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心理应激与热应激对小鼠情绪及其学习能力的影响

来源：萌宠菠菠乐园时间：2024-10-09 12:08

·基础研究·

朱熊兆

亓晓丽

姚树桥

彭敏

基金项目:国家自然科学基金项目(30170326);湖南省自然科学基金项目(01JJ Y2085)

作者单位:410011长沙,中南大学湘雅二医院医学心理研究中心

【摘要】目的探讨心理应激和热应激对动物情绪和学习能力的影响,以及热应激对心理应激导致

的行为缺陷有无保护作用。方法40只小鼠随机被分为基础组(O )、空白对照组(A )、热应激组(B )、心理应激组(C )、心理应激加热应激组(D ),建立心理应激、热应激、心理应激加热应激三种动物模型,对情绪和学习能力的各项指标进行评定,比较不同应激对行为的影响,分析情绪和学习能力之间的关系。结果(1)C 组的情绪唤醒水平明显升高,且明显高于D 组(P =0.008)和B 组(P =0.008);(2)B 组中央格比例高于A 组(P =0.001)、C 组(P =0.001)和D (P =0.027)组;(3)B 组的开臂探索次数明显增加(P =0.044);(4)B 组(P =0.047)和C 组(P =0.013)的迷津探索时间均明显缩短;(5)迷津时间与中央格(r =-0.472,P <0.05)、中央格(r =-0.452,P <0.05)比例均呈负相关,迷津格数与中央格爬行数呈正相关。结论心理应激使小鼠焦虑水平增加,热应激使其焦虑水平降低,热应激对心理应激引起的情绪唤醒有一定的缓解作用,两种应激方式都提高了学习和记忆能力。

【关键词】心理应激;热应激;情绪;学习记忆

The effect of psychological stress and heat shock stress on the emotion and learning ability of mice

ZHU

Xiong -z hao ,QI Xiao -li ,Y AO Shu -qiao ,et al .The Clinical Ps ychological Center of the Second Xiangya Hospi -tal ,Central South University ,Changsha 410011,China

【Abstract 】Objective To explore the effect of psycholo gical stress and heat shock stress on the emo tion and learning ability of mice ,and to find out w hether the heat shock stress has a protective role on the negative behavio ral response resulting from psychological stress or no t .Methods 40mice from reproduction of mice of HSF1knocked out w as assig ned into five groups :basic group (O );control g roup (A );heat -shock -stressed group (B );psy chological -stressed g roup (C );heat -shock -stressed plus psychological -stressed group (D ).One month af ter stress ,the anx iety degree and lear ning ability were measured ,then compare the difference betw een the results g ot from the five g roups .T he cor rela tio n between the level of anxiety and the learning ability .Results T he re -sults are included in the following :(1)T he level o f emotional arousal in C g roup is increased and it is higher than in bo th B (P =0.008)and D (P =0.008)g roups ;(2)T he ratio of the central squares of mice scraw l across show s that the ratio in the B group is significantly higher than that in the A (P =0.007)and bo th in the C (P =0.001)and D (P =0.027)are low er than that in the B .(3)The frequency of the open arms entrance is sig -nificantly increased in the B (P =0.007)g roup ;(4)T he time spent in the maze explore is significantly decreased both in the B (P =0.047)and C g roups (P =0.013);(5)T he time spent in the maze explore is negatively co r -relate to both the central squares entrance frequency (r =-0.472,P <0.05)and the ratio that the central squares to the to tal (r =-0.452,P <0.05),the number of maze that the mice pass is positively cor relate to the central squares entrance frequency (r =-0.384,P <0.05).Conclusions Psychological stress increases the level of the anx iety and heat shock stress decreases the anx iety in mice .T he heat stress reduces the emo tional arousal resulting from psy chological stress .Bo th kinds of stresses increase the spatial learning ability .

【Key Words 】Psychological stress ;Heat shock stress ;Emotion ;Learning and memo ry

研究发现多种创伤性应激均可引起热休克蛋白的表达,近年来有研究结果表明心理社会应激也可引起多种组织的热休克蛋白表达增加,表达的水平与应激持续时间和强度有关[1],热休克蛋白在心理应激过程中是否对应激易感组织具有保护作用尚不十分清楚。本研究通过在热应激和心理应激过程中对小鼠的行为进行观察,以探索应激对小鼠情绪和学习能力的影响及其可能的作用机制。

材料与方法

一、材料

1.实验动物:来自美国德克萨斯大学西南医学实验中心培育的HSF1基因敲除鼠杂合子进行繁殖的野生型小鼠,PCR 进行基因型鉴定[2]。鼠龄两个月,健康。所有小鼠饲养在中南大学湘雅二院实验动物中心,清洁级条件,全价营养饲料。光照12h /d (8am -8pm ),室温25℃,相对湿度60%,照度220lux 。

2.动物分组:40只小鼠,雌雄各半,按随机数字表分配入基础组(O );空白对照组(A );热应激组(B );