Impact of Stress and Glucocorticoids on Schema-Based Learning
Impact of Stress and Glucocorticoids on Schema-Based Learning
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DOI：
10.1038/npp.2016.256
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发表时间：
2017-05-01
影响因子：
7.6
通讯作者：
Schwabe, Lars
中科院分区：
文献类型：
--
作者：
Kluen, Lisa Marieke;Nixon, Patricia;Schwabe, Lars
先前存在的知识，即一种“图式”，有助于图式相关信息的编码、巩固和提取。这种基于图式的记忆是各种教育形式的关键，并为新信息和先验知识的整合提供了有趣的见解。众所周知，压力对记忆过程有重大影响，主要是通过糖皮质激素和儿茶酚胺的作用。然而，压力以及这些主要的压力介质是否会影响基于图式的学习则完全未知。为了解决这个问题，我们进行了两项实验，在实验中，参与者在第一天获得一个图式，并在第二天学习与图式相关以及与图式无关的信息。在第一项实验中，参与者在基于图式的记忆测试之前立即或大约25分钟接受压力或对照处理。第二项实验测试糖皮质激素和/或去甲肾上腺素能激活是否足以调节基于图式的记忆。为此，参与者在完成基于图式的记忆测试之前口服安慰剂、氢化可的松、α2 - 肾上腺素受体拮抗剂育亨宾（会导致去甲肾上腺素刺激增加），或者两种药物都服用。我们的数据表明，无论压力暴露的确切时间如何，压力都会损害基于图式的学习，而不影响与图式无关信息的学习。服用氢化可的松后也得到了非常相似的效果，但服用育亨宾没有。这些数据表明，压力会破坏参与者在学习过程中利用先验知识的能力，并且糖皮质激素激活足以产生这种效果。我们的研究结果为压力和应激激素对人类记忆动态的影响提供了新的见解，并具有重要的实际意义，特别是在教育方面。
Pre-existing knowledge, a 'schema', facilitates the encoding, consolidation, and retrieval of schema-relevant information. Such schema-based memory is key to every form of education and provides intriguing insights into the integration of new information and prior knowledge. Stress is known to have a critical impact on memory processes, mainly through the action of glucocorticoids and catecholamines. However, whether stress and these major stress mediators affect schema-based learning is completely unknown. To address this question, we performed two experiments, in which participants acquired a schema on day 1 and learned schema-related as well as schema-unrelated information on day 2. In the first experiment, participants underwent a stress or control manipulation either immediately or about 25 min before schema-based memory testing. The second experiment tested whether glucocorticoid and/or noradrenergic activation is sufficient to modulate schema-based memory. To this end, participants received orally a placebo, hydrocortisone, the alpha 2-adrenoceptor-antagonist yohimbine, leading to increased noradrenergic stimulation, or both drugs, before completing the schema-based memory test. Our data indicate that stress, irrespective of the exact timing of the stress exposure, impaired schema-based learning, while leaving learning of schema-unrelated information intact. A very similar effect was obtained after hydrocortisone, but not yohimbine, administration. These data show that stress disrupts participants' ability to benefit from prior knowledge during learning and that glucocorticoid activation is sufficient to produce this effect. Our findings provide novel insights into the impact of stress and stress hormones on the dynamics of human memory and have important practical implications, specifically for educational contexts.