Spatially informative mPFC principal cells from proficient mice performing an odor guided navigation task.

(A) Mice were performing an odor guided navigation task. We separated analysis into three behavioral phases. During Sampling animals were exposed to an odor. During Outward the animals were moving on the stem and one of the arms (above dashed line). During Reward the animals were in the reward area (below dashed line). (B) Activity maps (computed separately for left and right arm) obtained from 1-photon calcium imaging were tested on significant spatial information (SI) content. Maps of cells with significant SI (example session) are matching between even and odd trials. (C) Example trial in which maximum posterior decoding (crosses) is aligned with true position (green). (D) Root mean square decoding errors (RMSE) for all animals and all session separated for left and right arm trajectories. Cross decoding RMSE (light blue) is still significantly lower than RMSE from shuffling (p<0.02; none in 50 cell index shuffles), indicating a large contribution of left-right invariant, i.e. task phase selective activity. (E) Recordings from an example animal 485 separated into generalized task phase selective cells (left) and goal arm selective cells (right) with left and right activity maps significantly correlated or not. (F) About half of the cells are significantly spatially informative in all animals.

Development of task tuning during learning

(A) Trial counts (mean and standard deviation) over all animals in the learning and learned condition. Recordings in both conditions were limited to 15 minutes, explaining the lower number of trials in the learning group, where animals are still familiarized with the task structure. (B) Fraction of SI cell averaged across animals in the learning and learned condition. Hatched areas indicate proportions significant in both conditions (overlapping cells). (C) Top: Transition between different cell types between learning and learned sessions. Bottom: Amount of GCs and TCs normalized by the number of SI cells for all 4 animals (individual bars) during learning and learned condition. Hatched areas indicate proportions of cells that remain in the same category after learning. (D) Fractions of task cells (during learning) that transitioned to TC, GC and non-SI cells after learning. (E) Fraction of task cells (for the learned condition) that arose from TC, GC and non-SI cells during learning. (F) Example of GCs during learning (in one animal) that became TCs after learning. (G) Fractions of GCs (during learning) that transitioned to TC, GC and non-SI cells with stable (hatched) and non-stable (plain) place field location. A Wilcoxon signed rank test showed significantly larger (p = 0.028, U=0, N=4 animals) stable TCs than non-stable TCs.

Recurring sequence motifs in 1-photon recordings change with learning.

(A) Example population recording of 93 cells. Blue trace indicates population (sum) activity. Significant peaks (above red line) of population activity are identified as bursts. Within a 500 ms around burst peaks, cells are sorted according to the center of mass of the calcium trace. The index sorting is called a sequence. (B) Burst rates combined over all animals for different behavioral states. Correct and Failed correspond to Sampling, Outward and Reward from Fig. 1A, Sleep is derived from intermittent sleep epochs (see Methods), Arena denotes the habituation period where the animal was left in the arena without task (see Methods). Significance is derived from Mann-Whitney U rank tests (see main text). (C) Three example sequence cluster templates (colored) obtained via hierarchical clustering (see Methods) sorted according to first, second, and third cluster. Black sequences are representative cluster members of the cluster for which the cell index sorting was made in the panel. (D) Rastermap visualization [Supp. Figure 3 A; and Stringer et al., 2019] of sequences clusters (colors) for an example dataset from a single animal (478) for all sessions concatenated and sorted according to behavioral condition (Arena habituation, in task during Learning condition, in task during Learned condition, Sleep). Each point represents the time a cell had a calcium transient, with colors indicating the active sequence cluster. Sleep sessions were dispersed throughout but shown here as a concatenated block for visualization purposes. (E, Top) Cluster identity (color) of a populations burst as a function of position on the maze in the learning and learned condition. (E, Bottom) Distributions of cluster identities for all burst in the behavioral phases. (F) Relative frequencies of cluster identities of bursts in one example animal during learning and in the learned condition subdivided for correct and failed trials. (G) Kullback-Leibler (KL) divergence of cluster distributions (as in panel F) for all animals (blue) were obtained by subsampling the number of bursts in the learned conditions to match the number of bursts in the learning conditions (see Methods). Animal-wise shuffles of learning and learned labels in the subsampled histograms are plotted in gray.

Generalized task phase- and goal arm selective sequences are used for replay but not planning.

(A) Fraction of SI sequence clusters (relative to all clusters) combined across animals in the learning and learned condition. Hatched areas indicate proportions significant in both conditions. Significance is tested according to a Wilcoxon signed rank test (p=0.02). (B) Amount of GS and TS clusters normalized by the number of SI clusters for all 4 animals (individual bars) during learning and learned condition. Hatched areas indicate proportions of clusters remaining in the same category after learning. (C) Fraction of bursts attributed to GS, TS and non-SI sequence clusters during different behavioral phases. The majority of bursts is not selective to behavioral parameters except in the outward phase, where about half of the bursts are associated with behavior. (D) Fractions of GCs and TCs contributing to bursts of the different cluster types and different behavioral phases. (E) Histogram of distances between field peaks of the cluster and the field peaks of the contributing cells for all SI clusters (blue). Distances between field peaks of all SI cells and all sequence clusters (across cluster) are shown in red. Clusters are called significantly cell induced if their absolute across cluster distances are significantly larger than the within cluster differences according to a one-sided Mann-Whitney U rank test. (F) Fraction of cell induced clusters (see panel E) during the learned condition. Number on top of bars indicate total numbers of clusters of that type over all animals. (G) Examples of decoding during bursts. Posterior is color coded (max normalized). Crosses indicate maximum posterior, green dots the true position of the animal in the respective time bin (50 ms). Top: Example during outward phase; Middle: example during reward phase; Bottom: example from odor sampling phase. (H) Distribution of z-scored rank order correlation coefficients between time bin and decoded position (trajectory scores) in each burst during sampling (left column), outward (middle column) and reward (right column) phase for generalized task phase-selective (top row), goal arm-selective (middle row) and non-SI (bottom row) clusters. Z-Scoring was performed using mean and standard deviation of a distribution obtained from randomly shuffling cell indices. Red dashed line indicates the median, P values are derived from a Wilcoxon signed rank test. (I) Distribution of RMSE from the outward phase over all animals (Red line indicates median).

(A) Ratios of correct trials theanimals included in the study (487, 418, 483, 485). The dashed horizontal line at 0.70 indicates the criterion used to distinguish between learning and learned sessions. (B) Total duration of recordings spent in behavioral epochs for individual animals during habituation (arena), task learning, task learned, and sleep.

(A) Cumulative correct trial numbers of individual animals (478, 481, 483, 485) for left and right runs during learning and after learning (learned). (B) Fraction of SI cells in the learning and learned condition. Same as figure 2B, but shown separately for individual animals. Only correct trials are shown and used in the analysis. (C) Transitions of cell identity between learning and learned condition, presented for individual animals.

(A) Rastermap visualization [Stringer et al., 2019] (embedding dimension = 1, n_X=60) of clustered sequences for an example dataset from a single animal for all sessions in the learned condition concatenated. Each point represents the time a cell had a transient within a sequence, with colors indicating the sequence cluster. (B) Rastermap visualization of data from three more individual animals (482, 483, 485), including habituation and sleep sessions as in Fig. 3 D. Sleep sessions were dispersed throughout but shown here as a concatenated block for visualization purposes.

(A) Fraction of SI sequence clusters (relative to all clusters) for individual animals (478, 482, 483, 485) in the learning and learned condition. Hatched areas indicate proportions significant in both conditions. (B) Transitions of cluster identity between learning and learned condition, presented for individual animals and for the merged data of all animals. (C) Histogram of distances between field peaks of the cluster and the field peaks of the contributing cells. Same as Figure 4E, but shown separately for individual animals. (D) Additional examples of decoding during bursts from different behavioral phases and cluster types. Same as Fig. 4G. (E) Distribution of behavioral correlations during learning. Same as Fig. 4H for the sessions in the learning condition.