急性捕食者应激对斑马鱼学习记忆的影响

L. Ramalingam, Vijayakumar Madhaiyan
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摘要

背景:斑马鱼的应激系统由下丘脑-垂体-肾间轴表示,与人类的下丘脑-垂体-肾间轴相似。一些研究报告说,压力会影响人类和啮齿动物的学习和记忆。像人类一样,斑马鱼形成空间记忆,其胆碱能系统参与学习和记忆。在一项研究中,据报道,将斑马鱼暴露在其天然捕食者(印度叶鱼)的压力下会导致显着的行为反应。因此,在这里,我们提出了这项研究,利用捕食者的压力来模拟斑马鱼的学习和记忆。目的:利用捕食者应激对斑马鱼的学习记忆进行建模,评价捕食者应激对斑马鱼学习记忆的影响。材料与方法:将12条成年斑马鱼(Danio rerio)分为应激组(n = 6)和对照组(n = 6),应激组鱼在完全封闭的环境中,在没有任何外界光源进入的情况下,通过实时模拟视频和音频干预,分别暴露于印度叶鱼(捕食者应激)20分钟(急性暴露)。对照组鱼不受任何应激。同时对应激前后和对照鱼进行迷宫学习,记录短期记忆(STM)和长期记忆(LTM)。结果:在训练的第1天至第6天,应激组和对照组鱼对食物臂位置的记忆都有显著的建立。实验组鱼在暴露于捕食者应激后立即表现出显著的STM变化,而对照组没有。两组的LTM均无明显变化。结论:捕食者形式的应激使这些鱼类的STM发生了急性变化。在斑马鱼身上观察到的这种影响可能是斑马鱼暴露在捕食者形式的创伤事件的影响,这导致了斑马鱼急性的混乱和记忆丧失状态。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effect of acute predator stress on learning and memory in a zebrafish model
Background: In zebrafish, the stress system is represented by the hypothalamo–pituitary–interrenal axis which is similar to human HPA axis. Several studies have reported that stress affects the learning and memory in humans and rodents. Like humans, zebrafish form spatial memories and its cholinergic system is involved in learning and memory. In one study, it has been reported that exposing zebrafish to its natural predator stress (Indian Leaf Fish) has resulted in significant behavioral response. Therefore, here, we propose this study to model learning and memory in zebrafish using predator stress. Aims and Objectives: The study aims to model learning and memory in zebrafish using predator stress and evaluate the influence of predator stress on learning and memory in zebrafish. Materials and Methods: 12 adult zebrafishes (Danio rerio) were divided into two groups: Stress group (n = 6) and control group (n = 6). Fish in the stress group individually was exposed to Indian leaf fish (predator stress) for 20 min (acute exposure) through live simulated video with audio intervention under completely closed environment without any entry of outside light source. Control group fish was not exposed to any stress. Plus maze learning session was conducted in both stress (before and after stress) and control fish, and short-term memory (STM) and long-term memory (LTM) were recorded. Results: Between day 1 and day 6 of training among the stress group and control group fishes, both showed a significant establishment of memory of the location of the food arm. The test group fishes showed significant changes in STM, immediately after exposure to the predator stress, but not in control group. LTM did not have any significant changes in both groups. Conclusion: Stress in the form of predator produced an acute change in STM established in these fishes. This effect in zebrafish observed could be effect of the traumatic event in the form of predator that the zebrafish is exposed to and that has resulted in an acute state of confusion and memory loss.
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