Endocytosis and lysosomal degradation of GluA2/3 AMPARs in response to oxygen/glucose deprivation in hippocampal but not cortical neurons

Abstract Global cerebral ischemia results in oxygen and glucose deprivation (OGD) and consequent delayed cell death of vulnerable neurons, with hippocampal CA1 neurons more vulnerable than cortical neurons. Most AMPA receptors (AMPARs) are heteromeric complexes of subunits GluA1/GluA2 or GluA2/GluA3, and the presence of GluA2 renders AMPARs Ca2+-impermeable. In hippocampal CA1 neurons, OGD causes the synaptic expression of GluA2-lacking Ca2+-permeable AMPARs, contributing to toxic Ca2+ influx. The loss of synaptic GluA2 is caused by rapid trafficking of GluA2-containing AMPARs from the cell surface, followed by a delayed reduction in GluA2 mRNA expression. We show here that OGD causes endocytosis, lysosomal targeting and consequent degradation of GluA2- and GluA3-containing AMPARs, and that PICK1 is required for both OGD-induced GluA2 endocytosis and lysosomal sorting. Our results further suggest that GluA1-containing AMPARs resist OGD-induced endocytosis. OGD does not cause GluA2 endocytosis in cortical neurons, and we show that PICK1 binding to the endocytic adaptor AP2 is enhanced by OGD in hippocampal, but not cortical neurons. We propose that endocytosis of GluA2/3, caused by a hippocampal-specific increase in PICK1-AP2 interactions, followed by PICK1-dependent lysosomal targeting, are critical events in determining changes in AMPAR subunit composition in the response to ischaemia

Correlation between siMS risk score and Framingham score.

<p>Correlation between siMS risk score and Framingham score.</p

Correlations between siMS score and other metabolic syndrome scores.

<p>Correlations between siMS score and other metabolic syndrome scores.</p

Five patients with calculated siMS scores and siMS risk scores within time.

<p>Five patients with calculated siMS scores and siMS risk scores within time.</p

Changes in student attitudes towards statistics after course completion (n = 90).

<p>Changes in student attitudes towards statistics after course completion (n = 90).</p

Descriptive statistics of student attitudes towards statistics.

<p>Descriptive statistics of student attitudes towards statistics.</p

Flow of information through the different phases of a systematic review.

<p>Flow of information through the different phases of a systematic review.</p

Regression models of variables associated with student attitudes towards statistics (n = 461).

<p>Regression models of variables associated with student attitudes towards statistics (n = 461).</p