Estresse e memória: Efeito do estresse agudo e crônico na retenção da memória em diferentes perfis de personalidade em tilápias-do-Nilo
Data
2018-03-06
Autores
Barretto, Adriana Beatriz [UNESP]
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ISSN da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
CAPÍTULO 1 – Neste estudo avaliamos o efeito do estresse agudo e crônico na memória de aprendizagem de tilápias-do-Nilo com diferentes perfis de personalidade. Inicialmente definimos a personalidade dos peixes através de testes de objeto novo e exposição a um predador, classificando-os em shy (tímido) ou bold (ousado) e em seguida estes indivíduos foram condicionados por um método simples de condicionamento clássico como forma de aprendizagem para posterior avaliação da memória. Os peixes shy foram então divididos em dois grupos, sendo que em um deles os peixes foram diariamente estressados por hipóxia, perseguição com rede ou confinamento (grupo shy-experimental) por 64 dias consecutivos, enquanto que no outro grupo os peixes permaneceram apenas isolados (grupo shy-controle) pelo mesmo período de tempo. O mesmo procedimento foi adotado com os peixes classificados como bold. Nesse mesmo período, testes de memória foram realizados em dias específicos, tanto nos grupos experimental quanto nos grupos controle. Ao final do experimento, reavaliamos se as personalidades se mantiveram. Obtivemos que o estresse agudo afetou a memória de aprendizado em peixes, principalmente em indivíduos com perfil de personalidade shy. CAPÍTULO 2 – Aqui desenvolvemos uma metodologia simples de condicionamento clássico facilmente aplicável em laboratórios de experimentação com peixes, quando comparados aos métodos descritos na literatura atual, onde os estímulos geralmente aplicados para condicionamento (som ou luz) podem interferir nas respostas dos animais experimentais presentes no mesmo laboratório. Para tal condicionamento, isolamos os peixes em aquários individuais e introduzimos um jato de água em cada aquário (sem que os peixes pudessem perceber a presença do pesquisador) causando movimentação da água (estímulo condicionado) neste local específico do aquário. Em seguida, um pellet de ração (estímulo incondicionado) foi introduzido no mesmo local da movimentação da água (novamente sem que os peixes pudessem perceber a presença do pesquisador). Esses procedimentos foram realizados durante 20 dias seguidos, 4 vezes ao dia. Obtivemos que após 14 dias de condicionamento todos os peixes associaram estímulo condicionado e incondicionado, confirmando a efetividade deste método simples e sem interferência nos demais animais experimentais presentes no ambiente.
CHAPTER 1 - In this study we evaluated the effect of acute and chronic stress in learning memory of Nile tilapia with different personality profiles. Initially we defined the personality of the fish through the testo f new object and exposure to a predator, classifying them as shy or bold, and then these individuals were conditioned by a simple method of classical conditioning as a way of learning to evaluation of memory. The shy fish were divided into two groups, and in one group the fish were daily stressed by hypoxia, net chase or confinement (shy-experimental group) for 64 consecutive days, while in the other group the fish remained only isolated (shy-control group) for the same time period. The same procedure was adopted with fish classified as bold. During the same period, memory tests were performed on specific days, in both groups, experimental and control group. At the end of the experiment, we reevaluated whether the personalities held. We found that acute stress affected learning memory in fish, especially in individuals with shy personality profiles. CHAPTER 2 - Here we develop a classical conditioning methodology easily applicable in fish experimentation laboratories when compared to the methods described in the current literature, where the stimuli generally applied for conditioning (sound or light) can interfere with the responses of experimental animals present in the same laboratory. For this conditioning, we isolate the fish in individual aquariums and introduce a jet of water into each aquarium (without the fish could perceive the presence of the researcher) causing water movement (conditioned stimulus) in this specific aquarium site. Then a feed pellet (unconditioned stimulus) was introduced in the same place as the water movement (again without the fish being able to perceive the presence of the researcher). These procedures were performed for 20 consecutive days, 4 times daily. We obtained that after 14 days of conditioning all the fish associated conditioned and unconditioned stimulus, confirming the effectiveness of this simple method and without interference in the other experimental animals present in the environment.
CHAPTER 1 - In this study we evaluated the effect of acute and chronic stress in learning memory of Nile tilapia with different personality profiles. Initially we defined the personality of the fish through the testo f new object and exposure to a predator, classifying them as shy or bold, and then these individuals were conditioned by a simple method of classical conditioning as a way of learning to evaluation of memory. The shy fish were divided into two groups, and in one group the fish were daily stressed by hypoxia, net chase or confinement (shy-experimental group) for 64 consecutive days, while in the other group the fish remained only isolated (shy-control group) for the same time period. The same procedure was adopted with fish classified as bold. During the same period, memory tests were performed on specific days, in both groups, experimental and control group. At the end of the experiment, we reevaluated whether the personalities held. We found that acute stress affected learning memory in fish, especially in individuals with shy personality profiles. CHAPTER 2 - Here we develop a classical conditioning methodology easily applicable in fish experimentation laboratories when compared to the methods described in the current literature, where the stimuli generally applied for conditioning (sound or light) can interfere with the responses of experimental animals present in the same laboratory. For this conditioning, we isolate the fish in individual aquariums and introduce a jet of water into each aquarium (without the fish could perceive the presence of the researcher) causing water movement (conditioned stimulus) in this specific aquarium site. Then a feed pellet (unconditioned stimulus) was introduced in the same place as the water movement (again without the fish being able to perceive the presence of the researcher). These procedures were performed for 20 consecutive days, 4 times daily. We obtained that after 14 days of conditioning all the fish associated conditioned and unconditioned stimulus, confirming the effectiveness of this simple method and without interference in the other experimental animals present in the environment.
Descrição
Palavras-chave
personalidade em peixes, estresse agudo, estresse crônico, memória, personality in fish, acute stress, chronic stress, memory