论文部分内容阅读
目的 通过学习穿梭实验后的不同时间点睡眠剥夺 (sleep deprivation,SD) ,探讨特定时间内 ,睡眠对记忆及其保持的意义。 方法 用小平台水环境 (Flower Pot)法建立大鼠 SD模型。学习穿梭实验后的不同时间点 ,共 6个时间点 ,给予 4小时的 SD,其余时间在饲养笼中自由活动。分为 GR1～ 4(学习后第 1～ 4小时 SD) ,GR5～ 8(学习后第 5～ 8小时 SD) ,GR9～ 12 (学习后第 9～ 12小时 SD) ,GR13～ 16 (学习后第 13～ 16小时 SD) ,GR17～ 2 0 (学习后第 17～ 2 0小时 SD) ,GR2 1～2 4(学习后第 2 1～ 2 4小时 SD) ,每组有其正常对照组 ,观察记忆情况 ,并在 3天后测记忆保持情况。 结果 GR5～ 8组学习穿梭实验后记忆能力最差 ,并且在 3天后记忆保持也最差。大鼠在学习穿梭实验后 5～ 8小时对记忆及其保持影响最大。 结论 同学习记忆有关的睡眠集中于学习后一段时间。
Objective To study the significance of sleep retention and memory in sleep-deprivation (SD) sleep-deprivation (SD) at different time points after shuttle experiment. Methods The rat SD model was established by Flower Pot method. After learning the shuttle experiment at different time points, a total of 6 time points, given 4 hours of SD, the rest of the free-living cage. The subjects were divided into four groups: GR1 ~ 4 (SD 1 ~ 4 hours after learning), GR5 ~ 8 (SD 5 ~ 8 hours after learning), GR9 ~ 12 13th to 16th hour of SD), GR17 to 20 (SD of 17th to 20th hour after learning), and GR2 1 to 24 (2nd to 24th hour after learning), each group had its normal control group, Memory was observed and memory retention was measured after 3 days. Results In GR5 ~ 8 group, the learning and shuttle test showed the worst memory ability and the worst memory retention after 3 days. Rats 5 to 8 hours after learning shuttle test on memory and maintain the greatest impact. Conclusions Sleeping related to learning and memory focused on some time after learning.