Early life manipulations alter learning and memory in rats.
Early life manipulations alter learning and memory in rats.
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DOI：
10.1016/j.neubiorev.2012.07.003
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发表时间：
2012-10
影响因子：
8.2
通讯作者：
Lee, Hongjoo J.
中科院分区：
文献类型：
--
作者：
Kosten, Therese A.;Kim, Jeansok J.;Lee, Hongjoo J.
关键词：
许多研究表明，早期的生活操纵具有持久的行为，神经和荷尔蒙影响。然而，学习和记忆表现的结果在不同的研究中差异很大。我们回顾了一些研究，在这些研究中，断奶前的幼鼠暴露于应激源，并在成年后进行学习和记忆任务测试。任务分为厌恶性条件反射、抑制性学习或空间/关系记忆。对新生儿操作的持续时间、类型和时间以及动物的性别和品系等变量进行了检查，以确定是否存在任何预测性能增强或受损的变量。短暂的分离增强和长期的分离损害性能的空间/关系任务。无论操作时间长短，厌恶性条件反射的表现都受到损害，抑制性学习任务的表现都得到增强。空间/关系记忆的性能上的相反的效果也取决于操纵的时间。增强性能是可能的，如果操作发生在出生后第3周，但性能受损，如果它仅限于出生后的前两周。因此，早期生活经历与成年期学习和记忆表现之间的关系是多方面的，并且绝对依赖于任务。
Much research shows early life manipulations have enduring behavioral, neural, and hormonal effects. However, findings of learning and memory performance vary widely across studies. We reviewed studies in which pre-weaning rat pups were exposed to stressors and tested on learning and memory tasks in adulthood. Tasks were classified as aversive conditioning, inhibitory learning, or spatial/relational memory. Variables of duration, type, and timing of neonatal manipulation and sex and strain of animals were examined to determine if any predict enhanced or impaired performance. Brief separations enhanced and prolonged separations impaired performance on spatial/relational tasks. Performance was impaired in aversive conditioning and enhanced in inhibitory learning tasks regardless of manipulation duration. Opposing effects on performance for spatial/relational memory also depended upon timing of manipulation. Enhanced performance was likely if the manipulation occurred during postnatal week 3 but performance was impaired if it was confined to the first two postnatal weeks. Thus, the relationship between early life experiences and adulthood learning and memory performance is multifaceted and decidedly task-dependent.
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