Duration of chronic electroshock treatment in relation to brain weight, brain chemistry, and behavior.

Gt, Pryor; Ls, Otis; Mk, Scott; Jj, Colwell

doi:10.1037/h0024354

Cited by 16 publications

(4 citation statements)

References 6 publications

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“…In part this reflects hepatic enzyme induction and hence increased detoxification, but a further component is " centrally mediated (Baumel, De Feo, & Lai, 1969). Similarly, electroconvulsive shock threshold rises with repetition (Pryor, Otis, Scott, & Colwell, 1967) and even the isolated cerebral cortex exhibits this type of neurostasis (Grafstein & Sastry, 1957;Sharpless & Halpern, 1962).…”

Section: Evidence For An Arousal Theorymentioning

confidence: 99%

Mechanisms mediating the production of environmentally induced brain changes.

Walsh¹,

Cummins²

1975

Psychological Bulletin

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As yet no satisfactory explanation has been advanced to explain the mechanisms mediating the anatomical and biochemical brain changes induced by exposing animals to environments rich in sensory stimuli. It is hypothesized ' here that a fundamental mechanism is the arousal response, since alterations in arousal appear to be concomitants of all such environmentally induced changes. The properties of the arousal reaction are discussed in terms of their possible relationship to the neurological changes induced, and evidence is presented that this mechanism may be common to several areas of environmental stimulation research which have previously been thought of as separate investigative fields. Several possible tests of the hypothesis are presented, and an underlying cellular response sequence transducing electrical into biosynthetic activity is discussed.Despite the continuing discovery of changes in brain chemistry and anatomy following exposure to environmental stimulation, no satisfactory mechanism has been advanced to explain the mediation of these changes. Postulated physiological mechanisms include stress, endocrine, maturational, and learning factors. Each of these mechanisms and their shortcomings have been discussed by Rosenzweig, Bennett, & Diamond, 1971) and so are dealt with only briefly here. Evidence is then presented to suggest that the arousal reaction (orienting response) may be a major mediating mechanism by showing that the arousal histories of stimulusenriched and stimulus-deprived animals are different and that the properties and consequences of the arousal reaction are such as may account for much current knowledge of enrichment-deprivation effects. First, however, the findings which any hypothesis must hope to explain are briefly reviewed.The brains of animals reared in a complex, as opposed to a stimulus-deprived, environ-The experimental work contributed by the authors was supported by a grant from the Australian Research Grants Committee.We would like to thank Brian Cragg and Marthe Howard for their comments.Requests for reprints should be sent to Robert A.

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Section: Evidence For An Arousal Theorymentioning

confidence: 99%

Mechanisms mediating the production of environmentally induced brain changes.

Walsh¹,

Cummins²

1975

Psychological Bulletin

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“…Additional environmental stimulation (and presumably learning) produced a decrease and increase in AChE and In connection with the first question it should be noted that the pattern of biochemical changes observed differs from that obtained following electroshock treatment during development. Pryor et al (1966) and Pryor et al (1967) observed an increase in AChE activity per unit of weight of tissue, and a decrease in ChE activity. Brain weight following both types of treatment shows a general increase.…”

Section: Discussionmentioning

confidence: 93%

“…It has been hypothesized that these biochemical changes due to developmental treatment, possibly constituting a storage system for such early learning, mediate the behavioral effects observed in the adult. Electroshock treatment during development similarly produces changes in brain weights, but leads to impaired learning and a different pattern of effects on ChE and AChE activities (Pryor, Otis, Scott, & Colwell, 1967;Pryor, Otis, & Uyeno, 1966).…”

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confidence: 99%

Cholinergic activity in rats following enriched stimulation and training: Direction and duration of effects.

Brown¹

1971

Journal of Comparative and Physiological Psychology

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An investigation of the pattern and duration of changes in cholinesterase and aoetylcholinesterase activity indicated, first, a more rapid dissipation of these biochemical changes than of the improvements in behavior following both long-term and short-term stimulation enrichment and formal training. Second, following short-term stimulation compared with formal training similar enzyme changes were observed, in spite of performance differences suggesting learning or memory differences between these treatments. Third, the pattern of biochemical effects following developmental enrichment differed from that produced by short-term stimulation and training, although improved performance followed all treatments. The possible relevance of these findings for a postulated involvement of cholinergie activity in memory was considered.J This study was carried out under the supervision of M. G. King, Macquarie University, while the author was the holder of a Commonwealth of Australia postgraduate research studentship. The author wishes to thank M. G. King for his advice and guidance concerning both the research program and the manuscript, and W. J. Hensley, Department of Biochemistry, University of Sydney, for his advice and assistance concerning the biochemical analyses.2 Requests for reprints should be sent to Cathryn P. Brown,

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“…The latter has been examined in connection with its hypothesised role in memory or experiential coding (Deutsch, 1966(Deutsch, , 1969Deutsch & Leibowitz, 1966;Rosenzweig, 1966;Wiener & Deutsch, 1968) and in control of responding generally (Glow, Richardson, & Rose, 1967;Carlton, 1968Carlton, , 1969Russell, 1969). Enrichment and restriction of environmental stimulation, and probably therefore of learning (Altman & Das, 1964;Bennett, Diamond, Krech, & Rosenzweig, 1964;, 1963: Rosenzweig, Krech, Bennett, & Diamond, 1962, and electroshock treatment during development Pryor, Otis, Scott, & Colwell, 1967;Pryor, Otis, & Lyeno, 1966) have been used as experimental conditions. These results have been discussed fully by Brown (in press).…”

Section: Brown and Kingmentioning

confidence: 99%

Developmental environment: Variables important for later learning and changes in cholinergic activity

Brown

King

1971

Developmental Psychobiology

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Brown, Cathryn P..; and King, M. G . (1971). Developmental Environment:Variables Important for Later Learning and Changes in Cholinergic Activity. DEVELOPMENTAL PSYCHOBIOLOGY, 4( 3): 275-286. Environmental experience of developing rats was manipulated in two ways. These were ( I ) providing increments in amount of visual stimulation vs. increased variety of novelty of visual stimulation, and ( 2 ) informal experience vs. formal training in discriminating between the given stimuli. At the conclusion of the developmental treatment an index of performance change was obtained by testing discrimination learning on a Lashley Jumping Stand. Effects on the cholinergic system, specifically, acetylcholinesterase ( AChE) and cholinesterase (ChE) activities, were also examined. Increments in variety of stimulation, but not increases UI amount, were found t o contribute significantly t o observed differences in AChE and ChE activity and in learning performance. Formal training in addition t o enriched informal experience added little t o either the biochemical effects or t o the observed improvement in performance on the relevant learning task. early environment visual experience variety novelty training discrimination learning cholinergic activity laboratory rat

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Duration of chronic electroshock treatment in relation to brain weight, brain chemistry, and behavior.

Cited by 16 publications

References 6 publications

Mechanisms mediating the production of environmentally induced brain changes.

Mechanisms mediating the production of environmentally induced brain changes.

Cholinergic activity in rats following enriched stimulation and training: Direction and duration of effects.

Developmental environment: Variables important for later learning and changes in cholinergic activity

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