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  1. Artikel: Pre-Learning Stress That Is Temporally Removed from Acquisition Impairs Fear Learning.

    Zoladz, Phillip R / Cordes, Chloe N / Weiser, Jordan N / Reneau, Kassidy E / Boaz, Kayla M / Helwig, Sara J / Virden, Emma M / Thebeault, Caitlin K / Pfister, Cassidy L / Getnet, Bruktawit A / Niese, Taylor D / Parker, Sydney L / Stanek, Mercedes L / Long, Kristen E / Norrholm, Seth D / Rorabaugh, Boyd R

    Biology

    2023  Band 12, Heft 6

    Abstract: Few studies have examined the time-dependent effects of stress on fear learning. Previously, we found that stress immediately before fear conditioning enhanced fear learning. Here, we aimed to extend these findings by assessing the effects of stress 30 ... ...

    Abstract Few studies have examined the time-dependent effects of stress on fear learning. Previously, we found that stress immediately before fear conditioning enhanced fear learning. Here, we aimed to extend these findings by assessing the effects of stress 30 min prior to fear conditioning on fear learning and fear generalization. Two hundred and twenty-one healthy adults underwent stress (socially evaluated cold pressor test) or a control manipulation 30 min before completing differential fear conditioning in a fear-potentiated startle paradigm. One visual stimulus (CS+), but not another (CS-), was associated with an aversive airblast to the throat (US) during acquisition. The next day, participants were tested for their fear responses to the CS+, CS-, and several generalization stimuli. Stress impaired the acquisition of fear on Day 1 but had no significant impact on fear generalization. The stress-induced impairment of fear learning was particularly evident in participants who exhibited a robust cortisol response to the stressor. These findings are consistent with the notion that stress administered 30 min before learning impairs memory formation via corticosteroid-related mechanisms and may help us understand how fear memories are altered in stress-related psychological disorders.
    Sprache Englisch
    Erscheinungsdatum 2023-05-26
    Erscheinungsland Switzerland
    Dokumenttyp Journal Article
    ZDB-ID 2661517-4
    ISSN 2079-7737
    ISSN 2079-7737
    DOI 10.3390/biology12060775
    Datenquelle MEDical Literature Analysis and Retrieval System OnLINE

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  2. Artikel ; Online: Pre-Learning Stress That Is Temporally Removed from Acquisition Impairs Fear Learning

    Zoladz, Phillip R. / Cordes, Chloe N. / Weiser, Jordan N. / Reneau, Kassidy E. / Boaz, Kayla M. / Helwig, Sara J. / Virden, Emma M. / Thebeault, Caitlin K. / Pfister, Cassidy L. / Getnet, Bruktawit A. / Niese, Taylor D. / Parker, Sydney L. / Stanek, Mercedes L. / Long, Kristen E. / Norrholm, Seth D. / Rorabaugh, Boyd R.

    Biology (Basel). 2023 May 26, v. 12, no. 6

    2023  

    Abstract: Few studies have examined the time-dependent effects of stress on fear learning. Previously, we found that stress immediately before fear conditioning enhanced fear learning. Here, we aimed to extend these findings by assessing the effects of stress 30 ... ...

    Abstract Few studies have examined the time-dependent effects of stress on fear learning. Previously, we found that stress immediately before fear conditioning enhanced fear learning. Here, we aimed to extend these findings by assessing the effects of stress 30 min prior to fear conditioning on fear learning and fear generalization. Two hundred and twenty-one healthy adults underwent stress (socially evaluated cold pressor test) or a control manipulation 30 min before completing differential fear conditioning in a fear-potentiated startle paradigm. One visual stimulus (CS+), but not another (CS−), was associated with an aversive airblast to the throat (US) during acquisition. The next day, participants were tested for their fear responses to the CS+, CS−, and several generalization stimuli. Stress impaired the acquisition of fear on Day 1 but had no significant impact on fear generalization. The stress-induced impairment of fear learning was particularly evident in participants who exhibited a robust cortisol response to the stressor. These findings are consistent with the notion that stress administered 30 min before learning impairs memory formation via corticosteroid-related mechanisms and may help us understand how fear memories are altered in stress-related psychological disorders.
    Schlagwörter cold ; cortisol ; fearfulness ; memory ; throat
    Sprache Englisch
    Erscheinungsverlauf 2023-0526
    Erscheinungsort Multidisciplinary Digital Publishing Institute
    Dokumenttyp Artikel ; Online
    ZDB-ID 2661517-4
    ISSN 2079-7737
    ISSN 2079-7737
    DOI 10.3390/biology12060775
    Datenquelle NAL Katalog (AGRICOLA)

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  3. Artikel ; Online: Immediate pre-learning stress enhances baseline startle response and fear acquisition in a fear-potentiated startle paradigm.

    Riggenbach, Mackenzie R / Weiser, Jordan N / Mosley, Brianne E / Hipskind, Jennifer J / Wireman, Leighton E / Hess, Kelsey L / Duffy, Tessa J / Handel, Julie K / Kaschalk, MacKenzie G / Reneau, Kassidy E / Rorabaugh, Boyd R / Norrholm, Seth D / Jovanovic, Tanja / Zoladz, Phillip R

    Behavioural brain research

    2019  Band 371, Seite(n) 111980

    Abstract: Extensive work has shown that stress time-dependently influences hippocampus-dependent learning and memory. In particular, stress that is administered immediately before learning enhances long-term memory, while stress that is temporally separated from ... ...

    Abstract Extensive work has shown that stress time-dependently influences hippocampus-dependent learning and memory. In particular, stress that is administered immediately before learning enhances long-term memory, while stress that is temporally separated from learning impairs long-term memory. We have extended these findings by examining the impact of immediate, pre-learning stress on an amygdala-dependent fear conditioning task. One hundred and forty-one healthy participants underwent a stress (socially evaluated cold pressor test) or control manipulation immediately before completing differential fear conditioning in a fear-potentiated startle paradigm. Participants then completed extinction and extinction memory testing sessions 24 and 48 h later, respectively. Stress administered immediately before acquisition increased baseline startle responses and enhanced fear learning, as evidenced by greater fear-potentiated startle to the CS + . Although no group differences were observed during extinction training on Day 2, stressed participants exhibited evidence of impaired extinction processes on Day 3, an effect that was driven by group differences in acquisition. Importantly, stressed participants' cortisol responses to the stressor on Day 1 were positively associated with CS discrimination on Days 2 and 3. These findings suggest that stress immediately before fear conditioning strengthens fear memory formation and produces a more enduring fear memory, perhaps via corticosteroid activity. Such a paradigm could be useful for understanding factors that influence traumatic memory formation.
    Mesh-Begriff(e) Amygdala/physiology ; Brain/physiology ; Conditioning, Classical/physiology ; Extinction, Psychological/physiology ; Fear/physiology ; Female ; Hippocampus/physiology ; Humans ; Learning/physiology ; Male ; Memory/physiology ; Reflex, Startle/physiology ; Stress, Psychological/metabolism ; Young Adult
    Sprache Englisch
    Erscheinungsdatum 2019-05-27
    Erscheinungsland Netherlands
    Dokumenttyp Journal Article ; Research Support, N.I.H., Extramural
    ZDB-ID 449927-x
    ISSN 1872-7549 ; 0166-4328
    ISSN (online) 1872-7549
    ISSN 0166-4328
    DOI 10.1016/j.bbr.2019.111980
    Datenquelle MEDical Literature Analysis and Retrieval System OnLINE

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