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慢性束缚应激对SD和Wistar大鼠学习记忆能力的影响
引用本文:王逸,卢聪,宋广青,陈怡西,武宏伟,王琼,曲丽娜,李莹辉,刘新民. 慢性束缚应激对SD和Wistar大鼠学习记忆能力的影响[J]. 实验动物与比较医学, 2014, 22(2): 40-44
作者姓名:王逸  卢聪  宋广青  陈怡西  武宏伟  王琼  曲丽娜  李莹辉  刘新民
作者单位:北京协和医学院 中国医学科学院药用植物研究所,中国医学科学院药用植物研究所
基金项目:人参益智药效与基因/蛋白表达谱关联规律合作研究(2011DFA32730);模拟失重认知功能受损动物模型的建立(SMFA10K01);中长期航天飞行所致应激损伤评价与防护关键技术研究(BWS11J052)
摘    要:
目的 探讨慢性束缚应激对Wistar、SD两种品系大鼠学习记忆能力的影响,为应激模型中实验动物的选择提供依据。方法 对两种品系大鼠(Wistar、SD)采用每天束缚10小时束缚28天建立慢性应激模型。采用物体认知新物体识别实验和Morris水迷宫空间学习、工作记忆行为学检测方法,观察束缚应激对两种品系实验动物学习记忆能力的影响。结果 束缚28天后,物体识别实验中,Wistar、SD模型组的辨别指数(discrimination index,DI)均低于对照组,但只有SD两组间存在显著差异(P<0.05);水迷宫空间学习阶段,SD模型组潜伏期高于对照组,第5天出现显著差异(P<0.05),而Wistar模型组与对照组间的潜伏期没有差异;水迷宫工作记忆阶段,SD大鼠模型组与正常组比较,潜伏期显著增加(P<0.05),Wistar模型大鼠的潜伏期与对照组比较没有显著差异。结论 新物体识别实验和水迷宫实验,这两种反应动物不同学习记忆能力的行为学实验结果都表明,慢性束缚应激(10 h,28 d)对SD大鼠学习记忆能力的损伤较Wistar大鼠明显。 因此,在Wistar和SD 两种实验品系大鼠中,SD大鼠可能更适合作为慢性应激所致学习记忆损伤动物模型。

关 键 词:Sprague-Dawley大鼠;Wistar大鼠;束缚应激;新物体识别;水迷宫;空间记忆;工作记忆;学习记忆
收稿时间:2013-10-18
修稿时间:2014-01-20

Effects of chronic restraint stress on learning and memory in SD and Wistar rats
WANG Yi,LU Cong,SONG Guang-qing,CHEN Yi-xi,WU Hong-wei,WANG Qiong,QU Li-n,LI Ying-hui and LIU Xin-min. Effects of chronic restraint stress on learning and memory in SD and Wistar rats[J]. Laboratory Animal and Comparative Medicine, 2014, 22(2): 40-44
Authors:WANG Yi  LU Cong  SONG Guang-qing  CHEN Yi-xi  WU Hong-wei  WANG Qiong  QU Li-n  LI Ying-hui  LIU Xin-min
Affiliation:Institute of Medicinal Plant Development, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100193, China;Institute of Medicinal Plant Development, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100193, China;Institute of Medicinal Plant Development, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100193, China;Luzhou Medical College, Luzhou 646000;Institute of Medicinal Plant Development, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100193, China;Institute of Medicinal Plant Development, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100193, China;Luzhou Medical College, Luzhou 646000;China Astronaut Research and Training Center, State Key Lab of Space Medicine Fundamentals and Application, Beijing 100094;China Astronaut Research and Training Center, State Key Lab of Space Medicine Fundamentals and Application, Beijing 100094;Institute of Medicinal Plant Development, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100193, China
Abstract:
Objective To investigate the effects of chronic restraint stress on learning and memory in Wistar and Sprague-Dawley (SD) rats. Methods Healthy adult male Wistar rats (n=6) and Sprague-Dawley rats (n=6) were subjected to restraint stress 10 h daily for 28 days. After that, all rats were tested for recognition memory by novel object recognition test, and spatial memory and working memory by Morris water maze test. Results After restraint for 10 h daily for 28 days, the restraint rats of the two strains demonstrated lower discrimination index(DI)than the control group, but only SD rats showed significant difference (P<0.05). The restraint SD rats showed higher escape latency than the control rats, and on the 5th day the difference became significant (P<0.05), and there was no significant difference between Wistar restraint and control rats. The working memory test showed that restraint SD rats exibited longer escape latency than the control rats (P<0.05), while Wistar rats didn''t show significant difference between the two groups. Conclusions The results of this study demonstrate that the impairments of learning and memory in SD rats subjected to restraint 10 hour per day for 28 days are more serious than that in the Wistar rats. Therefore, SD rats may be a better choice as an animal model to study the effects of chronic restraint stress on learning and memory impairment.
Keywords:Wistar rat   Sprague-Dawley rat   Restraint stress   Novel-object recognition test   Morris water maze test   Spatial memory   Working memory
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