Toward an Understanding of Cognitive Mapping Ability Through Manipulations and Measurement of Schemas and Stress

The Nonclassic Psychedelic Ibogaine Disrupts Cognitive Maps

Background

The ability of psychedelic compounds to profoundly alter mental function has been long known, but the underlying changes in cellular-level information encoding remain poorly understood.

Methods

We used two-photon microscopy to record from the retrosplenial cortex in head-fixed mice running on a treadmill before and after injection of the nonclassic psychedelic ibogaine (40 mg/kg intraperitoneally).

Results

We found that the cognitive map, formed by the representation of position encoded by ensembles of individual neurons in the retrosplenial cortex, was destabilized by ibogaine when mice had to infer position between tactile landmarks. This corresponded with increased neural activity rates, loss of correlation structure, and increased responses to cues. Ibogaine had surprisingly little effect on the size-frequency distribution of network activity events, suggesting that signal propagation within the retrosplenial cortex was largely unaffected.

Conclusions

Taken together, these data support proposals that compounds with psychedelic properties disrupt representations that are important for constraining neocortical activity, thereby increasing the entropy of neural signaling. Furthermore, the loss of expected position encoding between landmarks recapitulated effects of hippocampal impairment, suggesting that disruption of cognitive maps or other hippocampal processing may be a contributing mechanism of discoordinated neocortical activity in psychedelic states.

Motivation moderates gender differences in navigation performance

Gender differences in navigation performance are a recurrent and controversial topic. Previous research suggests that men outperform women in navigation tasks and that men and women exhibit different navigation strategies. Here, we investigate whether motivation to complete the task moderates the relationship between navigation performance and gender. Participants learned the locations of landmarks in a novel virtual city. During learning, participants could trigger a top-down map that depicted their current position and the locations of the landmarks. During testing, participants were divided into control and treatment groups and were not allowed to consult the map. All participants were given 16 minutes to navigate to the landmarks, but those in the treatment group were monetarily penalized for every second they spent completing the task. Results revealed a negative relationship between physiological arousal and the time required to locate the landmarks. In addition, gender differences in strategy were found during learning, with women spending more time with the map and taking 40% longer than men to locate the landmarks. Interestingly, an interaction between gender and treatment group revealed that women in the control group required more time than men and women in the treatment group to retrieve the landmarks. During testing, women in the control group also took more circuitous routes compared to men in the control group and women in the treatment group. These results suggest that a concurrent and relevant stressor can motivate women to perform similarly to men, helping to diminish pervasive gender differences found in the navigation literature.

Effects of Acute Stress on Rigid Learning, Flexible Learning, and Value-Based Decision-Making in Spatial Navigation

The current study investigated how stress affects value-based decision-making during spatial navigation and different types of learning underlying decisions. Eighty-two adult participants (42 females) first learned to find object locations in a virtual environment from a fixed starting location (rigid learning) and then to find the same objects from unpredictable starting locations (flexible learning). Participants then decided whether to reach goal objects from the fixed or unpredictable starting location. We found that stress impairs rigid learning in females, and it does not impair, and even improves, flexible learning when performance with rigid learning is controlled for. Critically, examining how earlier learning influences subsequent decision-making using computational models, we found that stress reduces memory integration, making participants more likely to focus on recent memory and less likely to integrate information from other sources. Collectively, our results show how stress impacts different memory systems and the communication between memory and decision-making.