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在情境恐惧条件反射的两阶段训练任务中,在电击训练阶段之前或之后将利多卡因注入背侧海马体,会损害条件性僵住反应。

Infusion of lidocaine into the dorsal hippocampus before or after the shock training phase impaired conditioned freezing in a two-phase training task of contextual fear conditioning.

作者信息

Chang Shih-Dar, Chen Der-Yow, Liang K C

机构信息

Department of Psychology, National Taiwan University, 1 Roosevelt Road, Section 4, Taipei 106, Taiwan, ROC.

出版信息

Neurobiol Learn Mem. 2008 Feb;89(2):95-105. doi: 10.1016/j.nlm.2007.07.012. Epub 2007 Sep 6.

Abstract

Learning in a contextual fear conditioning task involves forming a context representation and associating it with a shock. The dorsal hippocampus (DH) is implicated in representing the context, but whether it also has a role in associating the context and shock is unclear. To address this issue, male Wistar rats were trained on the task by a two-phase training paradigm, in which rats learned the context representation on day 1 and then reactivated it to associate with the shock on day 2; conditioned freezing was tested on day 3. Lidocaine was infused into the DH at various times in each of the two training sessions. Results showed that intra-DH infusion of lidocaine shortly before or after the context training session on day 1 impaired conditioned freezing, attesting to the DH involvement in context representation. Intra-DH infusion of lidocaine shortly before or after the shock training session on day 2 also impaired conditioned freezing. This deficit was reproduced by infusing lidocaine or APV (alpha-amino-5-phosphonovaleric acid) into the DH after activation of the context memory but before shock administration. The deficit was not due to drug-induced state-dependency, decreased shock sensitivity or reconsolidation failure of the contextual memory. These results suggest that in contextual fear conditioning integrity of the DH is required for memory processing of not only context representation but also context-shock association.

摘要

在情境恐惧条件反射任务中的学习涉及形成情境表征并将其与电击相联系。背侧海马体(DH)与情境表征有关,但它是否也在情境与电击的关联中起作用尚不清楚。为了解决这个问题,采用两阶段训练范式对雄性Wistar大鼠进行该任务训练,即大鼠在第1天学习情境表征,然后在第2天重新激活该表征并使其与电击相关联;在第3天测试条件性僵住反应。在两个训练阶段的不同时间将利多卡因注入DH。结果显示,在第1天情境训练前或训练后不久向DH内注入利多卡因会损害条件性僵住反应,证明DH参与情境表征。在第2天电击训练前或训练后不久向DH内注入利多卡因也会损害条件性僵住反应。在情境记忆激活后但电击施加前向DH内注入利多卡因或APV(α-氨基-5-磷酸戊酸)可重现这种缺陷。这种缺陷并非由药物诱导的状态依赖性、电击敏感性降低或情境记忆的重新巩固失败所致。这些结果表明,在情境恐惧条件反射中,DH的完整性不仅对于情境表征的记忆处理而且对于情境-电击关联的记忆处理都是必需的。

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