Locus coeruleus catecholamines link neuroticism and vulnerability to tau pathology in aging

More than 6 million people in the U.S. are living with Alzheimer’s disease in 2022. The prevalence of this neurodegenerative disease has prompted scientists to study the factors that may increase someone’s risk for developing Alzheimer’s disease. Higher neuroticism is a well-known dementia risk factor, which is associated with disordered stress responses. The locus coeruleus, a small catecholamine-producing nucleus in the brainstem, is activated during stressful experiences. The locus coeruleus is a centerpiece of developing models of the pathophysiology of Alzheimer’s disease as it is the first brain region to develop abnormal tau protein, a hallmark feature of the disease. Chronic activation of stress pathways involving the locus coeruleus and amygdala may promote tau spread, even in cognitively normal older adults. This leads to the question of whether high-neuroticism individuals show non-optimal affective function, altered locus coeruleus neurotransmitter function, and greater tau accumulation.  Researchers in the Neurochemistry and Cognition Lab, led by Dr. Anne Berry set out to answer this question.LC blog post figurePhD candidate Jourdan Parent examined relationships among personality traits, locus coeruleus catecholamine neurotransmitter function, and tau burden using positron emission tomography imaging in cognitively normal older adults. She found that lower locus coeruleus catecholamine function was associated with higher neuroticism, more depressive symptoms, and higher tau burden in the amygdala, a brain region implicated in stress and emotional responses. Exploratory analyses revealed similar associations with low trait conscientiousness, a personality trait that is also considered a risk factor for dementia. Path analyses revealed that high neuroticism and low conscientiousness were linked to greater amygdala tau burden through their mutual association with low locus coeruleus catecholamine function. Together, these findings reveal locus coeruleus catecholamine function is a promising marker of affective health and pathology burden in aging, and that this may be a candidate neurobiological mechanism for the effect of personality on increased vulnerability to dementia.


Locus coeruleus catecholamines link neuroticism and vulnerability to tau pathology in aging. Jourdan H.Parent, Claire J.Ciampa, Theresa M. Harrison, Jenna N. Adams, Kailin Zhuang, Matthew J.Betts, Anne Maass, Joseph R. Winer, William J. Jagust, Anne S. BerryNeuroImage, 30 September 2022, 119658.

 

Divisional Prize Instructors design & teach new classes

The University Prize Instructorships have been a great opportunity for our graduate students to gain experience designing and teaching their own class, and a great opportunity for our undergraduates to engage in learning new areas with a great instructor. When the UPIs were put on hiatus during the pandemic, the Division of Science stepped in to keep this opportunity going for our community. We are really excited for the new courses that will be taught by Xin Yao Lin and Narges Iraji in the Spring 2022 semester- “Science versus Science Fiction” by Narges Iraji, and “Technology Use and Well-Being: Multidisciplinary Perspectives”.

Xin Yao Lin

Xin Yao LinI am very honored and delighted to receive the Divisional Prize Instructorship. I am currently a 5th-year psychology PhD student and I will be teaching a psychology course entitled “PSYC 55B: Technology Use and Well-Being: Multidisciplinary Perspectives” in the spring of 2022. The increase in technology use is changing how we connect, feel, and act. We are relying on technology more than ever, but whether the increased usage of technology is beneficial or detrimental to well-being has been controversial. Drawing on perspectives from psychology, neuroscience, computer-human interaction, and public health, this course explores the positive and negative impact of technology usage on our well-being across the lifespan. We will examine technology use in computer-mediated communication (e.g., smartphone, social media, internet, social apps), mHealth and telehealth, gaming, and other technology trends (e.g., Artificial intelligence, robots, virtual reality), and will explore how these technologies influence social life, adult development and aging, and health/health behavior (e.g., physical activity, diet, sleep).

I am very thankful for this opportunity provided by the Division of Science, and for my mentors and peers who have provided feedback and supported me along the way. I look forward to teaching this course and engaging students with how technology influences our social life, how we develop and age, and our health/health behavior.

Narges Iraji

Narges IrajiThe course Science and Science Fiction, designed for students with little to no science or math background, encourages conversations around science within the context of culture. Reading the works of science fiction by a diverse group of authors and discussing the science and imagination in them illuminates the inseparability of science from its human nature. I hope that this approach not only bridges the materials taught in class and the outside world but also sparks a curiosity that goes beyond the classroom.

Our inner urge to observe, decode patterns, and predict has existed well past the modern times and so has our passing of knowledge to the future in the form of storytelling. The combination of imagination and science is nothing new but the access to both, who can imagine and who can be a scientist, has changed throughout history. During the course, the students will read, discuss, and write about science fiction stories that inspire questions and problems which call for mathematical modeling. After becoming more familiar with some well-known mathematical models in areas such as population modeling and epidemiology, the students start working on a final project. They will formulate a question related to what they are passionate or curious about and pursue the answer using the tools that they have gained from the course. The goal is not to solve the problem, but to gain some insight into the steps required in doing so.

Teaching a University Prize Instructorship course has been a dream of mine since I heard about this opportunity in my first or second year. I am grateful for this, and thankful to all those who are helping me along the way. Numerous challenges follow developing a course, and while being one of the greatest projects that I have taken on, it has tested my patience a few times. I hope that after serving as a University Prize Instructorship instructor, I can help other graduate students who are interested in this opportunity by sharing some resources, such as information on inviting speakers or reserving classrooms with computers. My experience as a graduate student in physics and my research in the field of mathematical biology have truly led me to a new perspective. I now look around and find questions in all that I observe knowing someone else might have already started working on the answer. The course, Science and Science Fiction, encapsulates one of my attempts to pass this curiosity about the universe and life forward.

Lachman & Brandeis participating in multi-site Center for AI-technology to support aging in place

Margie LachmanThe National Institute on Aging has funded a new Center, the Massachusetts AI and Technology Center for Connected Care in Aging and Alzheimer’s Disease (MassAITC) for $20 million over 5 years. Based at the University of Massachusetts Amherst, it also includes investigators from Brigham and Women’s and Massachusetts General Hospitals, Northeastern University, and Brandeis University. Margie E. Lachman, the Minnie and Harold Fierman Professor of Psychology, is the PI of the Center’s Aging Pilot Core. This Pilot core will fund several pilot grants each year. Lachman is also director of the Lifespan Lab and the Boston Roybal Center at Brandeis.

The MassAITC focuses on  the development, validation, and translation of AI and technologies to bridge the information gap between patients, caregivers, and clinicians to support successful aging at home. The Pilot program will focus on testing technology solutions that address key risk factors facing older adults such as obesity, high blood pressure, sleep disorders, depression, loneliness, anxiety, falls, and a sedentary lifestyle. Technology-based interventions are a promising way to improve quality of life, enhance individual choices, reduce caregiver stress, and cut healthcare costs in older adults.

Additionally, Lachman recently received the Distinguished Mentorship in Gerontology Award from the Gerontological Society of America. This award is given to an individual who has fostered excellence in, and had a major impact on, the field by virtue of their mentoring, and whose inspiration is sought by students and colleagues.

New Undergraduate Engineering Science Program Approved

Technology is central to our society. Universities play a key role as innovation hubs in new technology development, by linking knowledge creation, workforce development and commerce. After a multi-year planning process with Brandeis stakeholders and Engineering education experts, the Brandeis Faculty and Board of Trustees has approved the creation of a distinctively Brandeisian undergraduate Engineering Science program, designed for ABET accreditation. Unlike other models in which Engineers are siloed in their own department or school, this interdepartmental program is designed to  maximize horizontal integration across and beyond the Sciences.  All hands are now on deck to make this program a reality.  Institutional Advancement is working closely with faculty to raise the funds necessary to meet our ambitious goals.

Science Engineering LogoTo build up this program, we will  capitalize on the existing synergy between the life and physical sciences, while enhancing core research areas with an emphasis on translating basic research to technological applications.  Our goal is to integrate the engineering curriculum with the social justice mission that is integral to Brandeis. We envision providing opportunities for our students and faculty to deeply engage in science, design, and problem-solving while participating in a curriculum and culture that grapples with issues of social justice, business ethics and sustainability. The curriculum will be designed with these aspirations by engaging faculty from all of arts and sciences, IBS and Heller.  Ultimately, we hope that this new program will give our students the tools to intervene in the world and challenge them to build a better one.

We welcome input from our friends and alums as we begin to engage in the task of building up this exciting new program.

SPROUT and I-Corps Applications are Open

Sprout logoThe Brandeis Innovation SPROUT and I-Corps programs offer support for bench and non-bench research. Both programs offer funding in different amounts, mentorship, training and help in further exploring the commercial potential of inventions. SPROUT supports bench research, while I-Corps emphasizes training for both bench and non-bench researchers in developing the commercial potential of discoveries, with small grants and extensive training programs. You can apply to one or both programs.

  • If you have a technology / solution that you have started developing and you would like to get funding for it via SPROUT and/or I-Corps, then please complete this form
  • If you do not already have a technology, then you can complete this form to qualify for the I-Corps training program and be matched with a team

Icorps logo

SPROUT teams will get the chance to qualify for up to $30,000 in funding. The I-Corps program provides entrepreneurial training and covers the core of commercializing a technology or building a startup. It comes with an NSF $750 travel and training stipend and an NSF I-Corps certificate/digital badge.

Apply by February 25, 2020 at 11:59PM

Alumni and Student Researchers Wow Crowd at 2019 SciFest

With a new alumni symposium in the morning and a poster session filling three floors of the Science Center atrium in the afternoon, this year’s SciFest IX set a new standard for Brandeis Science’s annual celebration of undergraduate research.

SciFest 2019

Photos: Heratch Ekmekjian

Since 2011, a poster session featuring the results from ongoing projects belonging to undergraduates doing science research has been the high point of summer in the Division of Science at Brandeis. This year, for the first time, we invited Brandeis alumni scientists to speak in a morning symposium entitled “A Celebration of Brandeis’ Undergraduate Science Education”, including:

Students and faculty in the audience were treated to a history of Brandeis and reflections on many of the Brandeis professors and courses that set them on their career path and whose influence persists to the present in how they approach their science, and on lessons they learned that continue to guide their work.

After lunch in the campus center, the crowd climbed up to the Shapiro Science Center for the poster session. 123 students presented 117 posters on topics from high-energy physics to biomaterials and from quantum chemistry to fruit fly behavior. As President Ron Liebowitz noted in an email to the Science community after the event:

The energy in Shapiro during the poster session was electric.  The students’ confidence and excitement over sharing their research can only give us great optimism about the future: they are “all in” when it comes to doing basic research, but also seeing how such research can be applied in the name of helping others.

Many of the posters can be found in the hallway in Gerstenzang – look for them when classes start again in a few weeks!

SciFest IX by the numbers

  • 117 posters
  • 123 student presenters (out of approx. 210 summer student researchers)
    • 105 Brandeis students
      • 99 presenting research done on campus
      • 6 presenting work done over the summer off-campus
    • 18 visiting students
  • 45 Brandeis faculty advisors from 7 departments
    • Biochemistry (7)
    • Biology (18)
    • Chemistry (8)
    • Computer Science (1)
    • Physics (6)
    • Psychology (5)
    • Sociology (1)

Protected by Akismet
Blog with WordPress

Welcome Guest | Login (Brandeis Members Only)