Amnesia for Early Life Stress Does Not Preclude the Adult Development of Posttraumatic Stress Disorder Symptoms in Rats

Poulos, Andrew M.; Reger, Maxine L.; Mehta, Nehali; Zhuravka, Irina; Sterlace, Sarah S.; Gannam, Camille; Hovda, David A.; Giza, Christopher C.; Fanselow, Michael S.

doi:10.1016/j.biopsych.2013.10.007

Cited by 69 publications

(73 citation statements)

References 46 publications

(80 reference statements)

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“…Rats exhibiting SEFL also show an anxiety profile on the elevated plus maze, a long-lasting dysregulation of the diurnal cycle for corticosterone (CORT), and an increase of glucocorticoid receptors (GR) in the BLA (Poulos et al 2014). Moreover, SEFL-rats acquire increased consumption of alcohol (Meyer et al 2013).…”

Section: Sensitization Of Fear Circuitry By Acute Stressmentioning

confidence: 99%

“…First, completely extinguishing fear of the 15-shock context had no effect on the enhanced conditioning to the single shock (Rau et al 2005;Long and Fanselow 2012). Poulos et al (2014) approached the issue developmentally; they applied the 15 shocks at an age in which contextual fear conditioning does not develop (19 d old) and gave the single shock to the rat when it was an adult. A similar dissociation was reported by Quinn et al (2014).…”

Section: Sensitization Of Fear Circuitry By Acute Stressmentioning

confidence: 99%

“…While this manipulation completely blocked contextual fear conditioning to the stress shock context, conditioning to the single shock was still dramatically enhanced. Moreover, exposure to the 15 shocks can convert a weak footshock that normally does not support measurable levels of fear conditioning into one that causes substantial learned fear, and the capacity of the 15 shocks to induce fear sensitization increases as the intensity of the single footshock increases (Poulos et al 2014).…”

Section: Sensitization Of Fear Circuitry By Acute Stressmentioning

confidence: 99%

“…Maier (1990) reported similar effects when the stress was a tailshock and the US for conditioning was a footshock. Poulos et al (2014) showed that when the stressor was given to juvenile rats, as adults they displayed Cold Spring Harbor Laboratory Press on May 11, 2018 -Published by learnmem.cshlp.org Downloaded from reduced entries in the open arm of an elevated plus maze, which is obviously a situation with no shock at all. Additionally, restraint stress can also enhance acquisition of fear conditioning, so the stressor need not be shock to enhance later conditioning with a shock US (Hoffman et al 2014).…”

Section: Sensitization Of Fear Circuitry By Acute Stressmentioning

confidence: 99%

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Neurobehavioral perspectives on the distinction between fear and anxiety

2015

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In this review, we discuss the usefulness of the distinction between fear and anxiety. The clinical use of the labels is ambiguous, often defining one in terms of the other. We first consider what a useful, objective, and scientifically valid definition would entail and then evaluate several fear/anxiety distinctions that have been made in the neurobiological literature. A strong distinction should specify the difference in conditions that lead to fear versus anxiety. Additionally, fear and anxiety should generate distinct sets of behaviors. Ideally, the two states should be supported by distinguishable neuroanatomical circuits. Such a conceptualization would be consistent with the National Institute of Mental Health's Research Domain Criteria (RDoc). The majority of neurobiological approaches to the fear versus anxiety distinction fail to differentiate the two states in terms of behavior, often using the exact same behavioral measures as indicators. Of the two that do, only Predatory Imminence Theory provides a distinction both in terms of cause and effect. Indeed, that approach provides a ready distinction of anxiety, fear, and panic in terms of both antecedent conditions and response selection rules. Additionally, it appeals to distinct neural circuits to generate these modes of action.Clear definitional distinctions between fear and anxiety have been elusive. There is also ambiguity in relating clinical classifications to preclinical laboratory models. The intention of this review is to describe and evaluate several neurobehavioral approaches to the distinction between fear and anxiety. A clear, research-based definition of fear and anxiety should help clarify the natural function of these brain states and point to how their dysfunction manifests as particular anxiety disorders. This relationship is becoming increasingly important with the National Institute of Mental Health's adoption of Research Domain Criteria (RDoc), which specifically attempts to link preclinical research with clinical phenomenology. The purpose of the RDoc systems is to ". . .to translate rapid progress in basic neurobiological and behavioral research to an improved integrative understanding of psychopathology and the development of new and/or optimally matched treatments for mental disorders" (National Institute of Mental Health 2013).To accomplish this goal, we will first consider the characteristics of a good definitional distinction between fear and anxiety. Then, after briefly reviewing the circuitry responsible for fear and anxiety, we will evaluate several neurobehavioral models with respect to those characteristics. Parsing the strengths and weaknesses of these models as well as analyzing the mechanisms and circuitry that underlie fear learning may point toward a better understanding of the fear/anxiety distinction. It should also help forge a clearer relationship between these models and specific anxiety disorders. We also clarify the relationship of the RDoc criteria to these animal models.

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Section: Sensitization Of Fear Circuitry By Acute Stressmentioning

confidence: 99%

Section: Sensitization Of Fear Circuitry By Acute Stressmentioning

confidence: 99%

Section: Sensitization Of Fear Circuitry By Acute Stressmentioning

confidence: 99%

Section: Sensitization Of Fear Circuitry By Acute Stressmentioning

confidence: 99%

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Neurobehavioral perspectives on the distinction between fear and anxiety

2015

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“…However, other forms of hippocampal-dependent learning occur at an earlier age (for review, see Stanton 2000). Furthermore, it is possible for this infant hippocampal-dependent learning to occur and not be expressed until a later time in life (Pattwell et al 2011;Poulos et al 2014).…”

Section: Emergence Of Amygdala-dependent Fear Learningmentioning

confidence: 99%

Ecologically relevant neurobehavioral assessment of the development of threat learning

2016

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As altricial infants gradually transition to adults, their proximate environment changes. In three short weeks, pups transition from a small world with the caregiver and siblings to a complex milieu rich in dangers as their environment expands. Such contrasting environments require different learning abilities and lead to distinct responses throughout development. Here, we will review some of the learned fear conditioned responses to threats in rats during their ontogeny, including behavioral and physiological measures that permit the assessment of learning and its supporting neurobiology from infancy through adulthood. In adulthood, odor-shock conditioning produces robust fear learning to the odor that depends upon the amygdala and related circuitry. Paradoxically, this conditioning in young pups fails to support fear learning and supports approach learning to the odor previously paired with shock. This approach learning is mediated by the infant attachment network that does not include the amygdala. During the age range when pups transition from the infant to the adult circuit (10 -15 d old), pups have access to both networks: odor -shock conditioning in maternal presence uses the attachment circuit but the adult amygdala-dependent circuit when alone. However, throughout development (as young as 5 d old) the attachment associated learning can be overridden and amygdala-dependent fear learning supported, if the mother expresses fear in the presence of the pup. This social modulation of the fear permits the expression of defense reactions in life threatening situations informed by the caregiver but prevents the learning of the caregiver itself as a threat.

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Amygdala contributions to fear and safety conditioning: insights into PTSD from an animal model across development

Cain

Sullivan

2016

Posttraumatic Stress Disorder

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Amnesia for Early Life Stress Does Not Preclude the Adult Development of Posttraumatic Stress Disorder Symptoms in Rats

Cited by 69 publications

References 46 publications

Neurobehavioral perspectives on the distinction between fear and anxiety

Neurobehavioral perspectives on the distinction between fear and anxiety

Ecologically relevant neurobehavioral assessment of the development of threat learning

Amygdala contributions to fear and safety conditioning: insights into PTSD from an animal model across development

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