摘要
目的探讨咬合支持丧失对大鼠学习记忆功能及自发和探究行为的影响。方法 用跳台反射箱和旷场分析仪观察单侧和双侧后牙拔除组大鼠和对照组相比学习记忆能力以及自发和探究行为的差异。结果单侧或双侧后牙拔除组大鼠和对照组[总EL1:(25.25±7.26)s,SDL2:300s]相比,跳台实验中反映学习能力的逃避潜伏期明显延长[单侧组:(48.20±22.33)s,双侧组:(56.13±19.85)s,JP<0.01],反映记忆能力的步下潜伏期明显缩短[单侧组:113.37s,双侧组:83.68s,P<0.01],而上下台的错误次数和电击时间却明显增多(P<0.05);旷场分析实验中后牙拔除组大鼠对新环境的适应性和空间认知能力差于对照组,而兴奋性和紧张度要高于对照组(P<0.05)。结论大鼠后牙咬合丧失可能会影响大鼠的学习记忆能力、空间认知能力和对新异环境的适应性。
Objective To evaluate the effect of loss of occlusal support on learning, memory and spontaneous behavior in rats. Methods 60 male Wistar rats were devided randomly into 3 groups, unilateral molars extraction group,bilateral molars extraction group and control group. 6 weeks after the extraction, the following variables were measured: learning-memory ability in step down test, and spontaneous behavior changes in open field test. Results Compared with the control group, the learning and memory ability of the experimental animals depressed in step down test. The step down latency of them were shorter[ 113. 37 (77. 95, 300. 00) s, 83. 68 (55.67, 209.78)s] than that of the control group ( P<0.01), but, the escape latency[ (48. 20 22.33)s, (56. 13 19.85)s] and the electric stimulation time[3.91 (0.00, 21.35)s, 7.43 (0.22, 30. 19)s] of them both became longer ( P<0. 05) , and. In open field test, the exploratory activity and spatial cognitive activity of them reduced, but, the excitability and tensity increased( P<0. 05). Conclusion Loss of occlusal support of rats may have possibility to impair learning and memory function and spontaneous activity.
出处
《中国行为医学科学》
CSCD
2005年第1期47-49,共3页
Chinese Journal of Behavioral Medical Science
基金
中华医学专项人才基金资助项目(CMB2000)
