we show that teachers select examples that account for learners' background knowledge, and adjust their examples based on learners' feedback. In Experiment 2, we show that learners strategically provide more feedback when teachers' examples deviate from their background knowledge. These findings provide a foundation for extending computational accounts of pedagogy to richer interactive settings.

Shared functional specialization in transformer-based language models and the human brain.

When processing language, the brain is thought to deploy specialized computations to construct meaning from complex linguistic structures. Recently, artificial neural networks based on the Transformer architecture have revolutionized the field of natural language processing. Transformers integrate contextual information across words via structured circuit computations. Prior work has focused on the internal representations ("embeddings") generated by these circuits. In this paper, we instead analyze the circuit computations directly: we deconstruct these computations into the functionally-specialized "transformations" that integrate contextual information across words. Using functional MRI data acquired while participants listened to naturalistic stories, we first verify that the transformations account for considerable variance in brain activity across the cortical language network. We then demonstrate that the emergent computations performed by individual, functionally-specialized "attention heads" differentially predict brain activity in specific cortical regions. These heads fall along gradients corresponding to different layers and context lengths in a low-dimensional cortical space.

Single-neuron analysis of aging-associated changes in learning reveals impairments in transcriptional plasticity.

The molecular mechanisms underlying age-related declines in learning and long-term memory are still not fully understood. To address this gap, our study focused on investigating the transcriptional landscape of a singularly identified motor neuron L7 in Aplysia, which is pivotal in a specific type of nonassociative learning known as sensitization of the siphon-withdraw reflex. Employing total RNAseq analysis on a single isolated L7 motor neuron after short-term or long-term sensitization (LTS) training of Aplysia at 8, 10, and 12 months (representing mature, late mature, and senescent stages), we uncovered aberrant changes in transcriptional plasticity during the aging process. Our findings specifically highlight changes in the expression of messenger RNAs (mRNAs) that encode transcription factors, translation regulators, RNA methylation participants, and contributors to cytoskeletal rearrangements during learning and long noncoding RNAs (lncRNAs). Furthermore, our comparative gene expression analysis identified distinct transcriptional alterations in two other neurons, namely the motor neuron L11 and the giant cholinergic neuron R2, whose roles in LTS are not yet fully elucidated. Taken together, our analyses underscore cell type-specific impairments in the expression of key components related to learning and memory within the transcriptome as organisms age, shedding light on the complex molecular mechanisms driving cognitive decline during aging.

Show or tell? Exploring when (and why) teaching with language outperforms demonstration.

People use a wide range of communicative acts across different modalities, from concrete demonstrations to abstract language. While these modalities are typically studied independently, we take a comparative approach and ask when and why one modality might outperform another. We present a series of real-time, multi-player experiments asking participants to teach concepts using either demonstrations or language. Our first experiment (N=416) asks when language might outperform demonstration. We manipulate the complexity of the concept being taught and find that language communicates complex concepts more effectively than demonstration. We then ask why language succeeds in this setting. We hypothesized that language allowed teachers to reference abstract object features (e.g., shapes and colors), while demonstration teachers could only provide concrete examples (specific positive or negative objects). To test this hypothesis, our second experiment (N=568) ablated object features from the teacher's interface. This manipulation severely impaired linguistic (but not demonstrative) teaching. Our findings suggest that language communicates complex concepts by directly transmitting abstract rules. In contrast, demonstrations transmit examples, requiring the learner to infer the rules.