Influence of isolation stress and inhibited protein biosynthesis on learning and memory in goldfish

Laudien, H.; Freyer, James P.; Erb, R.E.; Denzer, D. J.

doi:10.1016/0031-9384(86)90255-6

Cited by 20 publications

(12 citation statements)

References 18 publications

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“…In social learning by guppies, Poecilia reticulata (Poeciliidae), food deprivation has a stronger effect on male than on female performance (Reader & Laland 2000). Isolation stress (as caused, for example, by predatory attacks) interferes with memory formation (goldfish; Laudien et al 1986). Fish may learn feeding skills more slowly when isolated than when in shoals (Jain & Sahai 1989), presumably as a result of enhanced perceived threat and/or a lack of opportunities for social learning.…”

Section: Drivementioning

confidence: 99%

Learning of Foraging Skills by Fish

Warburton

Hughes

2011

Fish Cognition and Behavior

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IntroductionInvestigations of the role of learning and memory in the foraging behaviour of fishes are at an exciting stage. Although less thoroughly studied than traditional laboratory favourites such as rats, pigeons or bees, fish species are no longer to be consigned to the 'poorly understood' category. It is now possible to place the capacities of fish in the context of learning and memory as a whole, as evidenced by previous reviews such as those by Hart (1986Hart ( , 1993, Hughes et al. (1992) and Kieffer & Colgan (1992). The present chapter attempts to integrate perspectives and findings from the fields of behavioural ecology and comparative psychology. This approach has been adopted for the following reasons:1. Comparative psychology has revealed broad regularities in the general principles of learning across invertebrate and vertebrate taxa (Logue 1988; Domjan 1998) and across spatial and temporal domains (Cheng & Spetch 2001). The general principles that apply to learning in bees, pigeons and rats are likely to apply to fishes also. Psychology can clarify the mechanisms that underlie observed behaviour, while behavioural ecology can evaluate the adaptive significance of behavioural capacities demonstrated by psychology. 2. In several cases, static first-generation models based on optimal foraging theory (OFT) that do not represent temporal changes in internal state fail to predict observed behaviour (Hart 1993). More recent studies using more flexible (e.g. dynamic-programming) models have been more successful because of their ability to represent changes in internal state (e.g. physiology and learning), interactions between intrinsic and extrinsic variables and continuous behavioural adjustment in response to these factors (Ehlinger 1989;Kieffer & Colgan 1991;Hart 1993;Dall et al. 1999). Although standard OFT models predict that animals should exhibit all-or-nothing choice, experiments usually reveal partial preferences. It is likely that future models will draw increasingly on psychological effects (e.g. discrimination, memory, cue competition, interference and attention) to explain such divergences from the predictions of simple or idealised models and to test models based on risk and information (Shettleworth 1988).

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Section: Drivementioning

confidence: 99%

Learning of Foraging Skills by Fish

Warburton

Hughes

2011

Fish Cognition and Behavior

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“…In paired chicks, the same exposure had no effect on memory. Isolation increases corticosterone levels [Johnston and Rose, 1998] and plays a modulating role in memory formation [Laudien et al, 1986;Schwarz et al, 1998]. A moderate increase in corticosterone levels is important for the consolidation from short-term to long-term memory, whereas higher levels appear to be detrimental to memory retention [McGaugh and Roozendaal, 2002], reflecting a concentration-dependent inverted U-shaped function relating corticosterone levels to memory retention [Roozendaal, 2000].…”

Section: Discussionmentioning

confidence: 99%

Effects of prenatal exposure to a 50‐Hz magnetic field on one‐trial passive avoidance learning in 1‐day‐old chicks

Sun

Che

Liu

et al. 2009

Bioelectromagnetics

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We investigated memory impairment in newly hatched chicks following in ovo exposure to a 50-Hz magnetic field (MF) of 2 mT (60 min/day) on embryonic days 12-18. Isolated and paired chicks were used to test the effect of stress during training, and memory retention was tested at 10, 30, and 120 min, following exposure to a bitter-tasting bead (100% methylanthranilate). Results showed that memory was intact at 10 min in both isolated and paired chicks with or without MF exposure. However, while isolated chicks had good memory retention levels at 30 and 120 min, those exposed to MF did not. The results suggest a potential disruption of memory formation following in ovo exposure to MF, with this effect only evident in the more stressed, isolated chicks.

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“…The same investigators observed that chronic mild stress induces the activation of the neuroendocrine and neuroimmune systems, which potentially promote cell damage and decreased neurogenesis and impair cognitive function in mice (17). A deleterious effect of stress on fish cognition was also observed, since isolation stress inhibited active avoidance learning in goldfish (18). The capacity of fish to evoke a stress response to a neutral stimulus was also demonstrated (19,20).…”

Section: Introductionmentioning

confidence: 85%

“…However, this procedure delayed the learning of the task, since animals submitted to the stress presented higher latencies to enter the feeding area than non-stressed animals. Other studies have shown that different kinds of stress are capable of delaying or impairing learning (18,40) and it seems that cognitive impairment caused by stress is related to specific alterations in brain homeostasis, involving the neuroimmune and neuroendocrine systems as well as neurogenesis (17).…”

Section: Discussionmentioning

confidence: 99%

L-histidine enhances learning in stressed zebrafish

Cofiel

Mattioli

2009

Braz J Med Biol Res

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The aim of the present study was to determine the effect of the histaminergic precursor L-histidine and the H 3 receptor antagonist thioperamide on the learning process of zebrafish submitted or not to confinement stress. On each of the 5 consecutive days of experiment (D1, D2, D3, D4, D5), animals had to associate an interruption of the aquarium air supply with food offering. Nonstressed zebrafish received an intraperitoneal injection of 100 mg/kg L-histidine, 10 mg/kg thioperamide or saline after training. Stressed animals received drug treatment and then were submitted to confinement stress for 1 h before the learning procedure. Time to approach the feeder was measured (in seconds) and was considered to be indicative of learning. A decrease in time to approach the feeder was observed in the saline-treated group (D1 = 141.92 ± 13.57; D3 = 55 ± 13.54), indicating learning. A delay in learning of stressed animals treated with saline was observed (D1 = 217.5 ± 25.66). L-histidine facilitated learning in stressed (D1 = 118.68 ± 13.9; D2 = 45.88 ± 8.2) and non-stressed (D1 = 151.11 ± 19.20; D5 = 62 ± 14.68) animals. Thioperamide inhibited learning in non-stressed (D1 = 110.38 ± 9.49; D4 = 58.79 ± 16.83) and stressed animals (D1 = 167.3 ± 26.39; D5 = 172.15 ± 27.35). L-histidine prevented the increase in blood glucose after one session of confinement (L-histidine = 65.88 ± 4.50; control = 53 ± 3.50 mg/dL). These results suggest that the histaminergic system enhances learning and modulates stress responses in zebrafish.

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Influence of isolation stress and inhibited protein biosynthesis on learning and memory in goldfish

Cited by 20 publications

References 18 publications

Learning of Foraging Skills by Fish

Learning of Foraging Skills by Fish

Effects of prenatal exposure to a 50‐Hz magnetic field on one‐trial passive avoidance learning in 1‐day‐old chicks

L-histidine enhances learning in stressed zebrafish

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