Announcements

Seed Grant Recipients 2023-2024

IBACS Seed Grants provide funding for collaborative research projects across the brain and cognitive sciences. Seed Grants also support applications for equipment, research workshops, events, and other activities compatible with the mission of the Institute.

2023-2024 Recipients

Learn about the PIs and projects that received IBACS Seed Grants this year.

Jun Yan, Statistics

Title of Project: Brain functional connectivity and Alzheimer's disease

Brain functional connectivity changes significantly from normal cognition to dementia. Early Alzheimer's disease (AD) affects brain function, making fMRI data valuable for early detection. This proposal aims to understand AD-related brain connectivity changes by: 1) Developing a deep learning framework to detect abnormal connectivity; 2) Exploring links between brain network differences and traits; and 3) Assessing connectivity changes and biomarkers. Statistical innovation will be applied to an existing dataset in collaboration with Dr. Panpan Zhang of Vanderbilt University.

Xiaojing Wang, Statistics

Title of Project: Fusion of Bayesian Statistics and Network Analytics to Understand Brain Function

Alzheimer’s disease (AD), as the leading cause of dementia, brings many challenges to quality of life and economics to the community, especially the aging community. Functional magnetic resonance imaging (fMRI) is a promising biomarker for AD detection. In this project, we will develop novel, robust and interpretable Bayesian methods to reduce the impact of the noise on fMRI data and thus to improve the accuracy of functional brain networks learned from the data. The work will help associate the network-based predictors more precisely with cognitive biomarkers of AD and will make significant modeling advancement in AD.

Shengyun Gu, Linguistics

Title of Project: Processing iconicity: Insights from signing and non-signing minds

This study addresses two overarching questions regarding sign language linguistics and deaf cognition. First, how does the notion of iconicity (i.e., resemblance between form and meaning) possibly interact with a linguistic process called “weak hand drop” (i.e., a 1-handed realization of a 2-handed sign) in a deaf sign language? Second, whether and how deaf eyes may differ from hearing eyes in their perception of iconicity, as a result of knowing the sign language under consideration.

Flora Oswald, Psychological Sciences

Title of Project: Tracking Visual Attention to Environmental Signals of Belonging

Marginalized individuals often experience social identity threat, or concern about how they will be treated based on their marginalized identity, which is linked to downstream health disparities. Environmental cues, such as lacking representation, can activate this threat; conversely, cues indicating belonging – like a rainbow flag – can mitigate these detrimental effects. Our research uses eye-tracking technology to understand how marginalized individuals visually attend to environmental safety cues, highlighting the cognitive processing mechanisms underlying minority health disparities.

Natale Sciolino, Physiology and Neurobiology

Title of Project: Effects of in vivo endocannabinoid signaling in the locus coeruleus region during stress

It is well known that stress activates norepinephrine-containing neurons in the locus coeruleus (LC) to promote anxiety-like responses. However, the molecular mechanisms that terminate the effects of stress are unclear. Using viral-genetic targeting strategies, neurotransmitter sensing, slice electrophysiology, pharmacology, and behavior, we will uncover a role for endogenous cannabinoid (eCB) signaling in modulating LC activity and stress-induced responses. Our research will provide key insight into the neural mechanisms that curtail stress and anxiety-like responses.

Undergraduate Research Award Recipients 2023-2024

The Undergraduate Research Supply Award provides students with funds that they can use toward supplies and other expenses associated with an ongoing independent research project. The Undergraduate Summer Research Award provides funds for students to conduct independent research during the summer session.

Summer 2023

Summer Research Award Recipients

  • Paulina Gerner – Advisor: Gerry Altmann
  • Lina Layakoubi – Advisor: Karen Menuz
  • Nicholas Munteanu – Advisor: Daniel Mulkey
  • Shiv Patel – Advisor: Steven Kinsey

Publication Award Recipients 2023-2024

IBACS Publication Awards provide funding to help researchers cover the cost of submitting their publications, providing affiliates with greater access to the top publications in their fields.

2023-2024 Recipients

Pengyu Zong, UConn Health

Title of Publication: TRPM2 enhances ischemic excitotoxicity by associating with PKCy

Linnaea Ostroff, Physiology and Neurobiology

Title of Publication: Track-by-Day: A standardized approach to estrous cycle monitoring in biobehavioral research

Travel Award Recipients 2023-2024

IBACS Travel Awards help affiliated students and postdoctoral researchers cover expenses associated with presenting research at conferences and scholarly events.

2023-2024 Awardees

  • Jaime Imitola, Spring 2024
  • Pengyu Zong, Spring 2024
  • Kaitlyn DeNegre, Spring 2024
  • Lauren Miller, Spring 2024
  • Amanda Fording, Spring 2024
  • Cynthia Boo, Spring 2024
  • Emily Parrish-Mulliken, Fall 2023
  • Kaya LeGrand, Fall 2023
  • Sabrina Salman, Fall 2023
  • Matthew Gilbert, Fall 2023
  • Linnea Ostroff, Fall 2023
  • Ji Chul Kim, Fall 2023
  • Mohammadamin Saraei, Fall 2023
  • Matthew Frost, Fall 2023
  • Afshin Seyednejad, Fall 2023
  • William Theune, Fall 2023
  • Wesley Leong, Fall 2023
  • Tyler Wrenn, Fall 2023

Graduate Course Announcements Spring 2024

Here you’ll find a list of current graduate course offerings on the Storrs campus. For complete information, visit the UConn Graduate Catalog website.


Philosophy

PHIL 5305: Seminar on Fiction (3 credits)

Schedule: Mondays 4PM-6:30PM, Manchester Hall 227

Instructor: Mitch Green, mitchell.green@uconn.edu

Course Description

This seminar will focus on issues occupying the nexus of several different philosophical areas including aesthetics, philosophy of language, philosophy of science, philosophy of mind, and metaphysics. Our phenomenon of study is the use of fictional discourse and behavior that in some way involves play, make-believe, pretense, supposition for argument’s sake, or thought experiment. We find this phenomenon in novels, short stories, plays, and fictional films—as well as in some philosophical argumentation, model-building in science, and play therapy; some also hold that we should construe certain kind of discourse, such as mathematical discourse or talk of possible worlds, as at bottom fictional.

With the aim of developing a defensible and reasonably comprehensive theory of fiction we’ll consider what kind of action is being performed by its utterer: is fiction a special kind of speech act, or does it fall outside the illocutionary realm? (Theories by Currie, Stock, Searle, Friend, and Davies will be considered here.) We will also look into theories of ‘truth in fiction’ that attempt to understand what it is for a proposition to be true in a fictional work even when not stated explicitly in that work. (Lewis, Friend, Pavel, Garcia-Carpintero.) Also, we will consider whether in spite of the fictional character of a work such as a novel, readers can gain anything of epistemic value from it such as knowledge or understanding. (Currie, Mikkonen, Green and Gibson.) We will also consider what it means to be a “fictionalist” about a certain realm of discourse (numbers, minds, possible worlds, God, propositions, values, etc.), and whether views of this kind are tenable in light of what we have learned about the nature of fictional discourse. (Rosen, Balaguer, Thomasson, Yablo, Kroon.)

This being a research seminar, students will be expected to develop work over the term that stands a chance of being a contribution to knowledge. To this end, students will write a mid-term essay (10-ish pages), and develop that into a larger paper (in the 15-20 page vicinity) due at the end of the term. Regular and informed contributions to seminar discussion are expected, and each enrolled student will present their work in progress in the final weeks of the term.

Psychological Sciences

PSYC 3503/5570 Section 005: Introduction to Programming Complex Systems (3 credits)

Schedule: Tuesdays & Thursdays 12:30PM-1:45PM, Location TBD

Instructor: Whitney Tabor, whitney.tabor@uconn.edu

Course Description

This course provides an introduction to programming in Python by exploring a series of complex systems phenomena, relevant to psychological processing. It is open to undergraduates with Psychology, Language, Computing, Math, Physics, Cognitive Science, or Data Science background and to all graduate students. It is open both to people who are relatively new to programming and people with more extensive programming experience who want to work on more advanced aspects of the topics. Topics include a selection from dynamical systems, cellular automata, power laws, self-organization, fractals, machine learning, probabilistic grammars, synchronization, among others.

Contact whitney.tabor@uconn.edu for a permission number or if you have questions. There are no specific prerequisites but instructor permission is required to enroll in 3503.

PSYC 5150- Neurodevelopment and Plasticity (3 credits)

Schedule: Tuesdays 2PM-5PM, Location TBD

Instructor: Holly Fitch, roslyn.h.fitch@uconn.edu

Course Description

Open to graduate students in Psychology, SLHS, PNB; others with consent of instructor.

Overview of brain development including: embryonic neurogenetics; evolution and evo-devo; how emergent behavioral capabilities reflect neural growth in neurobehavioral development; and how disruptions of neurodevelopment cause developmental disabilities.

Note that registered students will be queried in Jan 2024 to optimize scheduling (within constraints of classroom and instructor availability, etc.).

PSYC 5570 Section 002: Computational Approaches to Language and Mind (3 credits)

Schedule: Mondays 2PM-4:30PM, Bousfield 109

Instructor: Gerry Altmann, gerry.altmann@uconn.edu

Course Description

ChatGPT... where did it all start? And when? And what happened that AI seemed to go from 0 to 60 in a few blinks of the eye? On this course we shall answer questions such as these. We shall start in the 1980s with the advent of Connectionism and Neural Networks. We shall focus for a while on the conceptual lessons that we learned from “distributed semantic models” (DSMs) such as Latent Semantic Analysis (LSA), with vocabularies of 60,000+ words, and, perhaps more importantly, Simple Recurrent Networks (SRNs) with vocabularies of upwards of ... 27 words. Both these models became key components, through the nineties and noughties, of our understanding of how the mind might work. But things really got interesting when, on the tail- end of Gen Z, Word2Vec hit the streets; it transformed the landscape and was the flavor of the month for a good long while as yet more acronyms such as LSTMS, GRUs and others sprung from the woodwork. And then Transformers came along (not the movie...). For a while after, large-scale language models were named after Sesame Street characters. Why? Who knows... or cares. But Bert was the one to beat, until GPT 1, 2, 3.5, and 4 evolved. And by the time you read this, they’ll be old news and some new acronym will briefly occupy our lives. But through this steady evolution, one thing is clear: not much has changed conceptually in the 30+ years since Jeff Elman gave us the SRN. What has changed are the (often elegant) methods that allowed the scaling-up of those conceptual building blocks. The purpose of this course is to explain all this – to explain the concepts and (some of) the techniques that allowed them to scale up, and to de-mystify the acronyms and the buzz that surround modern-day AIs such as ChatGPT.

There will be NO mathematics, NO coding, and NO hands-on demonstrations. Instead, we shall focus on those conceptual building blocks and their relationship (if there is one) to the human mind. And yes, ChatGPT does have a mind. It’s just a little different from ours, and we shall spend some time considering how, and why, it is different. But if ChatGPT has a mind, then so does an SRN, all 27 words’ worth of it. Twenty-seven words that capture incremental processing, emergent representation, the relationships between syntactic and semantic representations and between bottom-up vs. top-down processes, the role of recurrence, prediction, error-driven learning, and more. The role, even, of language in all this. A final disclaimer: This course synopsis was not written by an AI. Sorry.

PSYC 5570 Section 004– Individual Differences in Language and Cognition (3 credits)

Schedule: Tuesdays 12:30PM-3:30PM, Bousfield 378A

Instructor: Jay Rueckl, jay.rueckl@uconn.edu

Course Description

Individual differences in language and cognition have long been of interest to educators and clinicians and are becoming increasingly important to basic science as well. In this course we will explore how the study of individual differences informs and is informed by theory in domains such as speech, reading, learning, memory, and attention. We will also discuss a variety of methodological issues related to the design and analysis of individual-differences experiments. Over the course of the semester, we will discuss research involving behavioral and neuroimaging measures, typical and atypical populations, and children and adults; explore various resources such as publicly available databases and assessment batteries; and consider individual differences and individual-difference assessments from the perspectives of both researchers and practitioners and with regard to diversity, equity, and inclusion concerns. To the extent possible, the course will be structured to allow students to tailor their work to their own research interests and to help them conduct their own individual-differences studies.

Note: Depending on scheduling constraints, the class may meet once per week for 3 hours or twice per week in 1- to 1.5-hour blocks. To help set the schedule, I’ve created a When2Meet poll and I’m asking students who are interested in this course to email me (Jay.Rueckl@uconn.edu) for a link to that poll. Completing the poll carries no obligations and I encourage you to complete the poll if there’s even a non-negligible chance that you’d take the course.

PSYC 6783 Section 001– Tools to Analyze Language (3 credits)

Schedule: Tuesdays and Thursdays, 2PM-3:15PM, BOUS 109

Instructor: Alexandra Paxton, alexandra.paxton@uconn.edu

Course Description

The purpose of this course is to introduce students to the links between natural language and psychological processes. This course is much more applied than theoretical, and it will include a range of ethical, methodological, and practical considerations that researchers weigh when working with natural data.

Reasons for enrolling in the course:

  • Students will learn to work with existing corpora and to build novel corpora, and they will learn to analyze natural language using a range of premade software (e.g., Linguistic Inquiry and Word Count) and programming tools in R (e.g., tidytext). It thus accommodates students with varying degrees of expertise and from diverse backgrounds in the social sciences.
  • A distinctive feature of this course lies in its project-oriented focus, culminating in conference presentations (e.g., Language Fest) and student publications. For example
    • Ikizer et al. (2019). #sendeanlat (You tell it too): Text analysis of tweets about sexual harassment experiences of women in Turkey
    • McCloskey et al. (2022). Strange New Worlds: Comparing Star Trek fanfiction to commercial novels.
    • Pham et al. (2023). What are we fighting for? Lay theories about the goals and motivations of anti-racism activism.
    • Lin et al. (2023). Checking multiple boxes: Themes associated with bicultural identities.
  • This class is valid for students' Quantitative Methods certificates.

Speech, Language, and Hearing Sciences

SLHS 6367 - 001 Topics in Hearing and Speech Science (3 credits)

Schedule: Tuesdays 10AM-12PM, HDC 147

Instructor: Derek Houston, derek.houston@uconn.edu

Course Description

The aim of this course is to help prepare students for successful research careers in the speech, language, and hearing sciences by broadening their knowledge of leading-edge research questions and methodologies and by honing students’ skills of scientific inquiry, research design, and collaboration. These learning objectives will be accomplished by engaging in the following activities:

  • Overview of SLHS: The first two weeks of the semester will serve as a broad survey of the constellation of topics explored within UConn’s department of Speech, Language, and Hearing Sciences. Students may be asked to represent their own labs’ research foci, and faculty will be recruited as necessary to ensure that all areas of the department are represented.
  • Deep Dives: 3-week modules to acquaint students with the research foci and methods employed by a particular researcher in the department. As part of these modules, students will prepare “Future directions follow-up” (FDF) where they will practice developing research ideas across a variety of topics.
  • Impromptu panels: The class will select broad topics and then invite 2-4 clinical and/or research faculty in SLHS to attend class and have open-ended discussions with each other and the students. Potential topics include “Hot Topics in SLHS”, “Concepts ‘known’ in clinical practice but not represented in research”, etc. Following each panel, students will write a 1-page reflection.
  • Planned panels: Students will pair up to develop panels of specific research topics and invite 2-4 participants -- with an emphasis on promoting heterogeneity across divisions (clinical/research and speech/hearing) and career stage (student/faculty) – to prepare brief (5-8 minutes) ‘perspective statements’ and participate in answering prepared questions and engaging in general discussion with each other and students toward potential collaborations, future directions, etc. Following each panel, students will write a 1-page reflection.
  • Guest speakers: A scientist or clinician (potentially from outside of SLHS or UConn) will give a guest-lecture overview of their work and area. Students will write 1-page reflections on what they learned, as well as application towards their own work and interests.
  • Other: This course will be adaptable to student-driven learning goals and initiatives.

It is expected that these activities will help students obtain a fund of knowledge and inquiry skills that will enhance their ability to contribute feedback to current and future colleagues’ research ideas and develop the perspective to be able to develop new interdisciplinary research areas.

This course was co-developed with Shawn Cummings with significant input from other students and faculty.

Welcome Back!

IBACS is pleased to welcome our affiliates back to the 2023/2024 academic year! We are excited to embark on yet another year of cross-disciplinary and collaborative research.   

Please find below some very important Fall 2023 reminders and updates:  

Fall 2023/Spring 2024 Large & Small IBACS Seed Grant Funding  

Effective Sept 1, 2023, we call for Seed Grant applications from affiliates to fund interdisciplinary research consistent with the IBACS Mission. Large Seed Grant (>10K) applications are time-limited to accommodate GA assignment. Fall deadline is October 2nd 2023; Spring deadline is April 1st 2024. Small Seed Grant applications (<10K) are accepted on a rolling basis until funds are exhausted. Seed funding is intended to support direct research costs such as supplies, participant fees, animal costs, and student support. Review criteria seek innovative, novel, and collaborative projects in the field of brain and cognitive sciences. Postdocs can apply, with a faculty mentor as co-PI. Undergraduates are directed to separate academic/summer funding. For more information on the Seed Grant and other funding programs, including allowable costs, please check our website.

IBACS Publication Awards   

The IBACS Publication Award provides a lump-sum up to $1.5K to cover full publication costs, or up to 50% of the costs with a $3K cap on IBACS contribution. The application process is rolling and will close once funds are exhausted. Please visit our award page for more information, including eligibility requirements and the form to apply.     

Summer Graduate Fellowships   

IBACS Summer 2024 graduate fellowship application opens on December 1, 2023, and will close January 30, 2024. Details can be found on the webpage.   

Undergraduate Research Awards 

We will be offering IBACS Undergraduate Research Grants this academic year and during the summer. Please note that our dates have changed from past cycles. The academic year application is now open – the Fall application will close on September 18, 2023, and the Spring app will close on February 6, 2024. A separate email with more information will be sent out soon. Our Summer 2024 application will open on December 1, 2023 and close on January 30, 2024. Please visit our undergraduate fellowships page for more information, including deadlines and instructions, as they become available.  

IBACS Meeting Support 

Please note that our mechanism for applying for meeting support is changing. Instead of applying through our small seed grant application, please visit our meeting support pageIBACS offers meeting, workshop, or conference support (either one-time or recurring) to IBACS affiliates and external/non-profit organizations. The event must relate to the Institute’s mission. The deadline is rolling and funds are limited, so the application will close once funds are exhausted.  

Travel Awards Program  

The IBACS Travel Award Program funds up to ten $500 awards to be used for meeting/conference travel expenses where data will be presented that was directly supported by IBACS. These awards are available to undergraduate and graduate students, as well as post-docs. This program operates with a rolling deadline. Please visit the travel award webpage for more information.      

Arjona Desks Available  

There are desk spaces available for graduate students and sponsored undergraduates working in IBACS-affiliated labs in Arjona 311. Please contact Crystal to sign out a desk.  

Arjona Meeting Space Available   

IBACS has some Arjona meeting spaces available for use by affiliates, including OWL/hybrid support. Room booking requests and OWL reservations should go through Crystal.   

IBACS Soapbox 

Have something you want to share with our affiliates? Please submit to the IBACS soapbox at soapbox.uconn.edu. Anyone can submit on topics such as events, courses, talks, funding opportunities, and more. Our soapbox is sent out on our listserv every Monday at 2pm.  

Refer a Colleague to IBACS  

The Institute is always looking to expand our base of University affiliates, helping researchers network and connect to generate collaborative research.  If you know of others in your department that would like to be affiliated with the Institute, please forward this email or recommend they check out the benefits of affiliation on our IBACS website 

   

Best wishes for a safe and productive year ahead!  

  

John Salamone, Director of Communication and Outreach, IBACS  

Inge-Marie Eigsti, Director of Research, IBACS 

Emily Myers, Director of Training, IBACS 

Crystal Mills, Senior Institute Coordinator, IBACS  

Summer Graduate Fellows 2023

IBACS Summer Graduate Fellowships provide three months of research funding to graduate students working on topics with relevance to the brain and cognitive sciences.

2023 Fellowship Recipients

Alev Ecevitoglu, Psychological Sciences

Current Research: The vast majority of rodent studies on effort-based choice have been conducted in males; however, women are more likely to develop depression than men. Thus, the current study focuses on finding novel treatments by taking a multidisciplinary approach (behavioral and neurochemical) to determine if novel atypical dopamine transporter (DAT) inhibitors can improve motivational dysfunction in female rats. Behavioral assessment of atypical DAT inhibitors: Effort-related motivational functions in female rats. Two novel DAT inhibitors from the NIDA laboratory of Dr. Amy Newman (JJC8-089 and RDS3-094) will be assessed in tests of effort-based decision making using: a) reversal of tetrabenazine-induced low-effort bias as assessed using the concurrent fixed ratio (FR) 5/chow feeding choice task, b) selection of high-effort lever pressing using the concurrent progressive ratio/chow feeding choice task after acute and repeated injections in females. It is hypothesized that both of these compounds will increase the exertion of effort. Pharmacodynamic characterization of the atypical DAT inhibitors in female rats: Microdialysis and pDARPP-32 expression. These compounds will also be tested for their neurochemical effects on nucleus accumbens DA transmission, using microdialysis, and expression of pDARPP-32(Thr34) to provide pre-and postsynaptic measures of DA transmission. It is hypothesized that both compounds will increase extracellular DA and pDARPP-32(Thr34) expression.

Jie Luo, Psychological Sciences

Current Research: My research interests intersect cognitive neuroscience, clinical psychopathology, and translational work in education. My current meta-analysis project, which is part of my Master’s is motivated by the following: (1) While past studies have conducted reviews of EWB neuroimaging studies to find the neural components of EWB, they are primarily qualitative reviews and not quantitative analysis, which may induce investigator bias. (2) EWB is closely associated with outcomes of neuropsychiatric disorders such as depression. By identifying neural components of EWB, we may ultimately understand brain-based phenotypes for predicting and optimizing the outcome of some neuropsychiatric disorders. In my current project and as part of my Master’s project, I plan to go beyond synthesis of the results and the current subjective definition of EWB based on prior observations, and develop a neurally-inspired theory of EWB. My Master's thesis committee includes: Prof. Crystal Park who specializes in clinical psychology, EWB and mind-body interventions, and Prof. Roeland Hancock whose expertise is in cognitive neuroscience and neuroimaging meta-analysis. I have proposed my Master’s project and it has been approved. Two trained individuals independently screened, coded, and quality assessed each paper included in this meta-analysis. I am preparing to submit an abstract for the Association for Psychological Sciences Annual Conference (Washington DC, May 25 28, 2023) based on this work.

Jairo Orea, Physiology and Neurobiology

Current Research: Literature reports an understudied short latency circuit directly inputting MGm from the cochlear nucleus. To begin elucidating this non-cannonical circuit, we performed a preliminary set of injections with a reliable retrograde tracer injected in MGm and observed retrograde labeled cells in the dorsal cochlear nucleus (DCN) and more densely in the ventral cochlear nucleus (VCN). The current literature has only studied them with. anterograde or bidirectional tracers in rat. Therefore, we are now carefully mapping them to create the first set of comprehensively mapped retrograde tracer injections from MGm to the cochlear nucleus. I am continuing to conduct injections to provide more detailed mapping of the cochlear inputs into MGm. Determining these connections will allows us to link this circuit to the fear learning circuitry via genetic Cre-recombinase mediated transsynaptic viral tracing. Our preliminary transsynaptic tracing experiments in the MGB and auditory cortex showed transsynaptic transport and in doing so began delineating the challenges that this emerging technique may bring. It additionally sets novel precedent for a possible transsynaptic circuit from MGm/PIN to cortical cells that project directly to the lateral amygdala We have planned experiments to elucidate this circuit using cutting edge microscopic serial multiplexing technologies to improve single cell characterization and allowing synaptic verification at the electron microscope level.

Aleksandra Rusowicz, Psychological Sciences

Current Research: Continuing my interdisciplinary research in psychology and political science, I am currently working with Dr. Pratto and my secondary advisor, School of Nursing Professor Dr. Natalie Shook, to study prejudice and 2020 vote choice. Dr. Shook previously associated sexism, modern racism, and nationalism with 2016 presidential vote choice (Shook et al., 2020). She has since surveyed a large representative sample at multiple timepoints before and after the 2020 presidential election. We seek to replicate her 2016 findings and expand the study by considering the influence of social dominance orientation (SDO), right wing authoritarianism (RWA; Altemeyer, 1981), and disgust sensitivity on vote choice. I also plan to employ electroencephalography (EEG) to replicate Dr. Shook’s study of biased visual attention (Oosterhoff et al., 2018), which illustrated a positive relationship between disgust sensitivity and social conservatism. Neurophysiological studies have linked neural responses to disgust-inducing stimuli and political ideology (Smith et al., 2011; Ahn et al., 2014). I look to extend this research by grounding findings in social psychology theory (e.g., SDO, RWA) and measuring explicit prejudiced attitudes (e.g., sexism, modern racism). By leveraging my advisors’ theoretical and methodological expertise and my own background in neuroimaging, I aim to conduct a comprehensive interdisciplinary investigation of neurocognitive processes underlying prejudiced political attitudes.

Mohammadamin Saraei, Psychological Sciences

Current Research: Previous research has documented the synchronization of emotional responses in the context of collective action, but the mechanisms underpinning this synchrony are unknown. We do not know whether individuals are attuned to the same stimulus; synchronize to those around them; or engage in a more dynamical interaction where each individual syncs to group-level feedback. This is crucial in terms of understanding emotional contagion as well as the role of scale (group size). To answer this question, I will conduct a naturalistic experiment at UConn’s Islamic Center (ICUC), of which I am a member. At ICUC, members regularly perform collective prayers (Salat), in which the crowd, led by a priest (Imam) engages in synchronized bowing and chanting. In this context, I will use wearable sensors to measure emotional arousal, movement, and spatial proximity between participants. This equipment is unobtrusive, and will not interfere with the natural setting of the ritual. Measurements will be obtained from groups of varying sizes.

For analysis, I will obtain a distance matrix between participants and use Cross-Recurrence Quantification Analysis (CRQA) to measure synchrony between all pairs. This will allow me to determine whether people’s emotional responses are primarily attuned to the leader, their nearest neighbors, or to the group properties, such as the average group

Louisa Suting, Speech, Language, and Hearing Sciences

Current Research: I recently concluded a pilot study that examined the effectiveness of a novel form of aphasia therapy- based on the principles of attentive reading and constraint summarization. The seven-week virtually administered therapy program was completed by five participants with post-stroke aphasia. The study was a multiple-probe, single-subject design in which each of the five participants served as their own control. Language measures included standardized tests (examining aphasia severity, reading comprehension and production, and functional communication) and spoken and written discourse measures (such as number and percent correct information units). Participants who completed the aphasia treatment demonstrated clinically significant improvement on the standardized tests and improved spoken and written discourse at micro-linguistic and macro-linguistic levels. We also collected Resting-State fMRI data at baseline, two weeks post-treatment, and again at the 5-month post-treatment in all the participants. I presented the preliminary findings of the study at the annual meeting of the Academy of Aphasia. In addition to the improvement in language and discourse measures, we also saw significant improvement in network measures, such as within network coherence in multiple resting state networks. Importantly, we found that the improvements in the coherence of the Language Network positively correlated with improvements in language measures.

Olivia Vanegas, Psychological Sciences

Current Research: My proposed project will assess the efficacy of minor cannabinoids for modulating chronic pain and emotionality. Minor cannabinoids are molecules produced by cannabis that share structural homology with the major cannabinoids THC and CBD. Pain shapes behavior in different ways. Therefore, I will use several different pain modalities (i.e., visceral, neuropathic, and inflammatory) as well as new pain-conditioned and pain-depressed measures, in addition to classic pain-stimulated measures, to guard against false positive analgesic effects. For example, I will use a Thermal Gradient Ring, which produces a range of thermal stimuli to shape stimulus-response relations in real-time, and conditioned place preference, which uses repeated drug/environment pairings to assess more subtle, context-specific pain effects and abuse liability. Although chronic pain, addiction, and psychiatric disorders frequently occur concomitantly in humans, they are often studied individually in experimental animal models. Given the well-established effects of THC on emotionality and preliminary data that minor cannabinoids bind to and activate serotonin receptors, it is likely that some minor cannabinoids also reduce anxiety or depression. Thus, I am training in mouse models of anxiety- and depressive-like behaviors to screen select compounds. Overall, my research in the Kinsey lab uses a multidisciplinary approach to investigate the relationship between pain and emotionality.

Tyler Wrenn, Psychological Sciences

Current Research: As a new graduate student in the Markus lab, I am interested in social behavior and observational learning in rats. Since arriving at UConn I learned to train animals in a double operant chamber learning paradigm. I have also been learning to use an AI assisted program to simultaneously track multiple body part of two rats. My planned Masters research involves enhancing the current set-up to acquire larger behavioral data sets and use novel methods of data analysis. To achieve this goal I’ve initiated a collaboration between the Markus and Paxton lab. The plan is to implement these changes and start collecting data in spring and summer 2023.

Announcing *NEW* IBACS Leadership

The IBACS executive committee is thrilled to announce the appointment of three new directors who will assume leadership of the Institute this fall. Their selection culminates from a major visioning process involving community feedback (2021-22), a University-wide request for nominations (fall 2022), a review of qualifications and candidates' willingness to serve, candidate interviews with the executive committee (winter 2023), and a final review of recommendations by the CLAS Dean Juli Wade. 

New IBACS Directors

Emily Myers, Director of Training
Professor of Speech, Language, and Hearing Sciences;
Professor of Psychological Sciences; Perception, Action, and Cognition Research Program

Photo of Emily Myers

Our new Director of Training will work to connect and publicize UConn’s many outstanding training programs in the brain, cognitive, and neurosciences space. Myers will work with leadership of existing programs to build strengths and optimize use of shared resources. She will coordinate with departments to support and grow opportunities for cross-training (e.g., inter- disciplinary training programs that cross over traditional degree programs). She will also manage IBACS Graduate and Undergraduate Student Summer Award programs, and work with the Director of Research to support and coordinate graduate lines (RAs) for students working in our service cores.

John Salamone, Director of Communication and Outreach
Board of Trustees Distinguished Professor of Psychological Sciences; Behavioral Neuroscience Research Program

Our new IBACS Director of Communication and Outreach will manage the outward face of IBACS, including the curation of our website/media presence – both inside and outside the University. John will work to enhance integration and cooperation among departments, programs, and centers critical to the thriving brain, cognitive, and neurosciences space at UConn. This will include improving the coordination of related talk and seminar series, ListServs, etc. Salamone will work to engage new IBACS stakeholders, and to build new interdisciplinary connections and breadth of representation within the Institute and its initiatives. 

Photo of John Salamone

Inge-Marie Eigsti, Director of Research
Professor of Psychological Sciences; Clinical Research Program

Photo of Inge-Marie Eigsti

Our new Director of Research will work to support existing and promote new interdisciplinary research in the brain, cognitive and neurosciences space. Eigsti will strive to increase external funding and sustainability of IBACS-affiliated programs and service cores. She will manage the IBACS Seed Grant Programs and work with IBACS-affiliated service cores in support of their respective missions – including a newly refurbished EEG/eye-tracking lab, and our new Science Alliance Mobile (SAM), which will bring cutting-edge mobile research facilities to new off-campus test sites and outreach locations. She will organize speaker events, and work together with the Director of Training and Director of Communication/Outreach where missions overlap.

All three directors will begin their positions in Fall 2023 and serve three-year terms.

Seed Grant Recipients 2022-2023

IBACS Seed Grants provide funding for collaborative research projects across the brain and cognitive sciences. Seed Grants also support applications for equipment, research workshops, events, and other activities compatible with the mission of the Institute.

2022-2023 Recipients

Learn about the PIs and projects who received IBACS Seed Grants this year.

Yulia Bereshpolova and Maxim Volgusev, Psychological Sciences

Title of Project: Intracellular analysis of thalamic input to visual cortex in awake brain

Visual perception is dramatically influenced by changing level of alertness. While being awake and fully alert is optimal for vision, we still can detect and perceive visual stimuli while drifting to drowsiness and even light sleep states. The goal of our study is to understand how synaptic connections between the thalamus and cortical neurons which are responsible for mediating visual perception are changed during transition from the alert to drowsiness and light sleep and how these changes affect vision.

Xiaojing Wang, Neuroscience, UConn Health

Title of Project: Identifying the Cellular Composition of the Inferior Colliculus

The inferior colliculus (IC) is a major hub in the central auditory system and is implicated in tinnitus and speech processing difficulties. While different cell types in the IC have been identified, an un-biased approach that encompasses all cell types at once is still missing.

This project aims to establish a dataset of the cell types present in the IC of adult mice with normal hearing and after noise-induced hearing loss via single-nucleus RNA sequencing.

Brian Kelley, Neurosurgery, UConn Health

Title of Project: Neuronal Responses to Diffuse Axonal Injury

Diffuse axonal injury (DAI) is a major component of traumatic brain injury-related morbidity. Despite better understanding of DAI mechanisms, there have been minimal improvements in clinical outcomes. Recent basic science experiments show that neurons undergoing DAI within a region close to the cell body do not die. This unanticipated finding prompted the current study’s aim to determine the cellular mechanisms responsible for this observation. We anticipate our results will provide insights into this survival process.

Brittany Lee, Psychological Sciences

Title of Project: Investigating reading disability and comprehension using eye movements

Expository texts are informational texts that are particularly difficult for children to read and comprehend. They place greater cognitive demands on the reader compared to stories, making them especially challenging for children with reading disability. We will measure children's eye movements while they read different kinds of texts to better understand what makes expository comprehension so difficult for children with and without reading disability. With this knowledge, we hope to tailor reading instruction and intervention.

Mallory Perry-Eaddy, Nursing

Title of Project: Pediatric Recovery after sepSIS Treatment and the Microbiome (PERSIST-Microbiome)

Critically ill children who survive the Pediatric Intensive Care Unit are at increased risk of new cognitive dysfunction after they leave the hospital. While specific mechanisms have been considered, the underlying biological reasons are largely unknown. PERSIST-Microbiome aims to explore the potential role of the gut microbiome in critically ill children, especially those with inflammatory conditions such as sepsis and pneumonia, and their recovery after critical illness as it pertains to cognitive outcomes (i.e. gut-brain axis).

Gregory Sartor, Pharmaceutical Sciences

Title of Project: RNA-targeted Therapeutics for Substance Use Disorder

For several years, noncoding RNAs (ncRNAs) have been implicated in drug use and relapse, yet ncRNA-targeted therapeutics have not advanced to clinical studies. The lack of translational progress is largely due to the poor physicochemical properties of established RNA interference approaches. Recent innovations have revealed that small molecules can selectively target ncRNAs and produce physiological effects in vivo. Here, we will test and develop novel, ncRNA-targeted small molecules for the treatment of substance use disorder.

Erika Skoe, Speech, Language, and Hearing Sciences

Title of Project: COVID-19 and Central Nervous System Dysfunction

COVID-19 is a global health crisis impacting the health of millions. While some recover fully, others develop a poorly understood post-viral syndrome characterized by “brain fog.” These symptoms have raised concerns that the virus, or its sequelae, may cause enduring neurocognitive symptoms from central nervous system (CNS) damage. In collaboration with Dartmouth Medical School, this study uses central auditory testing methods to study CNs function in control and patients with Post-Acute COVID Syndrome (PACS).

Ephraim Trakhtenberg, Neuroscience, UConn Health

Title of Project: Novel mechanisms inhibiting axonal regeneration after optic nerve injury

Dr. Trakhtenberg was awarded a seed grant that will fund an exploratory research project aimed at testing a novel hypothesis regarding the molecular mechanisms which inhibit regeneration of injured axons. Axons are the connections through which neurons in the brain communicate with each other over long distances. If these axons are disrupted by trauma or stroke, they will not regenerate spontaneously. In this project we will study the mechanisms which prevent injured axons from regenerating

Pengyu Zong, Neuroscience, UConn Health

Title of Project: Novel therapy for ischemic stroke by targeting TRPM2-PKCy

TRPM2-NMDAR coupling promotes brain injury during stroke, while the underlying mechanism remain unclear. PKCy is an activator for NMDAR. I observed that TRPM2 physically associates with PKCy, and developed a drug to dissociate their binding. I hypothesize that the enhanced activity of NMDAR caused by TRPM2 is mediated by PKCy. In this study, I will test the protective effects of my drug against ischemic neuronal death and brain damage.

Undergraduate Research Award Recipients 2022-2023

The Undergraduate Research Supply Award provides students with funds that they can use toward supplies and other expenses associated with an ongoing independent research project. The Undergraduate Summer Research Award provides funds for students to conduct independent research during the summer session.

Fall 2022 and Spring 2023

Research Supply Award Recipients

  • Poorva Bagchee – Advisor: Joanne Conover
  • Joseph Mooney – Advisor: Geoffrey Tanner
  • Sheela Tavakoli – Advisor: Etan Markus
  • Trevor Religa – Advisor: David Martinelli
  • Linnea Budge – Advisor: Robert Astur
  • Francine Cai – Advisor: Geoffrey Tanner
  • Elton Cross – Advisor: Gerry Altmann
  • Sarah Davey – Advisor: Adrian Garcia-Sierra
  • Bailey Morte – Advisor: Etan Markus
  • Caryssa Drinkuth – Advisor: Gregory Sartor

Summer 2022

Summer Research Award Recipients

  • Karen Alex – Advisor: Holly Fitch
  • Laila Almotwaly – Advisor: Geoffrey Tanner
  • Marissa Birmingham – Advisor: Inge-Marie Eigsti
  • Christopher Engborg – Advisor: Natale Sciolino
  • Mumu Fang – Advisor: Linnaea Ostroff
  • Arden Ricciardone – Advisor: Emily Myers
  • Alyssa Sirisoukh – Advisor: Nicole Landi
  • Nicola Wilk – Advisor: Whit Tabor
  • Julie-Ann Williams – Advisor: Umay Suanda