Differential effects of post-weaning juvenile stress on the behaviour of C57BL/6 mice in adolescence and adulthood

Peleg‐Raibstein, Daria; Feldon, Joram

doi:10.1007/s00213-010-1991-8

Cited by 28 publications

(29 citation statements)

References 41 publications

(62 reference statements)

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“…This contrasts with previous reports of increased anxiety (Giovanoli et al, 2013;Jacobson-Pick et al, 2008;Maslova et al, 2002aMaslova et al, , 2002bTsoory et al, 2007;Yee et al, 2011), although negative or inconsistent results have also been reported (Avital and Richter-Levin, 2005;Bourke and Neigh, 2011;Jacobson-Pick and Richter-Levin, 2010;McCormick et al, 2007;Peleg-Raibstein and Feldon, 2011;Pohl et al, 2007;Toledo-Rodríguez and Sandi, 2007). This is likely related to a differential susceptibility to stress among the different strains of rats and mice used (e.g., Maslova et al, 2002aMaslova et al, , 2002b.…”

Section: Accepted M Manuscriptcontrasting

confidence: 85%

Behavioral and neuroendocrine consequences of juvenile stress combined with adult immobilization in male rats

Fuentes

Carrasco

Armario

et al. 2014

Hormones and Behavior

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Exposure to stress during childhood and adolescence increases vulnerability to developing several psychopathologies in adulthood and alters the activity of the hypothalamic-pituitaryadrenal (HPA) axis, the prototypical stress system. Rodent models of juvenile stress appear to support this hypothesis because juvenile stress can result in reduced activity/exploration and enhanced anxiety, although results are not always consistent. Moreover, an in-depth characterization of changes in the HPA axis is lacking. In the present study, the long-lasting effects of juvenile stress on adult behavior and HPA function were evaluated in male rats. The juvenile stress consisted of a combination of stressors (cat odor, forced swim and footshock) during postnatal days 23-28. Juvenile stress reduced the maximum amplitude of the adrenocorticotropic hormone (ACTH) levels (reduced peak at lights off), without affecting the circadian corticosterone rhythm, but other aspects of the HPA function (negative glucocorticoid feedback, responsiveness to further stressors and brain gene expression of corticotrophin-releasing hormone and corticosteroid receptors) remained unaltered. The behavioral effects of juvenile stress itself at adulthood were modest (decreased activity in the circular corridor) with no evidence of enhanced anxiety. Imposition of an acute severe stressor (immobilization on boards, IMO) did not increase anxiety in control animals, as evaluated one week later in the elevated-plus maze (EPM), but it potentiated the acoustic startle response (ASR). However, acute IMO did enhance anxiety in the EPM, in juvenile stressed rats, thereby suggesting that juvenile stress sensitizes rats to the effects of additional stressors.

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Section: Accepted M Manuscriptcontrasting

confidence: 85%

Behavioral and neuroendocrine consequences of juvenile stress combined with adult immobilization in male rats

Fuentes

Carrasco

Armario

et al. 2014

Hormones and Behavior

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“…On the behavioral level a variety of studies in humans and animals revealed that manipulations in early life such as handling, maternal separation and footshock either enhanced (Domes et al, 2002; Smeets et al, 2007; Schwabe et al, 2008) or impaired (Kirschbaum et al, 1996; Elzinga et al, 2005; Diamond et al, 2006) learning and memory functions depending on the timing of the manipulation, sex and the task (for review see Kosten et al, 2012). For example, juvenile rodents, which were exposed to different types of stressors during prepuberty, showed impaired avoidance learning in adulthood (Tsoory and Richter-Levin, 2006; Peleg-Raibstein and Feldon, 2011). On the other hand, in contrast to our experiments, which showed impaired active avoidance learning after exposure to CS paired with escapable footshock during infancy, mice exposed to different intensities of inescapable footshocks without paired CS during infancy (PND 15-20) displayed better avoidance learning in adulthood (Denenberg and Karas, 1959; Denenberg and Bell, 1960; Bell and Denenberg, 1963).…”

Section: Discussionmentioning

confidence: 99%

Sex-specific positive and negative consequences of avoidance training during childhood on adult active avoidance learning in mice

Spröwitz

Bock

Braun

2013

Front. Behav. Neurosci.

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In humans and animals cognitive training during childhood plays an important role in shaping neural circuits and thereby determines learning capacity later in life. Using a negative feedback learning paradigm, the two-way active avoidance (TWA) learning, we aimed to investigate in mice (i) the age-dependency of TWA learning, (ii) the consequences of pretraining in childhood on adult learning capacity and (iii) the impact of sex on the learning paradigm in mice. Taken together, we show here for the first time that the beneficial or detrimental outcome of pretraining in childhood depends on the age during which TWA training is encountered, indicating that different, age-dependent long-term “memory traces” might be formed, which are recruited during adult TWA training and thereby either facilitate or impair adult TWA learning. While pretraining during infancy results in learning impairment in adulthood, pretraining in late adolescence improved avoidance learning. The experiments revealed a clear sex difference in the group of late-adolescent mice: female mice showed better avoidance learning during late adolescence compared to males, and the beneficial impact of late-adolescent pretraining on adult learning was more pronounced in females compared to males.

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“…Social instability and social defeat also lead to a decrease in social interactions in adulthood (Green et al, 2012; Vidal et al, 2007; Vidal et al, 2011a; Vidal et al, 2011b). While a few studies report lack of effect of stressors during pubertal development on locomotor or exploratory behavior, these stressors began on P30 and continued until well into adulthood (Peleg-Raibstein and Feldon, 2011; Toth et al, 2008a; Toth et al, 2008b), perhaps missing an earlier vulnerable period.…”

Section: Adrenal Steroidsmentioning

confidence: 99%

Puberty and adolescence as a time of vulnerability to stressors that alter neurobehavioral processes

Holder

Blaustein

2014

Frontiers in Neuroendocrinology

199

143

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Puberty and adolescence are major life transitions during which an individual’s physiology and behavior changes from that of a juvenile to that of an adult. Here we review studies documenting the effects of stressors during pubertal and adolescent development on the adult brain and behavior. The experience of complex or compound stressors during puberty/adolescence generally increases stress reactivity, increases anxiety and depression, and decreases cognitive performance in adulthood. These behavioral changes correlate with decreased hippocampal volumes and alterations in neural plasticity. Moreover, stressful experiences during puberty disrupt behavioral responses to gonadal hormones both in sexual performance and on cognition and emotionality. These behavioral changes correlate with altered estrogen receptor densities in some estrogen-concentrating brain areas, suggesting a remodeling of the brain’s response to hormones. A hypothesis is presented that activation of the immune system results in chronic neuroinflammation that may mediate the alterations of hormone-modulated behaviors in adulthood.

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Differential effects of post-weaning juvenile stress on the behaviour of C57BL/6 mice in adolescence and adulthood

Abstract: Our results suggest that exposure to stressors during the juvenile period can exert long-term effects on the brain and behaviour and that these effects differ depending on whether the animals are tested during adolescence or adulthood.

Cited by 28 publications

References 41 publications

Behavioral and neuroendocrine consequences of juvenile stress combined with adult immobilization in male rats

Behavioral and neuroendocrine consequences of juvenile stress combined with adult immobilization in male rats

Sex-specific positive and negative consequences of avoidance training during childhood on adult active avoidance learning in mice

Puberty and adolescence as a time of vulnerability to stressors that alter neurobehavioral processes

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