摘要
目的建立了恐惧声音心理应激模型，并研究该模型对青年小鼠学习与记忆的影响。方法实验采用昆明小鼠，将其随机分成应激组和对照组。应激组以小鼠恐惧声音为应激源（强度为65～85dB），每日上、下午各播放2h，持续2周。应用Morris水迷宫测试小鼠学习与记忆成绩。结果学习的第1天对照组和应激组之间差异无显著性，第2，3，4天对照组的逃离潜伏期[分别为（67．79±6．8）s、（56．78±2．62）s、（41．67±3）s]明显高于应激组[分别为（48．85±7．29）s、（43．71±2．35）s、（30．1±7．04）s，P〈0．05]，应激组搜索平台的次数[（3．04±0．47）次]与对照组[（3．11±0．45）次]之间差异无显著性（P〉0．05），雌鼠搜索平台的次数为（2．79±0．49）次，雄鼠搜索平台的次数为（3．42±0．9）次（P〈0．05）。结论恐惧声音心理应激可增强小鼠的空间学习能力，但对小鼠的空间记忆能力无明显影响。
Objective To establish the model of terrified sound stress and investigate its effects on learning and memory functions of juvenescent mice. Methods Juvenescent mice were randomly divided into stressed group and control group. Mice in the stressed group were exposed to the situation of terrified sound stress 2 h respectively at morning and afternoon per day for 2 weeks to prepare a terrified sound stress model. Learning and memory performance of mice was measured by using Morris water maze. Results On learning here was no significantly difference between the control group and stressed group in the first day. The escape latency were significantly higher in stressed group C （48.85 ± 7.29） s, （43.71 ± 2.35 ） s, （ 30. 1 ± 7.04 ） s ] than control group C （ 67.79 ± 6.80） s, （56.78± 2.62 ） s, （41.67 ± 3 ） s （ P 〈 0. 05 ） ] in the second day, the third day and the fourth day. There was no significantly difference between the stressed group （3.04 ± 0.47 ）and the control group （3. 11 _± 0.45 ）. While,the times that the female mice searched the platform were（2.79 ± 0.49） ,the male＇ s times were （3.42 ± 0.9） （ P 〈 0.05）. Conclusion Terrified sound stress may enhance the capability of spatial memory of mice, but have no influence on the spatial memory ability of mice.
出处
《中国行为医学科学》
CSCD
2008年第4期310-312,共3页
Chinese Journal of Behavioral Medical Science
