Impaired memory retrieval after psychosocial stress in healthy young men

Stress effects in the hippocampus: synaptic plasticity and memory

It is now well-documented that exposures to uncontrollable (inescapable and unpredictable) stress in adulthood can have profound effects on brain and behavior. Converging lines of evidence from human and animal studies indicate that stress interferes with subsequent performances on a variety of hippocampal-dependent memory tasks. Animal studies further revealed that stress impedes ensuing induction of long-term potentiation (LTP) in the hippocampus. Because the hippocampus is important for key aspects of memory formation and because LTP has qualities congruent to an information storage mechanism, it is hypothesized that stress-induced modifications in hippocampal plasticity contribute to memory impairments associated with stress. Recent studies provide evidence that the amygdala, a structure important in stress- and emotion-related behaviors, plays a necessary role in the emergence of stress-associated changes in hippocampal LTP and memory. Early life stress also alters hippocampal plasticity and memory in a manner largely consistent with effects of adult stress exposure. This review focuses on endocrine-system-level mechanisms of stress effects in the hippocampus, and how stress, by altering the property of hippocampal plasticity, can subsequently influence hippocampal memory.

Timing is essential for rapid effects of corticosterone on synaptic potentiation in the mouse hippocampus

Stress facilitates memory formation, but only when the stressor is closely linked to the learning context. These effects are, at least in part, mediated by corticosteroid hormones. Here we demonstrate that corticosterone rapidly facilitates synaptic potentiation in the mouse hippocampal CA1 area when high levels of the hormone and high-frequency stimulation coincide in time, but not when corticosterone is given either before or after repetitive stimulation. This effect could not be blocked by antagonists of the mineralocorticoid receptor and glucocorticoid receptor (spironolactone and RU 38486, respectively). These data provide a biological substrate for the important behavioral observation that stress and corticosteroid hormones can facilitate learning and memory processes.

Glucocorticoids interact with emotion-induced noradrenergic activation in influencing different memory functions

Extensive evidence from rat and human studies indicates that glucocorticoid hormones influence cognitive performance. Posttraining activation of glucocorticoid-sensitive pathways dose-dependently enhances the consolidation of long-term memory. Glucocorticoid effects on memory consolidation rely on noradrenergic activation of the basolateral amygdala and interactions of the basolateral amygdala with other brain regions. Glucocorticoids interact with the noradrenergic system both at a postsynaptic level, increasing the efficacy of the beta-adrenoceptor-cyclic AMP/protein kinase A system, as well as presynaptically in brainstem noradrenergic cell groups that project to the basolateral amygdala. In contrast, memory retrieval and working memory performance are impaired with high circulating levels of glucocorticoids. Glucocorticoid-induced impairment of these two memory functions also requires the integrity of the basolateral amygdala and the noradrenergic system. Such critical interactions between glucocorticoids and noradrenergic activation of the basolateral amygdala have important consequences for the role of emotional arousal in enabling glucocorticoid effects on these different memory functions.

Mercy Mercy Me: Social Injustice and the Prevention of Environmental Pollutant Exposures Among Ethnic Minority and Poor Children

Children's lead and pesticide exposures are used as examples to examine social disparities in exposure reduction efforts as well as environmental policies impacting children in poverty and minority children. The review also presents an estimate of the effect of social disparities in lead exposure on standardized test performance. Because including measures of pollutants with potential behavioral effects can alter the observed effects of race/ethnicity, income, and other variables, suggestions are made for including measures of pollutants in longitudinal studies and studies of multiple and cumulative risk. Continued basic research on developmental correlates and effects of pollution exposure, participatory action-research with at-risk and underrepresented populations, and contributions to public awareness and education are important leadership areas for developmental researchers.

Stress facilitates consolidation of verbal memory for a film but does not affect retrieval

The effect of psychosocial stress on distinct memory processes was investigated in 157 college students using a brief film, which enabled comparison of verbal and visual memory by using a single complex stimulus. Participants were stressed either following stimuli presentation (consolidation) or before testing 48 hr later (retrieval) and were compared with no-stress controls. Salivary cortisol was measured before and 20 min after stress. The consolidation group significantly outperformed controls on total and verbal film scores. Stress did not impair retrieval relative to controls. Exploratory analyses revealed a significant correlation between cortisol and verbal scores across all groups (r = .18). Results provide the first evidence of a facilitative effect of a stressor on verbal memory, but failed to replicate retrieval findings.

Stressful experience and learning across the lifespan

It is usually assumed that stressful life events interfere with our ability to acquire new information. However, many studies suggest that stressful experience can enhance processes involved in learning. The types of learning that are enhanced after stressful experiences include classical fear and eyeblink conditioning, as well as processes related to learning about threatening stimuli. Stressful life experiences do seem to interfere with processes involved in memory, often expressed as deficits in the retention or retrieval of information that was acquired prior to and was unrelated to the stressful experience. The trends are limited, as are their implications, because most studies examine adult males, yet the effects of stress on learning processes are influenced by age and sex differences. With respect to mechanisms and anatomical substrates, the effects of stress on learning are usually dependent on the action of stress hormones in combination with neuronal activities within the hippocampus, amygdala, the bed nucleus of the stria terminalis, and the prefrontal cortex.

Arousal and cortisol interact in modulating memory consolidation in healthy young men

Animal studies indicate that adrenal glucocorticoids enhance memory consolidation while impairing memory retrieval. In humans, beneficial effects on consolidation have been observed infrequently. In the current double-blind study, subjects (N = 29) received placebo or cortisol (30 mg) 10 min before viewing emotionally arousing or neutral pictures. Cortisol treatment had no effects on immediate recall. In the 24-hr delayed recall condition, cortisol led to an enhanced emotional memory facilitation because of decreased neutral and increased emotional memory recall. No effects of cortisol treatment were observed for recognition memory or mood. Results support the notion that glucocorticoids specifically enhance the consolidation of emotional material.

Cortisol and memory retrieval in women: influence of menstrual cycle and oral contraceptives

RATIONALE

Studies in rodents observed that the effects of stress on memory are modulated by gonadal hormones. In animals and humans, stress and cortisol treatment impairs memory retrieval.

OBJECTIVES

To investigate if the acute impairing effect of cortisol on memory retrieval in women is influenced by endogenous or exogenous gonadal steroids.

METHODS

Three groups of women were studied: women during mensis (n=13), women in the luteal phase (n=14), and women using oral contraceptives (OCs; n=20). In a double-blind crossover fashion, they received cortisol (30 mg) or placebo 1 h prior to memory retrieval testing.

RESULTS

Overall cortisol led to a significant impairment of memory retrieval. Further exploratory analysis using t tests showed that both groups of naturally cycling women were significantly impaired (p<0.05), while no effect was apparent in the OC users (p=0.29).

CONCLUSIONS

The current results could suggest that OC use is associated with a reduced sensitivity of the brain to acute cortisol elevations. In contrast, menstrual-cycle-associated changes in estradiol and progesterone concentrations appear to have no strong influence on this acute cortisol effect. The underlying neurobiological mechanisms of these behavioral findings remain to be elucidated.

Competitive interactions between endogenous LTD and LTP in the hippocampus underlie the storage of emotional memories and stress-induced amnesia

This speculative review serves two purposes. First, it as an extension of the ideas we developed in a previous review (Diamond et al., Hippocampus, 2004;14:281-291), and second, it is a rebuttal to Abraham's (Hippocampus, 2004;14:675-676) critique of that review. We had speculated on the functional significance of the finding that post-training LTP induction produces retrograde amnesia. We noted the similarities between the findings that strong tetanizing stimulation can produce LTP and retrograde amnesia, and that a strong emotional experience can produce a long-lasting memory and retrograde amnesia, as well. The commonalities between LTP induction and emotional learning provided the basis of our hypothesis that an emotional experience generates endogenous LTD/depotentiation, which reverses synaptic plasticity formed during previous learning experiences, and endogenous LTP, which underlies the storage of new information. Abraham raised several concerns with our review, including the criticism that our speculation "falters because there is no evidence that stress causes LTD or depotentiation," and that research on stress and hippocampus has "failed to report any LTP-like changes." Abraham's points are well-taken because stress, in isolation, does not appear to generate long-lasting changes in baseline measures of hippocampal excitability. Here, within the context of a reply to Abraham's critique, we have provided a review of the literature on the influence of stress, novelty, fear conditioning, and the retrieval of emotional memories on cognitive and physiological measures of hippocampal functioning. An emphasis of this review is our hypothesis that endogenous forms of depotentiation, LTD and LTP are generated only when arousing experiences occur in conjunction with memory-related activation of the hippocampus and amygdala. We conclude with speculation that interactions among the different forms of endogenous plasticity underlie a form of competition by synapses and memories for access to retrieval resources.