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11.
Involvement of basolateral amygdala GABAA receptors in the effect of dexamethasone on memory in rats
Khajehpour L Alizadeh-Makvandi A Kesmati M Eshagh-Harooni H 《Journal of Zhejiang University. Science. B》2011,12(11):900-908
In this study we investigated whether GABAA receptors of the basolateral amygdala (BLA) interact with the effect of dexamethasone on the retrieval stage of memory. Adult
male Wistar rats were bilaterally cannulated in the BLA by stereotaxic surgery. The animals were trained in step-through apparatus
by induction of electric shock (1.5 mA, 3 s) and were tested for memory retrieval after 1 d. The time of latency for entering
the dark compartment of the instrument and the time spent by rats in this chamber were recorded for evaluation of the animals’
retrieval in passive avoidance memory. Administration of dexamethasone (0.3 and 0.9 mg/kg, subcutaneously (s.c.)), immediately
after training, enhanced memory retrieval. This effect was reduced by intra-BLA microinjection of muscimol (0.125, 0.250 and
0.500 μg/rat), when administered before 0.9 mg/kg of dexamethasone. Microinjection of bicuculline (0.75 μg/rat, intra-BLA)
with an ineffective dose of dexamethasone (0.1 mg/kg, s.c.) increased memory retrieval. However, the same doses of muscimol
and bicuculline without dexamethasone did not affect memory processes. Our data support reports that dexamethasone enhances
memory retrieval. It seems that GABAA receptors of the BLA mediate the effect of dexamethasone on memory retrieval in rats. 相似文献
12.
Abbas Abdollahi Sana Panahipour Mahnaz Akhavan Tafti Kelly A. Allen 《Psychology in the schools》2020,57(5):823-832
Academic stress is a commonly reported affective state by high school students that can be accompanied by unwanted and unhelpful short- and long-term implications including a low sense of school belonging. Understanding how academic stress may be alleviated or managed by students is an essential consideration for all schools concerned with student well-being. This study aimed to examine the relationship between academic stress and sense of school belonging, as well as the mediation effect of academic hardiness. Four hundred and five high school students from six schools in Tehran (Iran) were recruited in the study. Data analyses with Structural Equation Modeling revealed that a sense of belonging to school (β = −.38, p < .01) and academic hardiness (β = −.40, p < .01) were significant predictors of academic stress. Bootstrapping analysis showed that academic hardiness acted as a mediator between a sense of belonging to school and academic stress. The findings elucidate the underlying mechanism in how low school belonging may lead to academic stress in high school students. Creating a culture of school belonging and teaching and supporting skills related to academic hardiness should be key considerations for all schools seeking to reduce academic stress experienced by their students. 相似文献
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