轻度颅脑损伤中应激因素对大鼠学习记忆的影响
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摘要
目的：
通过研究清醒状态下轻度创伤性脑损伤(traumatic brain injury，TBI)后对大鼠的学习记忆改变，探讨轻度TBI中急性应激对大鼠学习记忆的影响，为临床研究TBI后心理应激对学习记忆的影响提供实验依据。
方法：
将44只实验大鼠随即分为3组，A正常对照组14只、B惊吓组(急性应激组)14只、C损伤组16只。对Hall脑损伤装置进行改进，制造清醒状态下大鼠轻度脑损伤和急性应激动物模型。(1)伤后2小时、1、2、3d对损伤组进行Bederson症状评分，Longa评分和感觉运动功能测试。(2)伤前3d及伤后10、11d通过Morris水迷宫试验检测损伤组、惊吓组与正常对照组之间学习记忆能力的差异。(3)伤后1h随机选取2只损伤组大鼠，断头取脑，观察脑损伤程度；实验完毕后每组各随机抽取5只大鼠，进行尼氏染色，观察额、颞叶及海马结构神经细胞病理学变化。
结果：
行为学观察：损伤组伤后即刻见动物四肢痉挛，持续1-3min，昏迷4只，于3～5min后清醒，损伤组与惊吓组受伤动物均出现攻击性动作，行动迟缓，畏人，精神差。损伤组伤后均出现肢体运动障碍，3d后恢复正常。
定位航行实验：损伤组、惊吓组组与正常对照组比较均有统计学差异(P＜0.05)，损伤组与惊吓组两组间比较无统计学差异(P＞0.05)。见表2
空间探索实验：各组大鼠游泳路线可见图2，正常对照组能依靠空间搜索寻找平台，运动轨迹多位于原平台所在象限(右上象限)，而损伤组、惊吓组运动轨迹散乱，穿越原平台所在象限时间明显减少。
病理学观察：损伤组伤侧顶叶常规HE染色可见毛细血管周围间隙增宽，细胞水肿，符合轻度脑损伤镜下改变。损伤组和惊吓组额叶、颞叶和海马CA1、CA3区尼氏染色与对照组比较尼氏体数目减少、细胞排列紊乱。
结论：
在轻度脑损伤中应激因素引起的病理生理改变对学习记忆的改变起重要作用，提示在临床工作中应重视应激因素对脑功能的影响。
Objective
To investigate the effects of stress factor on learning and memory in mild head injury of rats in convalescence stage. Provide the experiment data for clinical studies.
Methods
44 rats were divided randomly into three groups : A. normal control group (14 cases), B. stress group(14 cases)and C. damaged group(16 cases). Animal model of mild head injury in rats was duplicated using a improved device of Hall's head injury installment. 1) the behavior changes of the damaged group were observed by using Bederson's, Longa's and sensorimotor function test at 2h、 ld、 2d and 3d after the rats' head were injured.2) Learning and memory ability was detected with Morris Water Maze before and after head injured. 3) after the test, processed for Nissl staining, we can observed the decrease of Nissl bodies in frontal lobe, temporal lobe and hippocampus.
Results
Behavioral changes: The damage and stress group to appear the aggressive movement, slow-acting, fear person after injury. The damage group appears movement barrier, restores normally after 3ds.
Place navigation : the learning and memory ability has obvious difference between test and normal control group( P < 0. 05) , but there are no-difference between injured and stress group. ( P > 0. 05) .
Spatial probe test: The two groups (frighten and damaged group) all showed a spatial bias towards the training target quadrant, spending significantly more time searching there, unlike the normal group( P < 0. 05).
Morphological observe: In the frighten and damaged groups, the Nissl bodies in frontal lobe, temporal lobe and hippocampalCA1, CA3 are decreased compared to the normal group.
Conclusions
The stress factor may play an important role in learning and memory impairment after stress insult in rats.
通过研究清醒状态下轻度创伤性脑损伤(traumatic brain injury，TBI)后对大鼠的学习记忆改变，探讨轻度TBI中急性应激对大鼠学习记忆的影响，为临床研究TBI后心理应激对学习记忆的影响提供实验依据。
方法：
将44只实验大鼠随即分为3组，A正常对照组14只、B惊吓组(急性应激组)14只、C损伤组16只。对Hall脑损伤装置进行改进，制造清醒状态下大鼠轻度脑损伤和急性应激动物模型。(1)伤后2小时、1、2、3d对损伤组进行Bederson症状评分，Longa评分和感觉运动功能测试。(2)伤前3d及伤后10、11d通过Morris水迷宫试验检测损伤组、惊吓组与正常对照组之间学习记忆能力的差异。(3)伤后1h随机选取2只损伤组大鼠，断头取脑，观察脑损伤程度；实验完毕后每组各随机抽取5只大鼠，进行尼氏染色，观察额、颞叶及海马结构神经细胞病理学变化。
结果：
行为学观察：损伤组伤后即刻见动物四肢痉挛，持续1-3min，昏迷4只，于3～5min后清醒，损伤组与惊吓组受伤动物均出现攻击性动作，行动迟缓，畏人，精神差。损伤组伤后均出现肢体运动障碍，3d后恢复正常。
定位航行实验：损伤组、惊吓组组与正常对照组比较均有统计学差异(P＜0.05)，损伤组与惊吓组两组间比较无统计学差异(P＞0.05)。见表2
空间探索实验：各组大鼠游泳路线可见图2，正常对照组能依靠空间搜索寻找平台，运动轨迹多位于原平台所在象限(右上象限)，而损伤组、惊吓组运动轨迹散乱，穿越原平台所在象限时间明显减少。
病理学观察：损伤组伤侧顶叶常规HE染色可见毛细血管周围间隙增宽，细胞水肿，符合轻度脑损伤镜下改变。损伤组和惊吓组额叶、颞叶和海马CA1、CA3区尼氏染色与对照组比较尼氏体数目减少、细胞排列紊乱。
结论：
在轻度脑损伤中应激因素引起的病理生理改变对学习记忆的改变起重要作用，提示在临床工作中应重视应激因素对脑功能的影响。
Objective
To investigate the effects of stress factor on learning and memory in mild head injury of rats in convalescence stage. Provide the experiment data for clinical studies.
Methods
44 rats were divided randomly into three groups : A. normal control group (14 cases), B. stress group(14 cases)and C. damaged group(16 cases). Animal model of mild head injury in rats was duplicated using a improved device of Hall's head injury installment. 1) the behavior changes of the damaged group were observed by using Bederson's, Longa's and sensorimotor function test at 2h、 ld、 2d and 3d after the rats' head were injured.2) Learning and memory ability was detected with Morris Water Maze before and after head injured. 3) after the test, processed for Nissl staining, we can observed the decrease of Nissl bodies in frontal lobe, temporal lobe and hippocampus.
Results
Behavioral changes: The damage and stress group to appear the aggressive movement, slow-acting, fear person after injury. The damage group appears movement barrier, restores normally after 3ds.
Place navigation : the learning and memory ability has obvious difference between test and normal control group( P < 0. 05) , but there are no-difference between injured and stress group. ( P > 0. 05) .
Spatial probe test: The two groups (frighten and damaged group) all showed a spatial bias towards the training target quadrant, spending significantly more time searching there, unlike the normal group( P < 0. 05).
Morphological observe: In the frighten and damaged groups, the Nissl bodies in frontal lobe, temporal lobe and hippocampalCA1, CA3 are decreased compared to the normal group.
Conclusions
The stress factor may play an important role in learning and memory impairment after stress insult in rats.
引文
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