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目的:探讨不同磨牙缺失数对幼年大鼠空间学习记忆能力的影响。方法:健康幼年大鼠60只随机分成3、6、9、12颗磨牙缺失组、麻醉对照、正常对照6组。在造模后1周,采用Morris水迷宫系统测试各组大鼠学习记忆能力,每周1次,连续6周。结果:9颗、12颗磨牙缺失组间大鼠游泳平均逃逸潜伏期(the swimming average escape latency,SAEL)无明显差异,但均显著高于其它4组(P<0.001);6颗磨牙缺失组大鼠与3颗磨牙缺失组、麻醉组及正常对照组间SAEL比较有差异(P<0.05);3颗磨牙缺失组、麻醉组及正常对照组组间SAEL比较均无显著性差异。各磨牙缺失组大鼠随着磨牙缺失数目的增多tP/tT值有逐渐下降趋势,各组间比较差异有统计学意义(P<0.05),但3颗磨牙缺失组与正常组及麻醉组间tP/tT值无明显差异,其他各磨牙缺失组与正常组及麻醉组间tP/tT值均有差异(P<0.05)。结论:较多数目磨牙缺失会对幼年大鼠空间学习记忆能力造成不同程度的损伤,而个别磨牙缺失对幼年大鼠空间学习记忆能力无显著性影响。
Objective: To investigate the effect of different molar loss on spatial learning and memory in juvenile rats. Methods: Sixty healthy young rats were randomly divided into 3 groups: 6, 6, 9, 12 molars, control group and normal control group. One week after modeling, Morris water maze system was used to test the learning and memory ability of rats in each group, once a week for 6 weeks. Results: The swimming average escape latency (SAEL) was not significantly different between the 9 and 12 molars deletion groups, but all of them were significantly higher than the other 4 groups (P <0.001) There were significant differences in SAEL between the rats with and without three molars, the anesthesia group and the normal control group (P <0.05). There was no significant difference in the SAEL between the three molars missing group, the anesthetic group and the normal control group. With the increase of the number of molars, the tP / tT value decreased gradually in all the groups of tooth loss, the difference was statistically significant (P <0.05), but there was no significant difference between the three molars loss group and the normal group and the anesthesia group There was no significant difference in tP / tT values between the two groups (P <0.05). CONCLUSION: A large number of molars loss may affect the learning and memory abilities of juvenile rats to some extent, while the absence of individual molars has no significant effect on spatial learning and memory abilities in juvenile rats.