Zhang Tairan, Zhang Wei, Sun Yuanyuan, Huo Qiang
School of Pharmacy, Bengbu Medical College, Bengbu 233030, China.
Nan Fang Yi Ke Da Xue Xue Bao. 2020 Mar 30;40(3):413-417. doi: 10.12122/j.issn.1673-4254.2020.03.21.
To study the behavioral characteristics of memory maintenance and regression in a mouse model of combined learning and memory training with fluoxetine treatment and explore the neural basis for learning and memory in the barrel area of the brain.
Twenty-six 16-day-old C57 mice were randomized into two equal groups and were given daily intraperitoneal injection of saline (control) or fluoxetine. The mice were subjected to stimulation of the right whiskers using a multi-sensory stimulation simulator and were given simultaneously olfactory stimulation with butyl acetate. In the initial 10 days of the experiment, the mice were given corresponding drug treatment followed by whisker and olfactory stimulations on a daily basis; from day 11 to day 17, only the drugs were administered without the stimulations; on day 18, both the drugs and stimulations were administered. The daily performance of the mice was recorded and analyzed. In the field potential experiment, the left barrel cortex of the mouse brain was selected to record the frequency of field potential signals in response to whisker stimulation.
In the behavioral test, the mice treated with fluoxetine showed greater increments of the frequency and angle of whisker deflection than the control mice ( < 0.01). Compared with the peak levels that occurred on the 10th day, the swing angle and frequency of the whisker deflection decreased on the 17th day decreased in both groups, and the reduction was more obvious in the control group ( < 0.05). During the training on the 18th day, the whisker movement of the mice increased rapidly to the peak level and showed significant differences between the two groups ( < 0.05). In the field potential experiment on the 10th and 17th day, the frequencies of field potential signal in response to whisker stimulation was significantly higher in fluoxetine group than in the control group ( < 0.05).
Combined training of the mice results in the formation of combined memory. Fluoxetine can enhance combined learning and memory abilities and prolong such memories in mice by promoting the function of the barrel cortex cells.
研究氟西汀治疗联合学习记忆训练小鼠模型中记忆维持和消退的行为特征，并探索大脑桶状区学习记忆的神经基础。
将26只16日龄C57小鼠随机分为两组，每组数量相等，分别每日腹腔注射生理盐水（对照组）或氟西汀。使用多感官刺激模拟器对小鼠右侧胡须进行刺激，并同时给予乙酸丁酯嗅觉刺激。在实验的最初10天内，小鼠每日接受相应药物治疗，随后进行胡须和嗅觉刺激；从第11天至第17天，仅给予药物，不进行刺激；在第18天，同时给予药物和刺激。记录并分析小鼠的每日行为表现。在场电位实验中，选择小鼠大脑左侧桶状皮层记录对胡须刺激的场电位信号频率。
在行为测试中，氟西汀治疗组小鼠胡须偏转的频率和角度增量大于对照组小鼠（<0.01）。与第10天出现的峰值水平相比，两组小鼠在第17天胡须偏转的摆动角度和频率均降低，且对照组降低更明显（<0.05）。在第18天的训练过程中，小鼠的胡须运动迅速增加至峰值水平，两组间存在显著差异（<0.05）。在第10天和第17天的场电位实验中，氟西汀组对胡须刺激的场电位信号频率显著高于对照组（<0.05）。
小鼠的联合训练导致联合记忆的形成。氟西汀可通过促进桶状皮层细胞功能增强小鼠的联合学习记忆能力并延长此类记忆。
