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Learning the morphine conditioned cue preference: cue configuration determines effects of lesions.

机译:学习吗啡条件性提示偏好:提示配置决定了病变的影响。

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The morphine conditioned cue preference was investigated using two different apparatus configurations. In one configuration, with a clear Plexiglas partition separating the drug-paired and unpaired compartments, rats could see the cues in both compartments while in either one. In the other configuration, with an opaque wood partition separating the two compartments, rats could see the cues in only one compartment at a time. The experiment had three phases: a session of pre-exposure to the entire apparatus; four 2-day training trials during each of which rats received pairings of 5 mg/Kg morphine sulphate with one compartment and saline with the other (compartments and order counterbalanced), and a test session in which the undrugged rats moved freely between the compartments while the time spent in each was measured. Four groups of rats were trained using the opaque partition in all three phases. Normal rats and rats with amygdala or nucleus accumbens lesions exhibited preferences for their morphine-paired compartments; rats with fimbria-fornix lesions had no preferences. Four additional groups were trained using the clear partition during pre-exposure, the opaque partition during training and the clear partition during testing. Normal rats and rats with fimbria-fornix lesions exhibited preferences, rats with amygdala or nucleus accumbens lesions had no preferences. This interaction between lesioned structures and the apparatus configuration is accounted for by the idea that different types of learning produced the preference for morphine-paired cues in the two apparatus configurations. Each type was learned in a different memory system and so was impaired by different lesions. These findings contribute to understanding the nature of the learning processes that produce the morphine CCP.
机译:使用两种不同的仪器配置对吗啡条件提示的偏好进行了研究。在一种配置中,透明的Plexiglas隔板将药物配对和未配对的隔室分开,老鼠可以在两个隔室中看到这两个隔室中的提示。在另一种配置中,不透明的木质隔板将两个隔间隔开,老鼠一次只能看到一个隔间中的线索。实验分为三个阶段:对整个设备进行一次预暴露阶段;对整个设备进行一次预暴露阶段。四个为期2天的训练试验,其中每只大鼠配对接受5 mg / Kg吗啡硫酸盐与一个隔室的配对,并与另一个配对盐水(隔室和顺序平衡),以及一个测试阶段,其中不胖的大鼠在隔室之间自由移动测量每个人花费的时间。在所有三个阶段中使用不透明分区训练四组大鼠。正常大鼠和杏仁核或伏隔核损伤的大鼠对吗啡配对的隔室表现出偏爱。患有纤维-穹ni病变的大鼠没有任何偏好。使用预曝光期间的透明分区,训练期间的不透明分区和测试期间的透明分区来训练另外四个组。正常大鼠和具有纤毛-穹隆病变的大鼠均表现出偏爱,具有杏仁核或伏隔核病变的大鼠则没有偏好。病变结构与设备配置之间的这种相互作用是由以下思想解释的:在两种设备配置中,不同类型的学习产生了对吗啡对线索的偏好。每种类型都是在不同的存储系统中学习的,因此会因不同的病变而受损。这些发现有助于理解产生吗啡CCP的学习过程的本质。

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