The imposition of, but not the propensity for, social subordination impairs exploratory behaviors and general cognitive abilities.
The imposition of, but not the propensity for, social subordination impairs exploratory behaviors and general cognitive abilities.
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DOI：
10.1016/j.bbr.2012.04.017
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发表时间：
2012-06-15
影响因子：
2.7
通讯作者：
Matzel, Louis D.
中科院分区：
文献类型：
--
作者：
Colas-Zelin, Danielle;Light, Kenneth R.;Kolata, Stefan;Wass, Christopher;Denman-Brice, Alexander;Rios, Christopher;Szalk, Kris;Matzel, Louis D.
强加的社会从属地位，例如伴随着身体上的失败或疏远，与人类和非人类动物的认知功能受损有关。在这里，我们研究了特定领域和/或一般领域的学习能力（c.f.一般智力）受到社会从属地位的不同影响。此外，我们评估了从属地位对认知能力的影响是否是强加从属地位本身的结果，或者它是否反映了倾向于从属地位的受试者内在表达的缺陷。在两组CD-1雄性小鼠中评估从属和支配行为。在一组（强加分层），社会分层（通过在殖民地环境中持续的身体失败）之前，认知能力的测定，而在第二组（先天分层），社会分层的评估后，认知能力已经量化。特定领域的学习能力被测量为个人学习任务（气味辨别，恐惧条件反射，空间迷宫学习，被动回避和自我中心导航）的表现，而领域一般学习能力则由受试者在学习任务电池中的总体表现确定。我们观察到，在认知测试之前施加从属关系会降低探索倾向，中度损害个人学习任务的表现，并严重损害一般认知表现。然而，在具有从属表型倾向的受试者中没有观察到类似的损伤（但在认知测试时没有经历过身体上的失败）。单纯的殖民化，无论结果如何（即，分层），与应激诱导的血清皮质酮（CORT）水平的增加有关，因此CORT升高本身不足以解释强加的分层对认知能力的影响。这些研究结果表明，没有强加的从属地位，个人的从属倾向不表达学习障碍。这一观察结果可能对社会分层盛行的环境中的个人产生重要影响（例如，学校或工作场所）。
Imposed social subordination, such as that which accompanies physical defeat or alienation, has been associated with impaired cognitive function in both human and non-human animals. Here we examined whether domain-specific and/or domain-general learning abilities (c.f. general intelligence) are differentially influenced by the imposition of social subordination. Furthermore, we assessed whether the impact of subordination on cognitive abilities was the result of imposed subordination per se, or if it reflected deficits intrinsically expressed in subjects that are predisposed to subordination. Subordinate and dominant behaviors were assessed in two groups of CD-1 male mice. In one group (Imposed Stratification), social stratification was imposed (through persistent physical defeat in a colonized setting) prior to the determination of cognitive abilities, while in the second group (Innate Stratification), an assessment of social stratification was made after cognitive abilities had been quantified. Domain-specific learning abilities were measured as performance on individual learning tasks (odor discrimination, fear conditioning, spatial maze learning, passive avoidance, and egocentric navigation) while domain-general learning abilities were determined by subjects’ aggregate performance across the battery of learning tasks. We observed that the imposition of subordination prior to cognitive testing decreased exploratory tendencies, moderately impaired performance on individual learning tasks, and severely impaired general cognitive performance. However, similar impairments were not observed in subjects with a predisposition toward a subordinate phenotype (but which had not experienced physical defeat at the time of cognitive testing). Mere colonization, regardless of outcome (i.e., stratification), was associated with an increase in stress-induced serum corticosterone (CORT) levels, and thus CORT elevations were not themselves adequate to explain the effects of imposed stratification on cognitive abilities. These findings indicate that absent the imposition of subordination, individuals with subordinate tendencies do not express learning impairments. This observation could have important ramifications for individuals in environments where social stratification is prevalent (e.g., schools or workplace settings).
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DOI：
10.1037/h0077562
发表时间：
1979-01-01
期刊：
JOURNAL OF COMPARATIVE AND PHYSIOLOGICAL PSYCHOLOGY
影响因子：
--
作者：
BLANCHARD, DC;BLANCHARD, RJ;NAKAMURA, S
通讯作者：
NAKAMURA, S
影响因子：
3.3
作者：
Berton, O;Durand, M;Chaouloff, F
通讯作者：
Chaouloff, F
影响因子：
2.7
作者：
Alzoubi, K. H.;Abdul-Razzak, K. K.;Alkadhi, K. A.
通讯作者：
Alkadhi, K. A.
影响因子：
7.6
作者：
Baumeister, RF;Twenge, JM;Nuss, CK
通讯作者：
Nuss, CK
DOI：
10.1073/pnas.211427898
发表时间：
2001-10-23
影响因子：
11.1
作者：
Czéh, B;Michaelis, T;Fuchs, E
通讯作者：
Fuchs, E