Department of Pharmacology and Pharmacotherapy, Semmelweis University, 1089 Budapest, Hungary.
Institute of Cognitive Neuroscience and Psychology, Hungarian Academy of Sciences, 1117 Budapest, Hungary.
J Integr Neurosci. 2022 Jan 28;21(1):12. doi: 10.31083/j.jin2101012.
: In the framework of a larger project aiming to test putative cognitive enhancer drugs in a system with improved translational validity, we established a rodent test battery, where different, clinically relevant cognitive domains were investigated in the same animal population. The aim of the current study was to check whether performances in the different tasks representing different cognitive functions are assay-specific or may originate in an underlying general learning ability factor. : In the experiments 36 Long-Evans and 36 Lister Hooded rats were used. The test battery covered the following cognitive domains: attention and impulsivity (measured in the 5-choice serial reaction time task), spatial memory (Morris water-maze), social cognition (cooperation task), cognitive flexibility (attentional set shifting test), recognition memory (novel object recognition) and episodic memory (water-maze based assay). The outcome variables were analyzed by correlation analysis and principal component analysis (PCA). The datasets consisted of variables measuring learning speed and performance in the paradigms. From the raw variables composite variables were created for each assay, then from these variables a composite score was calculated describing the overall performance of each individual in the test battery. : Correlations were only found among the raw variables characterizing the same assay but not among variables belonging to different tests or among the composite variables. The PCAs did not reduce the dimensionality of the raw or composite datasets. Graphical analysis showed variable performance of the animals in the applied tests. : The results suggests the assay outcomes (learning performance) in the system are based on independent cognitive domains.
在一个旨在提高转化有效性的更大项目框架内，我们建立了一个啮齿动物测试组合，在同一动物群体中研究不同的、与临床相关的认知领域。本研究的目的是检查代表不同认知功能的不同任务的表现是否是特定于测定的，或者是否可能源于潜在的一般学习能力因素。
在实验中，使用了 36 只长耳大野鼠和 36 只李斯特 Hooded 大鼠。测试组合涵盖了以下认知领域：注意力和冲动性（在 5 选择连续反应时间任务中测量）、空间记忆（莫里斯水迷宫）、社会认知（合作任务）、认知灵活性（注意定势转移测试）、识别记忆（新物体识别）和情景记忆（基于水迷宫的测定）。通过相关分析和主成分分析（PCA）对结果变量进行分析。数据集包括测量学习速度和范式中表现的变量。从原始变量中为每个测定创建了组合变量，然后从这些变量中计算了一个综合得分，描述了每个个体在测试组合中的整体表现。
仅在描述同一测定的原始变量之间发现了相关性，而不是在属于不同测试的变量之间或在组合变量之间发现了相关性。PCA 没有降低原始或组合数据集的维数。图形分析显示了动物在应用测试中的可变表现。
结果表明，该系统中的测定结果（学习表现）基于独立的认知领域。
