Early Maternal and Social Deprivation Expands Neural Stem Cell Population Size and Reduces Hippocampus/Amygdala-Dependent Fear Memory

Daun, Kenny Anak; Fuchigami, Takahiro; Koyama, Natsu; Maruta, Noriko; Ikenaka, Kazuhiro; Hitoshi, Seiji

doi:10.3389/fnins.2020.00022

Cited by 12 publications

(10 citation statements)

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“…Regarding our first and second findings, research shows that hippocampal function and size may be a function of education [ 123 ] and income [ 30 ]. This research has mainly linked smaller hippocampal sizes of to low SES and larger sizes of hippocampus in higher SES individuals’ hippocampal sizes [ 124 , 125 , 126 ].…”

Section: Discussionmentioning

confidence: 99%

“…This research suggests that a main reason hippocampal sizes follow SES is stress [ 124 , 127 ]. Stress-induced changes in hippocampal volume, particularly, the gray matter of the hippocampal is very well established and frequently seen in individuals with high chronic stress as well as poverty [ 128 , 129 , 130 ].…”

Section: Discussionmentioning

confidence: 99%

“…Several studies have established a link between SES and hippocampal volume [ 26 , 123 ]. Most of these studies have shown that low SES is associated with a lower size hippocampal [ 124 , 125 , 126 ]. Previous studies have found smaller hippocampal volume [ 30 ], and reduced memory recall paired with lower task-based hippocampal activation [ 30 ].…”

Section: Discussionmentioning

confidence: 99%

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Family Income Mediates the Effect of Parental Education on Adolescents’ Hippocampus Activation During an N-Back Memory Task

et al. 2020

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Introduction: Hippocampus, a medial temporal lobe structure, has significant implications in memory formation and learning. Although hippocampus activity is believed to be affected by socioeconomic status (SES), limited knowledge exists on which SES indicators influence hippocampus function. Purpose: This study explored the separate and combined effects of three SES indicators, namely parental education, family income, and neighborhood income, on adolescents’ hippocampus activation during an N-Back memory task. As some of the effects of parental education may be through income, we also tested if the effect of parental education on hippocampus activation during our N-Back memory task is mediated by family or neighborhood income. Methods: The Adolescent Brain Cognitive Development (ABCD) study is a national multi-center investigation of American adolescents’ brain development. Functional magnetic resonance imaging (fMRI) data of a total sample of 3067 9–10-year-old adolescents were used. The primary outcome was left- hippocampus activation during the N-Back memory task (mean beta weight for N-Back run 1 2 back versus 0 back contrast in left hippocampus). The independent variable was parental education. Family income and neighborhood income were two possible mediators. Age, sex, and marital status were the covariates. To test mediation, we used hierarchical linear regression models first without and then with our mediators. Full mediation was defined according to Kenny. The Sobel test was used to confirm statistical mediation. Results: In the absence of family and neighborhood income in the model, higher parental educational attainment was associated with lower level of left hippocampus activation during the N-Back memory task. This effect was significant while age, sex, and marital status were controlled. The association between parental educational attainment and hippocampus activation during the N-Back memory task was no more significant when we controlled for family and neighborhood income. Instead, family income was associated with hippocampus activation during the N-Back memory task. These findings suggested that family income fully mediates the effect of parental educational attainment on left hippocampus activation during the N-Back memory task. Conclusions: The effect of parental educational attainment on adolescents’ hippocampus activation during an N-Back memory task is fully explained by family income. That means low family income is why adolescents with low-educated parents show highlighted hippocampus activation during an N-Back memory task. Given the central role of the hippocampus in learning and memory and as income is a modifiable factor by tax and economic policies, income-redistribution policies, fair taxation, and higher minimum wage may have implications for promotion of adolescent equality and social justice. There is a need to focus on family-level economic needs across all levels of neighborhood income.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Family Income Mediates the Effect of Parental Education on Adolescents’ Hippocampus Activation During an N-Back Memory Task

et al. 2020

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“…Furthermore, it is also the most critical period in the development of central structures such as the amygdala ( 63 ) and hippocampus ( 64 ). In those two structures, neurodevelopment is very active with neurogenesis, cell differentiation, and migration ( 65 ). The existence of such a hyporesponsiveness period suggests that high-stress level might be harmful to the normal development of the brain and could affect the maturation of behavior dependent on those brain systems that are normally developing at that time like the emotional learning systems ( 57 ).…”

Section: Stress-related Models Of Fgidmentioning

confidence: 99%

Animal Models for Functional Gastrointestinal Disorders

Accarie

Vanuytsel

2020

Front. Psychiatry

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Functional gastrointestinal disorders (FGID), such as functional dyspepsia (FD) and irritable bowel syndrome (IBS) are characterized by chronic abdominal symptoms in the absence of an organic, metabolic or systemic cause that readily explains these complaints. Their pathophysiology is still not fully elucidated and animal models have been of great value to improve the understanding of the complex biological mechanisms. Over the last decades, many animal models have been developed to further unravel FGID pathophysiology and test drug efficacy. In the first part of this review, we focus on stress-related models, starting with the different perinatal stress models, including the stress of the dam, followed by a discussion on neonatal stress such as the maternal separation model. We also describe the most commonly used stress models in adult animals which brought valuable insights on the brain-gut axis in stress-related disorders. In the second part, we focus more on models studying peripheral, i.e., gastrointestinal, mechanisms, either induced by an infection or another inflammatory trigger. In this section, we also introduce more recent models developed around food-related metabolic disorders or food hypersensitivity and allergy. Finally, we introduce models mimicking FGID as a secondary effect of medical interventions and spontaneous models sharing characteristics of GI and anxiety-related disorders. The latter are powerful models for brain-gut axis dysfunction and bring new insights about FGID and their comorbidities such as anxiety and depression.

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“…In mammals, ELS has been shown to cause epigenetic and expression differences in several stress-related genes (Chen et al, 2012;Elliott et al, 2010;McGowan et al, 2009;Murgatroyd et al, 2009;Weaver et al, 2004), and can lead to impaired neuronal proliferation and morphology (Fabricius et al, 2008;Farrell et al, 2016;Korosi et al, 2012;Mirescu et al, 2004;Oomen et al, 2010;Tanapat et al, 1998). These changes impact the function of several brain regions including the hippocampus, amygdala, and hypothalamus, suggesting ELS persistently impacts brain function throughout development (Daun et al, 2020;Elliott et al, 2010;Murgatroyd et al, 2009;Youssef et al, 2019). While its effects are well accepted, a mechanistic understanding of how ELS impairs brain function requires identifying the neuronal changes induced by specific stressors and assessing their impact brain-wide across development.…”

Section: Introductionmentioning

confidence: 99%

Long lasting anxiety following early life stress is dependent on glucocorticoid signaling in zebrafish

Chin

et al. 2021

Preprint

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Chronic adversity in early childhood is associated with increased anxiety and a propensity for substance abuse later in adulthood, yet the effects of early life stress (ELS) on brain development remains poorly understood. The zebrafish, Danio rerio, is a powerful model for studying neurodevelopment and stress. Here, we describe a zebrafish model of ELS and identify a role for glucocorticoid signaling during a critical window in development that leads to long-term changes in brain function. Larval fish subjected to chronic stress in early development exhibited increased anxiety-like behavior and elevated glucocorticoid levels later in life. Increased stress-like behavior was only observed when fish were subjected to ELS within a precise time window in early development, revealing a temporal critical window of sensitivity. Moreover, enhanced anxiety-like behavior only emerges after two months post-ELS, revealing a developmentally specified delay in the effects of ELS. ELS leads to increased levels of baseline cortisol, and resulted in a dysregulation of cortisol receptors, suggesting long-term effects on cortisol signaling. Together, these findings reveal a critical window for ELS to affect developmental reprogramming of the glucocorticoid receptor pathway, resulting in chronic elevated stress.

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Early Maternal and Social Deprivation Expands Neural Stem Cell Population Size and Reduces Hippocampus/Amygdala-Dependent Fear Memory

Cited by 12 publications

References 58 publications

Family Income Mediates the Effect of Parental Education on Adolescents’ Hippocampus Activation During an N-Back Memory Task

Family Income Mediates the Effect of Parental Education on Adolescents’ Hippocampus Activation During an N-Back Memory Task

Animal Models for Functional Gastrointestinal Disorders

Long lasting anxiety following early life stress is dependent on glucocorticoid signaling in zebrafish

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