Karly

Karly
Lynn English High School
Lynn, MA

Mentors: 
Gabi Drummond & Tamar Paserman
Stanley Center for Psychiatric Research

 

Karly spent her summer exploring how a schizophrenia-associated genetic change might influence brain development before symptoms of disease ever appear. Her project investigated Grin2a, which encodes a component of the NMDA receptor and is important for communication between neurons.

Working with Mia, Karly compared brain tissue from wild-type mice with tissue from mice carrying a Grin2a loss-of-function allele. The students were particularly interested in the critical period, a developmental window when neural circuits remain highly adaptable before becoming more stable. Their goal was to determine whether reduced Grin2a function changes molecular markers associated with the progression and closure of this developmental period.

Karly learned how antibodies and fluorescent labels can transform invisible molecular differences into measurable images. The project examined parvalbumin (PV) and Wisteria floribunda lectin (WFL), then quantified their expression in the hippocampus, prefrontal cortex, somatosensory cortex, and thalamus. Her experimental experience included brain sectioning, tissue staining, antibody-based detection, slide preparation, fluorescence imaging, region-of-interest selection, and quantitative analysis.

At 12 weeks, Grin2a heterozygous mice exhibited fewer PV-positive cells in several brain regions, while WFL expression was decreased in the thalamus. Preliminary observations at eight weeks suggested that developmental differences may emerge earlier, although additional samples are needed.

Karly learned how staining specificity, developmental timing, genotype, and brain region must all be considered when interpreting molecular markers of brain maturation.

Her work contributes to a broader effort to understand schizophrenia as a neurodevelopmental disorder. By connecting genetic risk to measurable changes in developing brain circuits, studies like hers can help researchers identify when and where disease-associated biology begins.

Karly described the summer as both “eye-opening” and “a ton of fun.” Most importantly, working closely with her mentors gave her the chance “to explore what it’s like to work in scientific research outside the classroom” and see firsthand what it feels like to contribute to an active research environment.