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首页> 外文期刊>Neurobiology of learning and memory >Women with high estradiol status are protected against declarative memory impairment by pre-learning stress
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Women with high estradiol status are protected against declarative memory impairment by pre-learning stress

机译：通过预学习压力保护具有高雌二醇地位的妇女免受陈述的记忆障碍

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Stress is a potent modulator of learning and memory. Factors contributing to whether stress aids or impairs memory are timing of the stressor, memory stage, form of memory studied, and sex of the subjects. The female sex hormone 17-beta-estradiol (E2) has widespread effects in the brain and affects hippocampus-dependent memory in animals. In humans, the interaction between stress effects and E2 has not been widely studied. We report data from a healthy sample divided into 3 hormone-status groups: free-cycling women in the early follicular phase (EF: low E2, low progesterone [P4]), or during midcycle (MC: high E2, low P4), and men. Participants within each hormone-status group were randomly assigned to a psychosocial stressor or a control treatment 37 min before encoding a short story of neutral content. We found a Hormone status x Stress x Time (immediate, 35-min, 24-h delayed recall) interaction. Irrespective of time, hormone status mattered only after stress treatment: stressed early follicular women had poorer recall compared to stressed men and midcycle women. Only in the early follicular group, recall was negatively correlated with increases in salivary cortisol, but not with blood levels of E2 and P4. To uncover changes beyond immediate recall, we computed the individual percent change relative to immediate recall and repeated the analysis for these adjusted 35-min and 24-h data. Despite the lack of a stress effect in raw data, memory in stressed men was more stable over time (35-min and 24h delay) than in unstressed men. In contrast, stressed EF-women (vs. control) recalled less at the 35-min and (as a trend) at the 24-h delay. Stressed MC-women (vs. control) showed less recall only at the 35-min delay while compensating this stress effect after a 24-h consolidation interval. Overall, results suggest that women in high-E2 midcycle phase could be less vulnerable to effects of pre-learning stress on declarative memory encoding and consolidation.
机译：压力是学习和记忆的有效调制器。有助于压力辅助辅助或危害记忆的因素是压力源，记忆阶段，研究的记忆形式和受试者性别的时序。女性性激素17-β-雌二醇（E2）在脑中具有广泛的影响，并影响动物中的海马依赖记忆。在人类中，应力效应和E2之间的相互作用尚未得到广泛研究。我们向分为3个激素状态组的健康样品中报告数据：早期卵泡阶段的自由循环女性（EF：低E2，低孕酮[P4]），或在中鲸期间（MC：高E2，低P4），和男人。在编码中性内容的短篇小说之前，每种激素状态组内的参与者被随机分配给心理社会应激源或37分钟的控制治疗。我们发现激素状态X应力X时间（立即，35分钟，24小时延迟召​​回）交互。无论时间，荷尔蒙地位只有在压力治疗后才能：强调早期卵泡女性与强调男性和中鱼女性相比较差。只有在早期的滤液组中，召回与唾液皮质醇的增加呈负相关，但没有血液水平的E2和P4。要揭示超越立即召回的变化，我们计算了相对于立即召回的个体变化，并重复了这些调整后的35分钟和24小时数据的分析。尽管原始数据中缺乏应力效应，但在压力的男性中的记忆会随着时间的推移而更稳定（35分钟和24小时），而不是在无人物的男性中。相比之下，在24小时延迟时，强调的EF - 女性（对照）在35分钟和（作为趋势）的35分钟内召回较少。强调MC - 女性（对照）仅在35分钟的延迟时显示较少，同时在24小时整合间隔后补偿这种应力效应。总体而言，结果表明，高E2中期阶段的女性可能不太容易受到预学习压力对陈述内存编码和整合的影响。

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