Amphetamine, conditioned stimulus, and nondebilitating preshock effects on activity and avoidance: Further evidence for interactions between associative and nonassociative changes

Alleva, Enrico; Acetis, Luigi De; Amorico, Luigi; Bignami, Giorgio

doi:10.1016/s0163-1047(83)90654-4

Cited by 6 publications

(3 citation statements)

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“…This release appears to be specifically induced by intraspecific fighting, a form of psychosocial stress (25). An extensive series of experiments using a different stressful condition-i.e., inescapable footshock treatment (26,27) (number of shocks, 5-100; intensity, 0.1-5 mA; duration, 1-60 sec; intershock interval, 15-600 sec; 1 or 3 days of treatment)-failed to evidence any NGF release into the blood. Moreover, another series of tests using stresses such as cold water swimming, forced immobilization, and forced biting yield similarly negative results.…”

Section: Discussionmentioning

confidence: 99%

Aggressive behavior induces release of nerve growth factor from mouse salivary gland into the bloodstream.

Aloe¹,

Alleva²,

Bohm³

et al. 1986

Proc. Natl. Acad. Sci. U.S.A.

209

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Intraspecific fighting induced by 6-8 weeks of social isolation results in massive release of nerve growth factor (NGF) into the bloodstream of adult male mice. The amount of circulating NGF is highly correlated with the number of fighting episodes. Biological, radioimmunological, immunohistochemical, and ultrastructural studies show that NGF is discharged from the salivary gland into the blood within minutes after fighting and reaches the highest level 3-4 hr later. Adrenergic innervation of the salivary gland or adrenalectomy does not abolish the NGF release. Corticotropic hormones do not induce NGF increase in the blood. Daily administrations of highly purified NGF (3 ,ug per g of body weight) result in a considerable increase in the volume of adrenal glands. These findings are unequivocable evidence for a physiological role of the mouse salivary glands as a major source of blood NGF.Almost 3 decades ago, it was reported that mouse submaxillary salivary glands (SSGs) synthesize and release an extraordinarily large amount of a nerve growth factor (NGF) molecule (1,2) endowed with a potent nerve growth-promoting activity on sympathetic and sensory nerve cells (3)(4)(5)(6). This finding raised the question whether this molecule serves any specific function and, if so, whether it is discharged into the saliva, into the blood, or into both. All the results obtained so far seem to favor the hypothesis that this salivary product, the NGF, is routed from the gland secretory ducts into the saliva, where it plays some still uncertain function (7,8). This hypothesis springs from the almost generally agreed upon observation that the injection ofpharmacological agents shows NGF not to be present in mouse blood, whereas it is present in large amounts in the saliva (9-11). Structural, ultrastructural, and immunohistochemical studies have also favored this hypothesis and shown that the granular products are localized in the apical part of the cell lining in the gland tubular portion where NGF has been identified (11, 12). However, results from this laboratory provided convincing evidence that, upon pharmacological stimulation (13, 14), NGF from SSG can also be found in the bloodstream.A recent report that aggressive behavior results in the release into the blood of a large amount of another biologically active protein synthesized in the gland tubular portion, renin (15), prompted us to investigate the effects of aggressiveness induced by social isolation on NGF content in the blood. The present study was aimed at the investigation of this problem and, more importantly, at the possible functional significance of such a large amount of NGF synthesis and release by mouse salivary glands. The results of these studies showed that aggressive behavior induces massive NGF discharge and that the adrenal gland might be a primary target for this endogenous NGF release. MATERIALS AND METHODSBehavioral Studies. Male mice of a Swiss-derived (CD-1) strain (25-27 g), purchased from Charles River Italy, were used. They were either in...

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Section: Discussionmentioning

confidence: 99%

Aggressive behavior induces release of nerve growth factor from mouse salivary gland into the bloodstream.

Aloe¹,

Alleva²,

Bohm³

et al. 1986

Proc. Natl. Acad. Sci. U.S.A.

209

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“…What is missing is an automated and reliable learning paradigm for mice that can be adapted to a variety of learning tasks (e.g., detection, discrimination, generalization, transfer learning), showing that learning rules derived from human studies apply to mice. The shuttle-box seems to be the appropriate learning apparatus because it has been used successfully in simple learning and stimulus detection tasks in mice (12)(13)(14)(15) and in complex auditory discrimination and memory tasks in another rodent species, the Mongolian gerbil (7,8,(16)(17)(18)(19). Hence, we designed our present study (i) to test the usefulness of the shuttle-box discrimination learning for simple and complex auditory learning tasks in mice; (ii) to investigate complex auditory learning and discrimination performance in mice to see whether mouse data may be generalized, at least to gerbils; and (iii) to test for stimulus generalization and knowledge transfer across different stimulus classes, experiments that have not been done in the auditory domain in mammals other than humans (3,20).…”

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confidence: 99%

Auditory discrimination learning and knowledge transfer in mice depends on task difficulty

Kurt

Ehret

2010

Proc. Natl. Acad. Sci. U.S.A.

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Mice reproduce interesting effects in auditory discrimination learning and knowledge transfer discussed in human studies: (i) the advantage in the transfer from a hard to an easy task by benefits from transfer of procedural knowledge and information-integration learning, and (ii) the disadvantage in the transfer from easy to hard tasks by inability to generalize across perceptually different classes of stimuli together with initially unsuccessful attempts to transfer cognitive skills from one task to the other. House mice (NMRI strain) were trained in a shuttle-box stimulus discrimination task. They had to discriminate either between two pure tones of different frequencies (PT) or between two different modulation frequencies of an amplitude-modulated tone (AM). Then transfer of knowledge between these two tasks was tested. Mice rapidly learned PT discrimination within two to three training sessions (easy task). AM discrimination learning took longer and did not reach the high performance level of PT discrimination (hard task). No knowledge transfer was detected in animals first trained with the easy (PT) followed by the hard (AM) discrimination task. Mice benefited, however, from knowledge transfer when the AM discrimination was followed by the PT discrimination. When the task changed, confusion of conditioned stimuli occurred if the carrier frequency of the AM was the same as one of the frequencies in the PT task. These results show a hard-to-easy effect when possible knowledge transfer is tested between qualitatively different stimulus classes. The data establish mice as promising animal model for research on genetics of auditory perception and learning.cognitive skill learning | go/no-go paradigm | hard-to-easy effect | shuttlebox | stimulus generalization C omplex forms of auditory learning, such as generalization of stimuli within and across physical categories or transfer of knowledge from one stimulus discrimination task to another, are known from humans (1-6) but rarely have been investigated in other mammals (5,7,8). Research in mammalian models is important, however, for an in-depth understanding of neural mechanisms and the genetics of learning abilities and performances. The mouse (Mus musculus), with its great potential for studying genetic effects on auditory perception, learning, and motor performance, is an ideal candidate species for investigations of auditory learning, because in normal-hearing mice many hearing abilities and functions of processing sounds in the auditory system are already known (9-11). What is missing is an automated and reliable learning paradigm for mice that can be adapted to a variety of learning tasks (e.g., detection, discrimination, generalization, transfer learning), showing that learning rules derived from human studies apply to mice. The shuttle-box seems to be the appropriate learning apparatus because it has been used successfully in simple learning and stimulus detection tasks in mice (12-15) and in complex auditory discrimination and memory tasks in another rode...

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“…Esse fenômeno foi, posteriormente, observado em diversas espécies (Lubow, 1989) como ratos (Baker & Mercier, 1982;Lubow et al, 1976), coelhos (Siegal, 1969), humanos (Baruch et al, 1988;Braunstein-Bercovitz & Lubow, 1998;Byrom et al, 2018;Forrest et al, 2018;Gray et al, 2001). Bem como, em outros delineamentos experimentais, como esquiva (Alleva et al, 1983;Hellman et al, 1983), supressão condicionada (Grahame et al, 1994;Siegel & Domjan, 1971), desvalorização do reforço (De la Casa et al, 2018), aversão condicionada ao sabor (Domjan, 1972;Garcia & Koelling, 1967), discriminação simples (Halgren, 1974).…”

Section: Capítulo I-um Novo Procedimento Para Estudar Inibição Latent...unclassified

O efeito da pré-exposição ao estímulo na aquisição do responder discriminado em humanos

Martins Filho

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Inicialmente gostaria de agradecer à minha esposa Giseli Morelli Trevisan pela parceria, cumplicidade e amor dedicados todos esses anos. Você é responsável pelos melhores e mais significativos momentos em toda a minha vida. Agradeço todos os dias por ter cruzado seu caminho tantos anos atrás e ter me casado com você. Do nosso amor resultou a nossa Pitutines. Nossa filha, Helena Morelli Trevisan Martins, que tanto nos enche de amor e orgulho. Diversos momentos desse doutorado foram realizados entre uma fralda e outra, entre um cuidado e outro, entre uma brincadeira e outra. Muito obrigado vocês duas por serem a minha família. Gostaria de demonstrar toda minha gratidão à minha orientadora Profa. Dra.Miriam Garcia-Mijares pelo direcionamento, pela oportunidade e pela imensa contribuição na minha formação dentro da psicologia. Agradeço, também, a sua amizade, Miriam. Você foi uma mestre que me ajudou com muita compreensão, acolhimento e conhecimento nos momentos mais difíceis dessa jornada. Conseguiu, como poucas pessoas conseguem, tornar uma formação complexa, demandante e aversiva em algo possível e prazeroso em muitos momentos. Agradeço à minha sogra, Maria Inês Morelli, por sempre estar presente, sempre ser essa pessoa carinhosa e acolhedora que você é. E por ajudar-nos na criação da nossa Helena. Esse trabalho somente foi possível por conta da sua ajuda na jornada de ser pai e construir essa tese.Agradeço ao restante da nossa família, à Maria José Morelli, ao Admir Morelli, à Mayra Morelli, ao Humberto Trevisan e à Bruna Marsola, por estarem sempre com a gente. Agradeço ao meu pai por conseguir, diante de todas as adversidades, se manter próximo.Sou grato por ter encontrado em minha vida no laboratório amigos que levarei e levo para a vida toda. Muito obrigado Francisco Andeson Gonçalves Carneiro pelas complexas discussões sobre comportamento, ratos, vida e pessoas pressionando botões.Sem essas discussões esse trabalho não teria sido possível. Agradeço ao amigo Rodrigo Dicezare que sempre foi um bastião de calma e acolhimento em meio a aridez da psicologia experimental e do programa de pós-graduação.Agradeço aos meus amigos de infância e da faculdade por terem sempre sido presentes e terem feito de mim uma pessoa e um psicólogo melhores. 5Por fim, gostaria de agradecer a oportunidade que me foi concedida em fazer parte desse laboratório, desse programa de pós-graduação, dessa Universidade de São Paulo. Diante de tantas carências e dificuldades existentes em fazer ciência nesse país deparei-me com um oásis de financiamento, estrutura e, principalmente, interesse, dedicação e competência. Tanto dos professores que com suas disciplinas desafiadoras contribuíram para minha formação quanto os funcionários que tornam tudo isso viável.Muito obrigado a todos do Instituto de Psicologia da USP.Ao CNPq obrigado pelo financiamento dessa pesquisa! SUMÁRIO RESUMO .

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Amphetamine, conditioned stimulus, and nondebilitating preshock effects on activity and avoidance: Further evidence for interactions between associative and nonassociative changes

Cited by 6 publications

References 118 publications

Aggressive behavior induces release of nerve growth factor from mouse salivary gland into the bloodstream.

Aggressive behavior induces release of nerve growth factor from mouse salivary gland into the bloodstream.

Auditory discrimination learning and knowledge transfer in mice depends on task difficulty

O efeito da pré-exposição ao estímulo na aquisição do responder discriminado em humanos

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