The boundary-based view of spatial cognition: a synthesis

Decoding spatial locations from primate lateral prefrontal cortex neural activity during virtual navigation

Objective. Decoding the intended trajectories from brain signals using a brain-computer interface system could be used to improve the mobility of patients with disabilities.Approach. Neuronal activity associated with spatial locations was examined while macaques performed a navigation task within a virtual environment.Main results.Here, we provide proof of principle that multi-unit spiking activity recorded from the lateral prefrontal cortex (LPFC) of non-human primates can be used to predict the location of a subject in a virtual maze during a navigation task. The spatial positions within the maze that require a choice or are associated with relevant task events can be better predicted than the locations where no relevant events occur. Importantly, within a task epoch of a single trial, multiple locations along the maze can be independently identified using a support vector machine model.Significance. Considering that the LPFC of macaques and humans share similar properties, our results suggest that this area could be a valuable implant location for an intracortical brain-computer interface system used for spatial navigation in patients with disabilities.

Spatial Learning by Using Non-Visual Geometry and a Visual 3D Landmark in Zebrafish (Danio rerio)

Fish conjoin environmental geometry with conspicuous landmarks to reorient towards foraging sites and social stimuli. Zebrafish (Danio rerio) can merge a rectangular opaque arena with a 2D landmark (a blue-colored wall) but cannot merge a rectangular transparent arena with a 3D landmark (a blue cylinder) without training to "feel" the environment thanks to other-than-sight pathways. Thus, their success is linked to tasks differences (spontaneous vs. rewarded). This study explored the reorientation behavior of zebrafish within a rectangular transparent arena, with a blue cylinder outside, proximal to/distal from a target corner position, on the short/long side of the arena. Adult males were extensively trained to distinguish the correct corner from the rotational one, sharing an equivalent metric-sense relationship (short surface left, long surface right), to access food and companions. Results showed that zebrafish's reorientation behavior was driven by both the non-visual geometry and the visual landmark, partially depending on the landmark's proximity and surface length. Better accuracy was attained when the landmark was proximal to the target corner. When long-term experience was allowed, zebrafish handled non-visual and visual sensory stimulations over time for reorienting. We advance the possibility that multisensory processes affect fish's reorientation behavior and spatial learning, providing a link through which to investigate animals' exploratory strategies to face situations of visual deprivation or impairments.

Navigational roots of spatial and temporal memory structure

Our minds are constantly in transit, from the present to the past to the future, across places we have and have not directly experienced. Nevertheless, memories of our mental time travel are not organized continuously and are adaptively chunked into contexts and episodes. In this paper, I will review evidence that suggests that spatial boundary representations play a critical role in providing structure to both our spatial and temporal memories. I will illustrate the intimate connection between hippocampal spatial mapping and temporal sequencing of episodic memory to propose that high-level cognitive processes like mental time travel and conceptual mapping are rooted in basic navigational mechanisms that we humans and nonhuman animals share. Our neuroscientific understanding of hippocampal function across species may provide new insight into the origins of even the most uniquely human cognitive abilities.

Effects of spatial boundaries on episodic memory development

Children's spatial mapping starts out particularly sensitive to 3D wall-like boundaries and develops over early childhood to flexibly include other boundary types. This study investigated whether spatial boundaries influence children's episodic memory, as in adults, and whether this effect is modulated by boundary type. Eighty-one Korean children (34 girls, 36-84 months old) re-enacted a sequence of three discrete hiding events within a space containing one of three boundaries: 3D wall, aligned objects, or 2D line. Children's memory of events occurring on one side of the boundary developed earlier than those that crossed the boundary. At first, this interaction only applied to the 3D wall and extended to other boundary types with age, suggesting that children's changing spatial representations influence their episodic memory development.

The Geometric World of Fishes: A Synthesis on Spatial Reorientation in Teleosts

Fishes navigate through underwater environments with remarkable spatial precision and memory. Freshwater and seawater species make use of several orientation strategies for adaptative behavior that is on par with terrestrial organisms, and research on cognitive mapping and landmark use in fish have shown that relational and associative spatial learning guide goal-directed navigation not only in terrestrial but also in aquatic habitats. In the past thirty years, researchers explored spatial cognition in fishes in relation to the use of environmental geometry, perhaps because of the scientific value to compare them with land-dwelling animals. Geometric navigation involves the encoding of macrostructural characteristics of space, which are based on the Euclidean concepts of "points", "surfaces", and "boundaries". The current review aims to inspect the extant literature on navigation by geometry in fishes, emphasizing both the recruitment of visual/extra-visual strategies and the nature of the behavioral task on orientation performance.

Homing tasks and distance matching tasks reveal different types of perceptual variables associated with perceiving self-motion during over-ground locomotion

Self-motion perception refers to the ability to perceive how the body is moving through the environment. Perception of self-motion has been shown to depend upon the locomotor action patterns used to move the body through the environment. Two separate lines of enquiry have led to the establishment of two distinct theories regarding this effect. One theory has proposed that distances travelled during locomotion are perceived via higher order perceptual variables detected by the haptic perceptual system. This theory proposes that two higher order haptic perceptual variables exist, and that the implication of one of these variables depends upon the type of gait pattern that is used. A second theory proposes that self-motion is perceived via a higher order perceptual variable termed multimodally specified energy expenditure (MSEE). This theory proposes that the effect of locomotor actions patterns upon self-motion perception is related to changes in the metabolic cost of locomotion per unit of perceptually specified traversed distance. Here, we test the hypothesis that the development of these distinct theories is the result of different choices in methodology. The theory of gait type has been developed based largely on the results of homing tasks, whereas the effect of MSEE has been developed based on the results of distance matching tasks. Here we test the hypothesis that the seemly innocuous change in experimental design from using a homing task to using a distance matching task changes the type of perceptual variables implicated in self-motion perception. To test this hypothesis, we closely replicated a recent study of the effect of gait type in all details bar one-we investigated a distance matching task rather than a homing task. As hypothesized, this change yielded results consistent with the predictions of MSEE, and distinct from gait type. We further show that, unlike the effect of gait type, the effect of MSEE is unaffected by the availability of vision. In sum, our findings support the existence of two distinct types of higher order perceptual variables in self-motion perception. We discuss the roles of these two types of perceptual variables in supporting effective human wayfinding.

The human brain uses spatial schemas to represent segmented environments

Humans and animals use cognitive maps to represent the spatial structure of the environment. Although these maps are typically conceptualized as extending in an equipotential manner across known space, psychological evidence suggests that people mentally segment complex environments into subspaces. To understand the neurocognitive mechanisms behind this operation, we familiarized participants with a virtual courtyard that was divided into two halves by a river; we then used behavioral testing and fMRI to understand how spatial locations were encoded within this environment. Participants' spatial judgments and multivoxel activation patterns were affected by the division of the courtyard, indicating that the presence of a boundary can induce mental segmentation even when all parts of the environment are co-visible. In the hippocampus and occipital place area (OPA), the segmented organization of the environment manifested in schematic spatial codes that represented geometrically equivalent locations in the two subspaces as similar. In the retrosplenial complex (RSC), responses were more consistent with an integrated spatial map. These results demonstrate that people use both local spatial schemas and integrated spatial maps to represent segmented environment. We hypothesize that schematization may serve as a general mechanism for organizing complex knowledge structures in terms of their component elements.

Learning by Doing: The Use of Distance, Corners and Length in Rewarded Geometric Tasks by Zebrafish (Danio rerio)

Simple Summary

Geometric navigation allows animals to efficiently move towards essential life-spaces by taking advantage of macrostructural information such as distance, angular magnitude, and length, in relation to left-right positional sense. In natural contexts, these cues can be referred to extensive three-dimensional surfaces such as a slope or a riverbed, thus becoming crucial to orient and find useful supplies. In controlled contexts, it is possible to set apart these components by handling the global shape of the experimental space (rectangular or square) as well, with the aim to specially probe the impact of each of them on navigation behavior of animals, including fishes. The present study aimed at investigating whether a well-known vertebrate, the zebrafish, could learn to encode and retain in memory such metric information (in terms of distances, corners, and lengths) in association with left–right directions, to gain rewards. Our results showed that zebrafish learned to use all these geometric attributes when repeatedly exposed to them, over a period of training, thereby giving strength to the ecological relevance of environmental geometry as a source of spatial knowledge. Generally, the engagement of zebrafish may consent to assess computations underlying large-scale-based navigation, also by drawing targeted comparisons, due to its behavioral, cognitive, and even emotional similarities with mammals.

Abstract

Zebrafish spontaneously use distance and directional relationships among three-dimensional extended surfaces to reorient within a rectangular arena. However, they fail to take advantage of either an array of freestanding corners or an array of unequal-length surfaces to search for a no-longer-present goal under a spontaneous cued memory procedure, being unable to use the information supplied by corners and length without some kind of rewarded training. The present study aimed to tease apart the geometric components characterizing a rectangular enclosure under a procedure recruiting the reference memory, thus training zebrafish in fragmented layouts that provided differences in surface distance, corners, and length. Results showed that fish, besides the distance, easily learned to use both corners and length if subjected to a rewarded exit task over time, suggesting that they can represent all the geometrically informative parts of a rectangular arena when consistently exposed to them. Altogether, these findings highlight crucially important issues apropos the employment of different behavioral protocols (spontaneous choice versus training over time) to assess spatial abilities of zebrafish, further paving the way to deepen the role of visual and nonvisual encodings of isolated geometric components in relation to macrostructural boundaries.

Reorientation by features and geometry: Effects of healthy and degenerative age-related cognitive decline

The ability to orient is critical for mobile species. Two visual cues, geometry (e.g., distance and direction) and features (e.g., colour and texture) are often used when establishing one's orientation. Previous research has shown the use of these cues, in particular, geometry, may decline with healthy aging. Few studies have examined whether degenerative aging processes show similar time points for the decline of geometry use. The present study examined this issue by training adult and aged mice from two strains, a healthy wild-type and an Alzheimer's model, to search for a hidden platform in a rectangular water maze. The shape of the maze provided geometric information, and distinctive features were displayed on the walls. Following training, manipulations to the features were made to examine whether the mice were able to use the features and geometry, and whether they showed a preference between these two cue types. Results showed that although Alzheimer's transgenic mice were slower to learn the task, overall age rather than strain, was associated with a degradation in use of geometry. However, the presence of seemingly uninformative features (due to their redundancy) facilitated the use of geometry. Additionally, when features and geometry provided conflicting information, only young wild-type mice showed a primary use of features. Our results suggest the failure to use geometry may be a generalized function of aging, and not a diagnostic feature of degeneration for mice. Whether this is also the case for other mammals, such as humans for which the mouse is an important medical model, remains to be examined.

The geometry as an eyed fish feels it in spontaneous and rewarded spatial reorientation tasks

Disoriented human beings and animals, the latter both sighted and blind, are able to use spatial geometric information (metric and sense properties) to guide their reorientation behaviour in a rectangular environment. Here we aimed to investigate reorientation spatial skills in three fish species (Danio rerio, Xenotoca eiseni, Carassius auratus) in an attempt to discover the possible involvement of extra-visual senses during geometric navigation. We observed the fish’s behaviour under different experimental procedures (spontaneous social cued task and rewarded exit task), providing them different temporal opportunities to experience the environmental shape (no experience, short and prolonged experience). Results showed that by using spontaneous social cued memory tasks, fishes were not able to take advantage of extra-visual senses to encode the spatial geometry, neither allowing them short time-periods of environmental exploration. Contrariwise, by using a reference memory procedure, during the rewarded exit tasks, thus providing a prolonged extra-visual experience, fishes solved the geometric task, showing also differences in terms of learning times among species.

The Environmental Geometry in Spatial Learning by Zebrafish (Danio rerio)

During navigation, disoriented animals learn to use the spatial geometry of rectangular environments to gain rewards. The length of macroscopic surfaces (metric: short/long) and their spatial arrangement (sense: left/right) are powerful cues that animals prove to encode for reorientation. The aim of this study was to investigate if zebrafish (Danio rerio) could take advantage of such geometric properties in a rewarded exit task, by applying a reference memory procedure. The experiment was performed in a rectangular arena having four white walls, where fish were required to choose the two geometrically equivalent exit corners lying on the reinforced diagonal. Results showed that zebrafish encoded the geometry of the arena during reorientation, solving the spatial task within the first 5 days of training. With the aim to avoid the possible influence of extravisual cues on the zebrafish success, we performed a geometric test in extinction of response after the learning day. At test, fish persisted in choosing the two correct corners, thus confirming that the navigation strategy used at training was based on geometric cues. This study adds evidence about the role of geometric frameworks in fish species, and it further validates an effective spatial learning paradigm for zebrafish.

The role of learning and environmental geometry in landmark-based spatial reorientation of fish (Xenotoca eiseni)

Disoriented animals and humans use both the environmental geometry and visual landmarks to guide their spatial behavior. Although there is a broad consensus on the use of environmental geometry across various species of vertebrates, the nature of disoriented landmark-use has been greatly debated in the field. In particular, the discrepancy in performance under spontaneous choice conditions (sometimes called “working memory” task) and training over time (“reference memory” task) has raised questions about the task-dependent dissociability of mechanisms underlying the use of landmarks. Until now, this issue has not been directly addressed, due to the inclusion of environmental geometry in most disoriented navigation paradigms. In the present study, therefore, we placed our focus on landmark-based navigation in fish (Xenotoca eiseni), an animal model that has provided fruitful research in spatial reorientation. We began with a test of spontaneous navigation by geometry and landmarks (Experiment 1), showing a preference for the correct corner, even in the absence of reinforced training. We then proceeded to test landmarks without the influence of informative geometry through the use of square environments (Experiment 2–4), varying the numerosity of present landmarks, the distance of landmarks from the target corner, and the type of task (i.e., spontaneous cued memory or reference memory). We found marked differences in landmark-use in the absence of environmental geometry. In the spontaneous memory task, visual landmarks acquired perceptive salience (and attracted the fish) but without serving as a spatial cue to location when they were distal from the target. Across learning in the reference memory task, the fish overcame these effects and gradually improved in their performance, although they were still biased to learn visual landmarks near the target (i.e., as beacons). We discuss these results in relation to the existing literature on dissociable mechanisms of spatial learning.

The Neurobiology of Mammalian Navigation

Mammals have evolved specialized brain systems to support efficient navigation within diverse habitats and over varied distances, but while navigational strategies and sensory mechanisms vary across species, core spatial components appear to be widely shared. This review presents common elements found in mammalian spatial mapping systems, focusing on the cells in the hippocampal formation representing orientational and locational spatial information, and 'core' mammalian hippocampal circuitry. Mammalian spatial mapping systems make use of both allothetic cues (space-defining cues in the external environment) and idiothetic cues (cues derived from self-motion). As examples of each cue type, we discuss: environmental boundaries, which control both orientational and locational neuronal activity and behaviour; and 'path integration', a process that allows the estimation of linear translation from velocity signals, thought to depend upon grid cells in the entorhinal cortex. Building cognitive maps entails sampling environments: we consider how the mapping system controls exploration to acquire spatial information, and how exploratory strategies may integrate idiothetic with allothetic information. We discuss how 'replay' may act to consolidate spatial maps, and simulate trajectories to aid navigational planning. Finally, we discuss grid cell models of vector navigation.

Coding Locations Relative to One or Many Landmarks in Childhood

Cognitive development studies how information processing in the brain changes over the course of development. A key part of this question is how information is represented and stored in memory. This study examined allocentric (world-based) spatial memory, an important cognitive tool for planning routes and interacting with the space around us. This is typically theorized to use multiple landmarks all at once whenever it operates. In contrast, here we show that allocentric spatial memory frequently operates over a limited spatial window, much less than the full proximal scene, for children between 3.5 and 8.5 years old. The use of multiple landmarks increases gradually with age. Participants were asked to point to a remembered target location after a change of view in immersive virtual reality. A k-fold cross-validation model-comparison selected a model where young children usually use the target location's vector to the single nearest landmark and rarely take advantage of the vectors to other nearby landmarks. The comparison models, which attempt to explain the errors as generic forms of noise rather than encoding to a single spatial cue, did not capture the distribution of responses as well. Parameter fits of this new single- versus multi-cue model are also easily interpretable and related to other variables of interest in development (age, executive function). Based on this, we theorize that spatial memory in humans develops through three advancing levels (but not strict stages): most likely to encode locations egocentrically (relative to the self), then allocentrically (relative to the world) but using only one landmark, and finally, most likely to encode locations relative to multiple parts of the scene.

Evidence for allocentric boundary and goal direction information in the human entorhinal cortex and subiculum

In rodents, cells in the medial entorhinal cortex (EC) and subiculum code for the allocentric direction to environment boundaries, which is an important prerequisite for accurate positional coding. Although in humans boundary-related signals have been reported, there is no evidence that they contain allocentric direction information. Furthermore, it has not been possible to separate boundary versus goal direction signals in the EC/subiculum. Here, to address these questions, we had participants learn a virtual environment containing four unique boundaries. Participants then underwent fMRI scanning where they made judgements about the allocentric direction of a cue object. Using multivariate decoding, we found information regarding allocentric boundary direction in posterior EC and subiculum, whereas allocentric goal direction was decodable from anterior EC and subiculum. These data provide the first evidence of allocentric boundary coding in humans, and are consistent with recent conceptualisations of a division of labour within the EC.

Scene Perception in the Human Brain

Humans are remarkably adept at perceiving and understanding complex real-world scenes. Uncovering the neural basis of this ability is an important goal of vision science. Neuroimaging studies have identified three cortical regions that respond selectively to scenes: parahippocampal place area, retrosplenial complex/medial place area, and occipital place area. Here, we review what is known about the visual and functional properties of these brain areas. Scene-selective regions exhibit retinotopic properties and sensitivity to low-level visual features that are characteristic of scenes. They also mediate higher-level representations of layout, objects, and surface properties that allow individual scenes to be recognized and their spatial structure ascertained. Challenges for the future include developing computational models of information processing in scene regions, investigating how these regions support scene perception under ecologically realistic conditions, and understanding how they operate in the context of larger brain networks.

Human Navigation: Occipital Place Area Detects Potential Paths in a Scene

Navigation - determining how to get from where you are to somewhere else - has obvious importance for the survival of motile animals. A new neuroimaging study has revealed that, in the human brain, the occipital place area detects the number of possible paths in a vista.

Human spatial representation: what we cannot learn from the studies of rodent navigation

Studies of human and rodent navigation often reveal a remarkable cross-species similarity between the cognitive and neural mechanisms of navigation. Such cross-species resemblance often overshadows some critical differences between how humans and nonhuman animals navigate. In this review, I propose that a navigation system requires both a storage system (i.e., representing spatial information) and a positioning system (i.e., sensing spatial information) to operate. I then argue that the way humans represent spatial information is different from that inferred from the cellular activity observed during rodent navigation. Such difference spans the whole hierarchy of spatial representation, from representing the structure of an environment to the representation of subregions of an environment, routes and paths, and the distance and direction relative to a goal location. These cross-species inconsistencies suggest that what we learn from rodent navigation does not always transfer to human navigation. Finally, I argue for closing the loop for the dominant, unidirectional animal-to-human approach in navigation research so that insights from behavioral studies of human navigation may also flow back to shed light on the cellular mechanisms of navigation for both humans and other mammals (i.e., a human-to-animal approach).

The developing role of transparent surfaces in children's spatial representation

Children adeptly use environmental boundaries to navigate. But how do they represent surfaces as boundaries, and how does this change over development? To investigate the effects of boundaries as visual and physical barriers, we tested spatial reorientation in 160 children (2-7 year-olds) in a transparent rectangular arena (Condition 1). In contrast with their consistent success using opaque surfaces (Condition 2), children only succeeded at using transparent surfaces at 5-7 years of age. These results suggest a critical role of visually opaque surfaces in early spatial coding and a developmental change around the age of five in representing locations with respect to transparent surfaces. In application, these findings may inform our usage of windows and glass surfaces in designing and building environments occupied by young children.

Effects of two-dimensional versus three-dimensional landmark geometry and layout on young children's recall of locations from new viewpoints

Spatial memory is an important aspect of adaptive behavior and experience, providing both content and context to the perceptions and memories that we form in everyday life. Young children's abilities in this realm shift from mainly egocentric (self-based) to include allocentric (world-based) codings at around 4 years of age. However, information about the cognitive mechanisms underlying acquisition of these new abilities is still lacking. We examined allocentric spatial recall in 4.5- to 8.5-year-olds, looking for continuity with navigation as previously studied in 2- to 4-year-olds and other species. We specifically predicted an advantage for three-dimensional landmarks over two-dimensional ones and for recalling targets "in the middle" versus elsewhere. However, we did not find compelling evidence for either of these effects, and indeed some analyses even support the opposite of each of these conclusions. There were also no significant interactions with age. These findings highlight the incompleteness of our overall theories of the development of spatial cognition in general and allocentric spatial recall in particular. They also suggest that allocentric spatial recall involves processes that have separate behavioral characteristics from other cognitive systems involved in navigation earlier in life and in other species.