Hotchkiss Brain Institute, Faculty of Medicine, University of Calgary, Calgary, AB, Canada, T2N 4N1.
J Exp Biol. 2014 Jan 1;217(Pt 1):76-83. doi: 10.1242/jeb.089441.
Stress alters adaptive behaviours such as learning and memory. Stressors can either enhance or diminish learning, memory formation and/or memory recall. We focus attention here on how environmentally relevant stressors alter learning, memory and forgetting in the pond snail, Lymnaea stagnalis. Operant conditioning of aerial respiration causes associative learning that may lead to long-term memory (LTM) formation. However, individual ecologically relevant stressors, combinations of stressors, and bio-active substances can alter whether or not learning occurs or memory forms. While the behavioural memory phenotype may be similar as a result of exposure to different stressors, how each stressor alters memory formation may occur differently. In addition, when a combination of stressors are presented it is difficult to predict ahead of time what the outcome will be regarding memory formation. Thus, how combinations of stressors act is an emergent property of how the snail perceives the stressors.
压力会改变学习和记忆等适应行为。压力源既可以增强也可以削弱学习、记忆形成和/或记忆回忆。我们在这里关注的是环境相关压力源如何改变池塘蜗牛（Lymnaea stagnalis）的学习、记忆和遗忘。空气呼吸的操作性条件作用会导致联想学习，从而可能导致长期记忆（LTM）的形成。然而，个体生态相关压力源、压力源组合和生物活性物质会改变学习是否发生或记忆是否形成。虽然由于暴露于不同的压力源，行为记忆表型可能相似，但每个压力源改变记忆形成的方式可能不同。此外，当呈现组合压力源时，很难提前预测记忆形成的结果。因此，压力源组合的作用方式是蜗牛感知压力源的一种新兴特性。
