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目的 观察谷氨酰胺 (Gln)对应激大鼠学习记忆的影响 ,并对其机制进行探讨。方法 Wistar大鼠 30只 ,随机分为三组 : 组为对照组 , 组为应激组 , 组为应激 +Gln组。其中 、 组饲以普通饲料 , 组给予补充 2 % Gln的饲料。以光电刺激作为应激条件 ,在 组和 组大鼠建立应激模型 ,用 Y-迷宫法对大鼠的学习记忆能力进行测定 ,并分别用放射性配基结合法、放射免疫法、荧光分光光度计法测定大鼠小脑中 γ-氨基丁酸 (GABA)受体、脑中胆囊收缩素 (CCK)、还原型谷胱甘肽 (GSH)的含量。结果 与 组相比 , 组大鼠在 Y-迷宫实验中的逃避时间延长 ,而 组与 组则无显著差异 ; 组大鼠小脑中 GABA受体水平、CCK含量均升高 ,而 GSH含量则降低 ,给予 Gln后可从一定程度上逆转上述改变。结论 心理应激可影响大鼠的学习记忆能力 ,而 Gln则有一定的改善作用 ,其机制可能是通过减轻应激所致的脑中GABA受体水平、CCK和 GSH含量的异常改变而发挥此作用
Objective To observe the effect of glutamine (Gln) on learning and memory in stress-induced rats and to explore its mechanism. Methods Thirty Wistar rats were randomly divided into three groups: the control group, the stress group and the stress + Gln group. Among them, the group fed with normal feed, group fed 2% Gln feed. Using optical stimulation as stress conditions, stress models were established in rats in both groups and in groups. The learning and memory abilities of rats were determined by Y-maze method. Radioimmunoassay, radioimmunoassay, fluorescence spectrophotometry Methods The contents of γ-aminobutyric acid (GABA) receptor, cholecystokinin (CCK) and glutathione (GSH) in the cerebellum of rats were determined by the method. Results Compared with the control group, the evasion time of rats in Y-maze test was longer than that of the control group, but there was no significant difference between the two groups. GABA receptor level, CCK level and GSH level were decreased , After giving Gln to a certain extent, reversed the above changes. Conclusions Psychological stress can affect the learning and memory abilities of rats, but Gln can improve the mechanism. The mechanism may be through alleviating the stress-induced changes of GABA receptor, CCK and GSH contents in brain effect