Korz Volker, Frey Julietta U
Department of Neurophysiology, Leibniz-Institute for Neurobiology, D-39118 Magdeburg, Germany.
Neuron Glia Biol. 2004 Aug;1(3):253-61. doi: 10.1017/S1740925X05000153.
In earlier studies we have shown that a protein-synthesis-independent, early, long-term potentiaton (early-LTP) that lasts up to 4-5 hours can be transformed (reinforced) into a protein-synthesis-dependent late-LTP that lasts > or = 8 hours by either an emotional challenge (e.g. swim stress) or mastering a cognitive task (e.g. spatial learning). In the present study we show that LTP-reinforcement by spatial training depends on the specific constraints of the learning paradigm. In a holeboard paradigm,LTP-reinforcement is related to the formation of a lasting reference memory whereas water-maze training gives more heterogenous results. Thus, cognitive aspects interfere with emotionally challenging components of the latter paradigm. These data indicate that different spatial-learning tasks are weighted distinctly by the animal. Thus, we show that aspects of specific spatial learning paradigms such as shifts of attention and emotional content directly influence functional plasticity and memory formation.
在早期研究中，我们已经表明，一种不依赖蛋白质合成的早期长期增强作用（早期LTP），可持续长达4 - 5小时，通过情感挑战（如游泳应激）或掌握认知任务（如空间学习），可以转化（增强）为依赖蛋白质合成的晚期LTP，其持续时间≥8小时。在本研究中，我们表明空间训练对LTP的增强作用取决于学习范式的特定限制。在洞板范式中，LTP增强与持久参考记忆的形成有关，而水迷宫训练则产生更具异质性的结果。因此，认知方面会干扰后一种范式中具有情感挑战性的成分。这些数据表明，不同的空间学习任务被动物赋予了明显不同的权重。因此，我们表明特定空间学习范式的各个方面，如注意力转移和情感内容，直接影响功能可塑性和记忆形成。
