本文選題：創(chuàng)傷后應(yīng)激障礙　切入點：急性應(yīng)激期　出處：《湖南師范大學》2012年碩士論文

【摘要】：目的：采用不同應(yīng)激方式與強度建立創(chuàng)傷后應(yīng)激障礙動物模型,并探討其應(yīng)激敏感化中學習能力的改變以及這種學習能力敏感性是否對創(chuàng)傷后應(yīng)激障礙癥狀的形成產(chǎn)生影響。 方法：實驗一,選取72只雄性SD大鼠,采用福爾馬林注射加足部電擊、單程長時應(yīng)激模式建立不同創(chuàng)傷后應(yīng)激障礙動物模型,采用驚聽覺反應(yīng)箱、高架十字迷宮實驗、社交趨避等測試方法對創(chuàng)傷后應(yīng)激障礙大鼠的高喚醒癥狀、回避癥狀和社交回避癥狀進行行為測驗,以檢驗創(chuàng)傷后應(yīng)激障礙動物模型的表面效度。 實驗二,選取48只雄性SD大鼠,采用福爾馬林注射加足部電擊建立創(chuàng)傷后應(yīng)激障礙動物模型,采用驚聽覺反應(yīng)箱及抑制性回避測試測試大鼠急性應(yīng)激期非聯(lián)想性學習(中性、負性刺激)的改變；采用高架十字迷宮實驗、社交趨避等方法測試創(chuàng)傷后應(yīng)激障礙大鼠的回避和社交回避癥狀行為,以檢驗急性應(yīng)激期非聯(lián)想性學習的改變是否能對PTSD癥狀進行預(yù)測。 實驗三,選取48只雄性SD大鼠,采用福爾馬林注射加足部電擊建立創(chuàng)傷后應(yīng)激障礙動物模型,采用食物位置偏愛方法測試大鼠急性應(yīng)激期非聯(lián)想性學習(正性)的改變；采用高架十字迷宮實驗、社交趨避等方法測試創(chuàng)傷后應(yīng)激障礙大鼠的回避和社交回避癥狀行為,以檢驗急性應(yīng)激期正性刺激學習的改變是否能對PTSD癥狀進行預(yù)測。 結(jié)果：實驗一：不同應(yīng)激組與對照組之間均存在差異,福爾馬林足部電擊組與對照組間差異顯著。高喚醒癥狀中福爾馬林足部電擊組與對照組之間存在顯著性差異(t=53.82,p=0.001)；回避癥狀行為測試顯示,福爾馬林組在開放臂的時間(p=0.009)和次數(shù)(t=0.185,p=0.008)顯著少于對照組；社交回避癥狀中福爾馬林足部電擊組進入社交區(qū)域的時間(t=23.00,p=0.019)和次數(shù)(t=1.962,p=0.009)低于對照組。 實驗二：急性應(yīng)激前期對與創(chuàng)傷無關(guān)刺激的反應(yīng),應(yīng)激組低于對照組,但二者之間沒有顯著性差異(t=0.477,p=0.638)；急性應(yīng)激后期,應(yīng)激組與對照組存在著顯著的差異(t=3.126,p=0.005)。急性應(yīng)激前期負性學習能力的測試顯示,應(yīng)激組與對照組相比進入微弱電擊側(cè)的潛伏期更長,但是二者差異不顯著(t=-1.264,p=0.230)；急性應(yīng)激后期,對照組與應(yīng)激組存在顯著性差異(t=-2.337,p=0.032)；急性應(yīng)激后期與創(chuàng)傷無關(guān)刺激行為反應(yīng)結(jié)果(90dB)與回避行為癥狀結(jié)果顯著性相關(guān)(r=0.455,p=0.026)；急性應(yīng)激后期負性學習能力測試值與社會回避行為測試數(shù)據(jù)高相關(guān)(r=-0.553,p=0.029)。 實驗三：急性應(yīng)激期對照組與應(yīng)激組在正性學習能力上沒有顯著性差異(t=-1.092,p=0.316)；急性應(yīng)激前期正性學習能力與回避癥狀(r=0.003,p=0.991)、社會回避癥狀(r=-0.107,p=0.645)之間相關(guān)不顯著；急性應(yīng)激后期正性學習能力與回避癥狀(r=0.009,p=0.969)、社會回避癥狀(r=-0.138,p=0.552)之間相關(guān)不顯著。 結(jié)論：1、福爾馬林足部電擊模型是具有較高表面效度的PTSD動物模型。2、PTSD大鼠在急性應(yīng)激期對與創(chuàng)傷無關(guān)的刺激反應(yīng)隨時間而增強。3、PTSD大鼠在急性應(yīng)激期負性刺激學習敏感性隨時間不斷增強。4、PTSD大鼠在急性應(yīng)激期對正性刺激的學習敏感性與正常組大鼠之間沒有顯著性差異。5、急性應(yīng)激后期對低強度與創(chuàng)傷無關(guān)刺激的反應(yīng)能夠?qū)TSD回避癥狀進行預(yù)測。6、急性應(yīng)激后期對負性刺激學習敏感性能夠?qū)TSD社交回避癥狀進行預(yù)測。
[Abstract]:Objective : To establish an animal model of post - traumatic stress disorder with different stress methods and intensity , and to explore the change of learning ability in stress - sensitivity and whether the sensitivity of learning ability affects the formation of post - traumatic stress disorder symptoms .

Methods : One hundred and seventy - two male SD rats were selected and 72 male SD rats were selected to establish animal models of post - traumatic stress disorder by using formalin injection and foot shock , single - pass long - time stress model , and the behavioral tests were conducted on the high - arousal symptoms , avoidance symptoms and social avoidance symptoms of post - traumatic stress disorder rats by using the test methods such as shock response box , elevated cross maze test and social avoidance , to test the surface validity of the animal model of post - traumatic stress disorder .

In the experiment , 48 male SD rats were selected , and the animal model of post - traumatic stress disorder was established by using formalin injection and foot electric shock , and the changes of non - associative learning ( neutral and negative stimulation ) in rats with acute stress period were tested by using a shock response box and an inhibitory avoidance test ;
In order to test whether the change of non - associative learning in acute stress period can predict the symptoms of posttraumatic stress disorder rats , the behavior of avoidance and social withdrawal symptoms of posttraumatic stress disorder rats were tested by elevated cross maze test and social avoidance method .

In the experiment , 48 male SD rats were selected , and the animal model of post - traumatic stress disorder was established by using formalin injection and heel electric shock , and the changes of non - associative learning ( positive ) in acute stress period of rats were measured by the method of food position preference .
The behavior of avoidance and social avoidance in rats with post - traumatic stress disorder was tested by elevated cross maze test , social avoidance , and so on .

Results : There was a significant difference between the different stress group and the control group . There was a significant difference between the formalin - foot electric shock group and the control group ( t = 53.82 , p = 0.001 ) .
The withdrawal symptoms behavior test showed that the time of the formalin group in the open arm ( p = 0 . 009 ) and the times ( t = 0.185 , p = 0.008 ) were significantly lower than that of the control group ;
The time ( t = 23.00 , p = 0.019 ) and the number of times ( t = 1.962 , p = 0 . 009 ) of the formalin - foot shock group in the social avoidance symptoms were lower than that of the control group .

Experiment 2 : There was no significant difference between the stress group and the control group ( t = 0.477 , p = 0.638 ) .
In the late period of acute stress , there was significant difference between the stress group and the control group ( t = 3.126 , p = 0.005 ) . Compared with the control group , the latent period was longer in the stress group than in the control group , but the difference was not significant ( t = - 1.264 , p = 0.230 ) .
In the late period of acute stress , there was significant difference between the control group and the stress group ( t = - 2.337 , p = 0.032 ) .
Results ( 90 dB ) were significantly correlated with the outcome of the response ( r = 0.455 , p = 0.026 ) .
The test value of negative learning ability after acute stress was highly correlated with the test data of social avoidance behavior ( r = - 0.553 , p = 0.029 ) .

Experiment 3 : There was no significant difference in positive learning ability between the control group and the stress group ( t = - 1.092 , p = 0.316 ) .
There was no significant correlation between positive learning ability and withdrawal symptoms in acute stress ( r = 0.003 , p = 0.9991 ) and social avoidance symptoms ( r = - 0.107 , p = 0.645 ) .
There was no significant correlation between positive learning ability and withdrawal symptoms ( r = 0 . 009 , p = 0.969 ) and social avoidance ( r = - 0.138 , p = 0.552 ) .

Conclusion : 1 . The model of foot electric shock of formalin is an animal model with high surface validity . In the acute stress period , the sensitivity of the rats to the acute stress is increased with the time .

【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：R749.5

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