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首次采用主动条件性回避反应模型探讨了 Fyn-激酶缺损的突变型小鼠的学习能力。以光 (40 W)为条件刺激 ,以电击为非条件刺激。以能驱使小鼠跑向安全区的最低电压作为电击的强度。以 1 0次条件刺激中有 9次出现条件性回避反应定为学会标准。实验结果表明 ,纯合子 Fyn-激酶缺损小鼠需经 (79.1 3±30 .1 0 )次训练才能达到学会的标准 ,而杂合子 Fyn-激酶缺损小鼠和野生型小鼠 (C57BL/6)分别只需经(2 7.38± 7.86)次和 (34.87± 1 0 .90 )次训练即能达到学会标准。纯合子组分别与其他两组小鼠间的差别均具有统计的显著性 (P<0 .0 0 5)。然而 ,纯合子 Fyn-激酶缺损小鼠的两周记忆保持与其他两组相比没有显著性差别。根据以上实验结果可以认为 ,Fyn-激酶缺损可导致小鼠的联合型学习能力下降。同时提示 ,条件性回避反应模型对研究突变型小鼠的行为可能是一个值得采用的方法
For the first time using the active conditional avoidance response model to explore Fyn-kinase-deficient mutant mice learning ability. Light (40 W) conditions to stimulate the shock as a non-conditional stimulation. The lowest voltage that drives the mouse to the safe zone is used as the shock intensity. Ninety times of conditioned avoidance responses were defined as criteria in 10 conditions of stimulation. The experimental results show that the homozygous Fyn-kinase deficient mice need to be trained (79.1 3 ± 30.0) times to achieve the standard of learning, while heterozygous Fyn-kinase deficient mice and wild-type mice (C57BL / 6) Only by (2 7.38 ± 7.86) times and (34.87 ± 10.90) times training that can achieve the standard. The difference between the homozygous group and the other two groups of mice was statistically significant (P <0.05). However, the two-week memory retention in homozygous Fyn-kinase deficient mice did not differ significantly from the other two groups. Based on the above experimental results, it can be considered that Fyn-kinase deficiency can lead to a decrease in the combined learning ability of mice. Simultaneously, the conditional avoidance response model may be a worthy method for studying the behavior of mutant mice