Immediate pre-learning stress enhances baseline startle response and fear acquisition in a fear-potentiated startle paradigm.
Immediate pre-learning stress enhances baseline startle response and fear acquisition in a fear-potentiated startle paradigm.
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在恐惧增强的惊吓范式中，立即的学前压力增强了基线惊吓反应和恐惧习得。
DOI：
10.1016/j.bbr.2019.111980
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发表时间：
2019
影响因子：
2.7
通讯作者：
Zola
中科院分区：
文献类型：
--
作者：
Riggenbach,MackenzieR;Weiser,JordanN;Mosley,BrianneE;Hipskind,JenniferJ;Wireman,LeightonE;Hess,KelseyL;Duffy,TessaJ;Handel,JulieK;Kaschalk,MacKenzieG;Reneau,KassidyE;Rorabaugh,BoydR;Norrholm,SethD;Jovanovic,Tanja;Zola
大量的研究表明，压力时间依赖性地影响依赖于校园的学习和记忆。特别是，在学习之前立即施加的压力增强了长期记忆，而与学习暂时分开的压力则损害了长期记忆。我们通过研究学习前应激对杏仁核依赖的恐惧条件反射任务的影响，扩展了这些发现。141名健康受试者在完成差异恐惧条件反射之前立即接受了压力（社会评价冷加压试验）或控制操作。然后，参与者分别在24小时和48小时后完成消退和消退记忆测试。应激前立即收购增加基线惊吓反应和增强恐惧学习，证明了更大的恐惧增强惊吓CS +。虽然在第2天的消退训练中没有观察到组间差异，但强调参与者在第3天表现出消退过程受损的证据，这是由获得的组间差异驱动的。重要的是，受试者在第1天对压力源的皮质醇反应与第2天和第3天的CS歧视呈正相关。这些发现表明，恐惧条件反射之前的压力加强了恐惧记忆的形成，并产生了更持久的恐惧记忆，这可能是通过皮质类固醇活性。这样的范例可能有助于理解影响创伤记忆形成的因素。
Extensive work has shown that stress time-dependently influences hippocampus-dependent learning and memory. In particular, stress that is administered immediately before learning enhances long-term memory, while stress that is temporally separated from learning impairs long-term memory. We have extended these findings by examining the impact of immediate, pre-learning stress on an amygdala-dependent fear conditioning task. One hundred and forty-one healthy participants underwent a stress (socially evaluated cold pressor test) or control manipulation immediately before completing differential fear conditioning in a fear-potentiated startle paradigm. Participants then completed extinction and extinction memory testing sessions 24 and 48 h later, respectively. Stress administered immediately before acquisition increased baseline startle responses and enhanced fear learning, as evidenced by greater fear-potentiated startle to the CS + . Although no group differences were observed during extinction training on Day 2, stressed participants exhibited evidence of impaired extinction processes on Day 3, an effect that was driven by group differences in acquisition. Importantly, stressed participants’ cortisol responses to the stressor on Day 1 were positively associated with CS discrimination on Days 2 and 3. These findings suggest that stress immediately before fear conditioning strengthens fear memory formation and produces a more enduring fear memory, perhaps via corticosteroid activity. Such a paradigm could be useful for understanding factors that influence traumatic memory formation.