Department of Psychological and Brain Sciences and Program in Neuroscience, Indiana University, Bloomington, IN 47405, United States.
Neurobiol Learn Mem. 2010 Sep;94(2):263-8. doi: 10.1016/j.nlm.2010.06.004. Epub 2010 Jun 15.
Previously, we showed that neonatal maternal separation impaired eyeblink conditioning in adult rats. This impairment is correlated with increased glucocorticoid receptor (GR) expression in the cerebellar posterior interpositus nucleus, a critical site of learning-related plasticity. To assess whether increased GR expression is responsible for the separation-induced learning impairment, we infused a GR antagonist (mifepristone) or vehicle into the posterior interpositus during eyeblink conditioning in adult male Long-Evans rats that had undergone control rearing or neonatal maternal separation (1h/day, postnatal days 2-14). Rats received standard rearing (control) or neonatal maternal separation (separated; 1h/day on postnatal days 2-14). In adulthood, rats underwent surgery for implantation of recording electrodes in the orbicularis oculi of the left eyelid, a bipolar stimulating electrode dorsocaudal to the left eye, and an infusion guide cannula positioned over the posterior interpositus. Then, rats underwent 10 daily sessions of eyeblink conditioning. Rats in each group received either 0.2microl of mifepristone (2ng in 2% EtOH) or vehicle infusion prior to each eyeblink conditioning session. Mifepristone infusions improved conditioning in separated rats, but impaired control rats' performance. Thus, separation-induced increases in GRs may mediate the learning deficit seen in adult neonatally separated rats.
此前,我们发现新生期母婴分离会损害成年大鼠的眨眼条件反射。这种损害与小脑后中间核中糖皮质激素受体 (GR) 的表达增加有关,小脑后中间核是学习相关可塑性的关键部位。为了评估 GR 表达增加是否是分离引起的学习障碍的原因,我们在成年雄性长耳大鼠中进行了眨眼条件反射,在控制饲养或新生期母婴分离(出生后第 2-14 天每天 1 小时)后,将 GR 拮抗剂(米非司酮)或载体注入后中间核。大鼠接受标准饲养(对照组)或新生期母婴分离(分离组;出生后第 2-14 天每天 1 小时)。成年后,大鼠接受手术,将记录电极植入左眼眼轮匝肌,将双极刺激电极置于左眼背侧,将输注引导套管置于后中间核上方。然后,大鼠进行了 10 天的眨眼条件反射训练。每组大鼠在每次眨眼条件反射训练前接受 0.2μl 米非司酮(2ng 在 2%乙醇中)或载体输注。米非司酮输注改善了分离大鼠的条件反射,但损害了对照组大鼠的表现。因此,分离诱导的 GR 增加可能介导了成年期新生期分离大鼠的学习缺陷。