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目的观察并比较急性精神应激与生理应激对小鼠行为及学习记忆能力的影响。方法昆明种小鼠24只,随机分为生理应激组、精神应激组和对照组,每组各8只。生理应激组小鼠在MG-3Y型迷宫内接受电击,精神应激组小鼠旁观电击过程,对照组小鼠正常饲养。记录各组小鼠排便、排尿及修饰动作总次数。应激2 h后进行旷场实验,记录小鼠中央格爬行次数、外周格爬行次数、中央格百分比、排便粒数、修饰动作发生次数。采用Morris水迷宫进行定位航行实验和空间搜索实验,评价小鼠的学习记忆能力。结果应激过程中生理应激组小鼠的恐惧行为较精神应激组小鼠更为剧烈。在旷场实验中,精神应激组小鼠直立次数、修饰次数、排便粒数少于对照组(P均<0.05);生理应激组小鼠中央格及外周格爬行次数较精神应激组和对照组显著减少(P均<0.05);生理应激组小鼠中央格爬行次数、中央格百分比少于对照组,直立次数、修饰次数、排便粒数多于精神应激组(P均<0.05)。在Morris水迷宫实验中,精神应激组与生理应激组在不同观察时点逃避潜伏期呈现出先延长后缩短趋势,其中第12次训练时精神应激组逃避潜伏期最长,对照组次之,生理应激组最短(P均<0.05)。精神应激组小鼠平台搜索策略多为随机式;生理应激组和对照组小鼠的平台搜索策略多为边缘式和直线式。结论急性精神应激与生理应激对小鼠行为和学习记忆的影响存在较大差异。急性精神应激小鼠表现为抑郁状态,而急性生理应激小鼠表现为空间探索和活动能力减弱。急性精神应激会干扰学习记忆能力,而急性生理应激会增强学习记忆能力。
Objective To observe and compare the effects of acute mental stress and physiological stress on behavior and learning and memory in mice. Methods Twenty-four Kunming mice were randomly divided into physiological stress group, stress group and control group, with 8 rats in each group. Physiological stress mice were shocked in the MG-3Y maze and shock-stressed rats were observed by shock. The control mice were housed normally. Record the total number of defecation, urination and modification of mice in each group. Open-field experiments were performed after 2 h of stress. The number of crawling in the central grid, the number of outer grid crawling, the percentage of central grid, the number of defecation particles and the number of modification actions were recorded. The Morris water maze was used to conduct positioning navigation experiment and space search experiment to evaluate the learning and memory abilities of mice. Results The stress behavior of physiological stress mice in the fear of behavior than the stress group mice more severe. In open-field test, the numbers of upright, modified and defecation in the stress group were less than those in the control group (all P <0.05). In the physiological stress group, (P <0.05). Compared with the control group, the number of central grid cells in the physiological stress group was less than that in the control group, the numbers of upright, modified and the number of defecation were significantly higher than those in the stress group (P < 0.05). In the Morris water maze test, the evacuation latency of the mental stress group and the physiological stress group showed the first to extend and then shorten the trend at the different observation time points. The 12th training group had the longest escape latency and the second was the control group, Physiological stress group was the shortest (P <0.05). Psychological stress group mice platform search strategy mostly random; Physiological stress group and control group mice platform search strategy mostly edge and linear. Conclusion The effects of acute mental stress and physiological stress on behavior and learning and memory of mice are quite different. Acute mental stress mice show depression, whereas acute physiology stress mice exhibit spatial exploration and reduced activity. Acute mental stress interferes with learning and memory ability, whereas acute physiological stress enhances learning and memory ability.