Presentation on theme: "Chronic Intermittent Cold Stress and Serotonin Depletion Induce Deficits of Reversal Learning in an Attentional Set-shifting Task in Rats M. Danet S. Lapiz-Bluhm,"— Presentation transcript:
Chronic Intermittent Cold Stress and Serotonin Depletion Induce Deficits of Reversal Learning in an Attentional Set-shifting Task in Rats M. Danet S. Lapiz-Bluhm, Alexandra E. Soto-Piña, Julie G. Hensler, David A. Morilak
Brain Jargon Primarily concerned with the Prefrontal Cortex (PFC) in the main paper, specifically the Orbitofrontal Cortex (OFC). PFC – implicated in cognitive flexibility, ability to attend to changes in the environment, and adapt behavioral response strategies accordingly – mPFC involved in shifting attention b/n perceptual features of complex stimuli.
Brain Jargon (cont.) Output of decision making processes influenced/determined by interaction b/n two forebrain loops. – Limbic (affective/motivational) loop OFC, amygdala, and ventral striatum – Cognitive (executive/motor) loop Dorso-lateral prefrontal cortex and dorsal striatus
Cold Stress CIC leads to an increase in Hypothalamic- Pituitary-Adrenal response. – Hypersensitizes the individual to respond to acute stress, specifically increases noradrenergic receptor activity. Dysregulation of both the HPA axis and noradrenergic system leads to anxiety like behaviors
Serotonin Depletion Tryptophan -> 5-HT – Depleted through pharmacological (main paper) or dietary means (background paper) Low 5-HT levels linked to poor decision making and gambling proneness – Assesed through the rIGT and rodent Probabilistic Delivery Test (rPDT)
Serotonin Depletion rIGT – Istead of four choices, only two this time Advantageous Disadvantageous
Serotonin Depletion rPDT – 10 days – 2 choices Large Luck Linked Small Sure – 6 vs. 2 pellets – Indifferent point LLL and SS choice equally wise.
Serotonin Depletion The authors believe that – 5-HT depletion leads to a lower sensitivity to punishment – 5-HT depleted rats (T-) show only slight reduction in LLL preference. Indicative of a tolerance of reward uncertainty – (T-) rats also exhibit motor impulsivity. Not hitting the button long enough – (T-) rats stuck on short term focus
The Paper Proper Objectives – To assess the effects of chronic intermittent cold (CIC) stress on performance of rats in an attentional set-shifting task (AST) – Assess a possible role for serotonin in CIC-induced deficits and test the effects of acute serotonin reuptake blockade Model organism – Sprague-Dawley rats
Attentional Set-shifting Task (AST) …subjects must learn a series of reward contingencies, using cues that vary along multiple stimulus dimensions (e.g., odor and texture, shape and color, etc). Extra Dimensional set shifting involves the acquisition of a new contingency requiring a shift in attention (and responding) away from the stimulus dimension that had been established previously as the relevant or informative dimension (i.e., formation of a cognitive set) to a previously irrelevant stimulus dimension… …reversal learning, another form of cognitive flexibility in which a previously positive cue becomes negative and a previously negative cue becomes positive, but within the same stimulus dimension.
AST Removable Divider Terracota pots Divider Hypothetical “no-mans land” Rat -Various digging media -Various scents -¼ cheerio as reward
Procedure Immediately following 14 day CIC treatment (or control housing) Day 15 – Habituation. Train rat to dig for food. Day 16 – Training. Train to a series of SD. First odor, then medium Day 17 – Testing. Increasingly difficult discriminations. – Trials to criterion 6 correct choices in a row.
Testing 1 st stage – Simple Discrimination (SD) – Discriminate b/n two odors or two types of medium. 2 nd stage – Compound Discrimination (CD) – Same as above but also included a second irrelevant stimulus (medium or odor) 3 rd stage – Reversal 1 (R1) – Same as above, but the (-) stimulus is now (+)
Testing (cont.) 4 th stage – Intradimensional shift (ID) – Same setup as CD except all new odor and medium. Relevant stimulus still the same as 2 nd stage. 5 th stage – Reversal (R2) – Same setup as above except (-) stimulus now (+)
Testing (cont.) 6 th stage – Extradimensional shift (ED) – All new mediums and odor introduced, relevent stimulus now switched. If odor was relevant cue originally, now medium is the relevant cue. 7 th stage – Reversal 3 (R3) – Same as above but (-) stimulus now (+)
Experiments Experiment 1 – Effect of CIC stress on rAST 24 rats. 12 control - 12 CIC – Note – CIC protocol was 14 days not 7 as in previous papers – 7 days prior to testing food was restricted to 14g/day (promote reward seeking)
Experiment 3 Effects of acute citalopram administration on CIC rats in the rAST – Citalopram – SSRI, not sure of exact mechanism – 43 rats randomly assigned to two groups. Control – Citalopram – Vehicle Control CIC – Citalopram – Vehicle Control
Experiment 4 Effects of CIC on 5-HT release in Orbitofrontal cortex – 24 rats randomly assigned to two groups CIC Control – All had microdialysis probes implanted into the Orbitofrontal Cortex to monitor 5-T release.
Reversal Learning Effective reversal learning involves a number of specific and distinct operations, including: 1.Detection of the shift in contingency (i.e. “error detection”) 2.Inhibition of the prepotent, previously learned positive response 3.Overcoming learned avoidance of the previously negative stimulus 4.Acquisition of the new association.
Conclusions Apparent dysregulation of serotonergic function in the OFC of rats exposed to CIC stress.