The Role and Mechanisms of Action of Glucocorticoid Involvement in Memory Storage

Adrenal steroid hormones modulate learning and memory processes by interacting with specific glucocorticoid receptors at different brain areas. In this article, certain components of the physiological response to stress elicited by learning situations are proposed to form an integral aspect of the neurobiological mechanism underlying memory formation. By reviewing the work carried out in different learning models in chicks (passive avoidance learning) and rats (spatial orientation in the Morris water maze and contextual fear conditioning), a role for brain corticosterone action through the glucocorticoid receptor type on the mechanisms of memory consolidation is hypothesized. Evidence is also presented to relate post-training corticosterone levels to the strength of memory storage. Finally, the possible molecular mechanisms that might mediate the influences of glucocorticoids in synaptic plasticity subserving long-term memory formation are considered, mainly by focusing on studies implicating a steroid action through (i) glutamatergic transmission and (ii) cell adhesion molecules

Breaking the Dynamics of Emotions and Fear in Conflict and Reconstruction

This paper is all about the construction of a new analytical framework to understand conflict and cooperation both at the international and at the domestic level with the aim of then finding mechanisms to reduce tensions and initiate conflict resolution schemes. The existing research literature on such analytical frameworks has so far been conducted a) mostly on standard social science disciplinary lines and has not incorporated the important work done on these questions by neuro-scientists and behavioral geneticists and b) is not really capable except in very specific instances to deal with the evolving dynamics of conflict and cooperation. Conflict over scarce resources (territory, mates, food) between members of the same species is a universal feature of evolution. Often conflict, especially armed conflict is supposed to be due to shows of force by two or more parties in order to appropriate or dominate resources. Force appears thus not to be the only decisive factor; perceived entitlement and powerful feelings of injustice thereby generated in the case of challenge, extended to group identity are also at the basis of conflict and aggression in humans. The relationship between environment and conflict, the role of emotions such as fear, and the absence of clear definition and enforcement of property rights within societies are also factors in the development of conflict. Thus we have here developed an analytically based numerical model that aims to include finding on these topics by Neuroscience and to emphasize the role of emotions in conflict and cooperation dynamics. This model has been simulated without specific reference to a particular country with the result that economic conditions drive our system since in one case sustained growth produces stability and end of combats whereas deteriorating capital growth and GDP collapse lead to increased hostile coalition participation and more fighting. However, the mere trigger of economic conditions is insufficient to explain conflict escalation, which results from increased participation in mutually hostile coalitions and greater fighting propensity where emotions such as fear and resentment play their role. Finally a detailed empirical analysis of the current Syrian conflict has been undertaken which shows the ability of the model to forecast actual historical developments. This study also indicates that worsening economic conditions are not the only triggering factors in civil conflict. Perceptions of opportunities due to a weakening of a regime's authority also play a major rol

A role for glucocorticoids in the long-term establishment of a social hierarchy

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Stress before Puberty Exerts a Sex- and Age-Related Impact on Auditory and Contextual Fear Conditioning in the Rat

Adolescence is a period of major physical, hormonal, and psychological changes. It is also characterized by a significant increase in the incidence of psychopathologies and this increase is gender-specific. Stress during adolescence is associated with the development of psychiatric disorders later in life. In this study, we evaluated the impact of psychogenic stress (exposure to predator odor followed by placement on an elevated platform) experienced before puberty (days 28–30) on fear memories and hormonal response of male and female rats during adolescence and early adulthood. Stress before puberty impacted in a sex- and age-specific way on the responses to auditory and contextual fear conditioning in adolescence and adulthood: (a) increased conditioned fear to the tone in males during adolescence but not during adulthood; (b) impaired extinction to the tone in adult males; and (c) reduced freezing responses to the context in adolescent females. Stress before puberty did not influence the corticosterone levels 30 minutes after an additional stressor given in adulthood. These results indicate that stress experienced prior to puberty can exert a sex-related differential impact on fear-related behaviors displayed by individuals during late adolescence and early adulthood

Stress during Adolescence Increases Novelty Seeking and Risk-Taking Behavior in Male and Female Rats

Adolescence is a period of major physical, hormonal, and psychological change. It is also characterized by a significant increase in the incidence of psychopathologies and this increase is gender-specific. Likewise, stress during adolescence is associated with the development of psychiatric disorders later in life. Previously, using a rat model of psychogenic stress (exposure to predator odor followed by placement on an elevated platform) during the pre-pubertal period (postnatal days 28–30), we reported sex-specific effects on auditory and contextual fear conditioning. Here, we study the short-term impact of psychogenic stress before and during puberty (postnatal days 28–42) on behavior (novelty seeking, risk taking, anxiety, and depression) and hypothalamus–pituitary–adrenocortical (HPA) axis activation during late adolescence (postnatal days 45–51). Peri-pubertal stress decreased anxiety-like behavior and increased risk taking and novelty seeking behaviors during late adolescence (measured with the elevated plus maze, open field and exposure to novel object tests and intake of chocopop pellets before or immediate after stress). Finally neither depressive-like behavior (measured at the forced-swim test) nor HPA response to stress (blood corticosterone and glucose) were affected by peri-pubertal stress. Nevertheless, when controlling for the basal anxiety of the mothers, animals exposed to peri-pubertal stress showed a significant decrease in corticosterone levels immediate after an acute stressor. The results from this study suggest that exposure to mild stressors during the peri-pubertal period induces a broad spectrum of behavioral changes in late adolescence, which may exacerbate the independence-building behaviors naturally happening during this transitional period (increase in curiosity, sensation-seeking, and risk-taking behaviors)

Stress Amplifies Memory for Social Hierarchy

Individuals differ in their social status and societies in the extent of social status differences among their members. There is great interest in understanding the key factors that contribute to the establishment of social dominance structures. Given that stress can affect behavior and cognition, we hypothesized that, given equal opportunities to become either dominant or submissive, stress experienced by one of the individuals during their first encounter would determine the long-term establishment of a social hierarchy by acting as a two-stage rocket: (1) by influencing the rank achieved after a social encounter and (2) by facilitating and/or promoting a long-term memory for the specific hierarchy. Using a novel model for the assessment of long-term dominance hierarchies in rats, we present here the first evidence supporting such hypothesis. In control conditions, the social rank established through a first interaction and food competition test between two male rats is not maintained when animals are confronted 1 week later. However, if one of the rats is stressed just before their first encounter, the dominance hierarchy developed on day 1 is still clearly observed 1 week later, with the stressed animal becoming submissive (i.e., looser in competition tests) in both social interactions. Our findings also allow us to propose that stress potentiates a hierarchy-linked recognition memory between “specific” individuals through mechanisms that involve de novo protein synthesis. These results implicate stress among the key mechanisms contributing to create social imbalance and highlight memory mechanisms as key mediators of stress-induced long-term establishment of social rank

Stress Effects on Working Memory, Explicit Memory, and Implicit Memory for Neutral and Emotional Stimuli in Healthy Men

Stress is a strong modulator of memory function. However, memory is not a unitary process and stress seems to exert different effects depending on the memory type under study. Here, we explored the impact of social stress on different aspects of human memory, including tests for explicit memory and working memory (for neutral materials), as well as implicit memory (perceptual priming, contextual priming and classical conditioning for emotional stimuli). A total of 35 young adult male students were randomly assigned to either the stress or the control group, with stress being induced by the Trier Social Stress Test (TSST). Salivary cortisol levels were assessed repeatedly throughout the experiment to validate stress effects. The results support previous evidence indicating complex effects of stress on different types of memory: A pronounced working memory deficit was associated with exposure to stress. No performance differences between groups of stressed and unstressed subjects were observed in verbal explicit memory (but note that learning and recall took place within 1 h and immediately following stress) or in implicit memory for neutral stimuli. Stress enhanced classical conditioning for negative but not positive stimuli. In addition, stress improved spatial explicit memory. These results reinforce the view that acute stress can be highly disruptive for working memory processing. They provide new evidence for the facilitating effects of stress on implicit memory for negative emotional materials. Our findings are discussed with respect to their potential relevance for psychiatric disorders, such as post traumatic stress disorder

Stress and Memory: Behavioral Effects and Neurobiological Mechanisms

Stress is a potent modulator of learning and memory processes. Although there have been a few attempts in the literature to explain the diversity of effects (including facilitating, impairing, and lack of effects) described for the impact of stress on memory function according to single classification criterion, they have proved insufficient to explain the whole complexity of effects. Here, we review the literature in the field of stress and memory interactions according to five selected classifying factors (source of stress, stressor duration, stressor intensity, stressor timing with regard to memory phase, and learning type) in an attempt to develop an integrative model to understand how stress affects memory function. Summarizing on those conditions in which there was enough information, we conclude that high stress levels, whether intrinsic (triggered by the cognitive challenge) or extrinsic (induced by conditions completely unrelated to the cognitive task), tend to facilitate Pavlovian conditioning (in a linear-asymptotic manner), while being deleterious for spatial/explicit information processing (which with regard to intrinsic stress levels follows an inverted U-shape effect). Moreover, after reviewing the literature, we conclude that all selected factors are essential to develop an integrative model that defines the outcome of stress effects in memory processes. In parallel, we provide a brief review of the main neurobiological mechanisms proposed to account for the different effects of stress in memory function. Glucocorticoids were found as a common mediating mechanism for both the facilitating and impairing actions of stress in different memory processes and phases. Among the brain regions implicated, the hippocampus, amygdala, and prefrontal cortex were highlighted as critical for the mediation of stress effects