Tracy Yang
Nelson Laboratory
Department of Biology
Brandeis University
A Tale of Two Paradigms: STK11’s Role in Learning
Poster Abstract
Learning and memory require gene expression, but the mechanisms underlying these processes are not well understood. To study this, we use a learning paradigm called conditioned taste aversion (CTA) in mice, in which a taste stimulus is paired with induced nausea, resulting in a learned taste aversion to that stimulus. Previously, it was found that the gene serine threonine kinase 11 (STK11) changed transcription levels in the basolateral amygdala (BLA), an important structure for aversive learning, after CTA learning. Conditional deletion of STK11 in the BLA also impaired CTA, indicating that STK11 is necessary in this learning paradigm. However, the STK11 deletion was present during both the taste aversion learning and memory retrieval processes, making it unclear which phase STK11 was involved in.
By knocking out STK11 after learning, we found that retrieval of the taste aversion memory was not affected, indicating that STK11 is necessary for the initial learning process. If STK11 is necessary for taste aversion learning, is it also involved in other forms of learning? To further investigate STK11’s role, we are studying fear conditioning, in which mice learn to associate a tone with an electric shock, and its extinction where this association is overwritten. Mice with STK11 knockout in the BLA and lateral amygdala - structures important for fear learning - do not show a significant difference in initial fear learning compared to control mice, but preliminary results indicate a possible extinction learning impairment.
Personal Statement
When I first came to Brandeis, I was dead-set on getting to medical school as fast as possible - I didn’t stop to enjoy my undergraduate experience or explore my passions. This outlook entirely changed when I joined the Nelson lab last year. Research became something that I was genuinely excited about, and although it was hard work, my passion for neuroscience and learning drove me forward. I began to seriously consider graduate school, but I lacked self- confidence in my abilities. Working full time in the Nelson lab this past summer has been an amazing experience. Instead of juggling multiple part time jobs and a heavy course load, I had the opportunity to be paid doing something I love. I’ve gotten to know everyone in my lab much better, and have made many cherished memories. Experiencing a glimpse of full-time research and improving my skills and critical thinking abilities have solidified my desire to pursue graduate school. I am endlessly grateful for these research opportunities and for all of the support the Nelson lab has given me this summer - and none of this would have been possible without the generous support of the M.R. Bauer Foundation.