Retention under changed-reward conditions of persistence learned by infant rats

Regular Exercise Enhances Task-Based Industriousness in Laboratory Rats

Individuals vary greatly in their willingness to select and persist in effortful tasks, even when high-effort will knowingly result in high-reward. Individuals who select and successively complete effortful, goal-directed tasks can be described as industrious. Trying to increase one’s industriousness is desirable from a productivity standpoint, yet intrinsically challenging given that effort expenditure is generally aversive. Here we show that in laboratory rats, a basic physical exercise regimen (20 min/day, five days/week) is sufficient to increase industriousness across a battery of subsequent testing tasks. Exercised rats outperformed their non-exercised counterparts in tasks designed to tax effort expenditure, strategic decision-making, problem solving and persistence. These increases in performance led to quicker reward obtainment and greater reward gain over time, and could not be accounted for simply by increased locomotor activity. Our results suggest that a basic exercise regimen can enhance effortful goal-directed behaviour in goal-directed tasks, which highlights a potential productivity benefit of staying physically active.

A novel model of early experiences involving neonatal learning of a T-maze using maternal contact as a reward or its denial as an event of mild emotional adversity

We developed a novel animal model of early life experiences in which rat pups are trained during postnatal days (PND) 10-13 in a T-maze with maternal contact as a reward (RER group) or its denial (DER group) as a mildly aversive event. Both groups of animals learn the T-maze, albeit the RER do so more efficiently. Training results in activation of the basal ganglia in the RER and of the hippocampus and prefrontal cortex in the DER. Moreover, on PND10 DER training leads to increased corticosterone levels and activation of the amygdala. In adulthood, male DER animals show better mnemonic abilities in the Morris water maze while the RER exhibit enhanced fear memory. Furthermore, DER animals have a hypofunctioning serotonergic system and express depressive-like behavior and increased aggression. However, they have increased hippocampal glucocorticoid receptors, indicative of efficient hypothalamic-pituitary-adrenal axis function, and an adaptive pattern of stress-induced corticosterone response. The DER experience with its relatively negative emotional valence results in a complex behavioral phenotype, which cannot be considered simply as adaptive or maladaptive.

Methods to identify and characterize developmental neurotoxicity for human health risk assessment. I: behavioral effects

Alterations in nervous system function after exposure to a developmental neurotoxicant may be identified and characterized using neurobehavioral methods. A number of methods can evaluate alterations in sensory, motor, and cognitive functions in laboratory animals exposed to toxicants during nervous system development. Fundamental issues underlying proper use and interpretation of these methods include a) consideration of the scientific goal in experimental design, b) selection of an appropriate animal model, c) expertise of the investigator, d) adequate statistical analysis, and e) proper data interpretation. Strengths and weaknesses of the assessment methods include sensitivity, selectivity, practicality, and variability. Research could improve current behavioral methods by providing a better understanding of the relationship between alterations in motor function and changes in the underlying structure of these systems. Research is also needed to develop simple and sensitive assays for use in screening assessments of sensory and cognitive function. Assessment methods are being developed to examine other nervous system functions, including social behavior, autonomic processes, and biologic rhythms. Social behaviors are modified by many classes of developmental neurotoxicants and hormonally active compounds that may act either through neuroendocrine mechanisms or by directly influencing brain morphology or neurochemistry. Autonomic and thermoregulatory functions have been the province of physiologists and neurobiologists rather than toxicologists, but this may change as developmental neurotoxicology progresses and toxicologists apply techniques developed by other disciplines to examine changes in function after toxicant exposure.

Learned persistence at 11-12 days but not at 10-11 days in infant rats

In 2 experiments using milk-suckling from an anesthetized dam as the reinforcer, evidence is presented that the transitional age in rat pups for learning of persistence as a result of appetitive partial reinforcement is between 11 and 12 days of age. In Experiment I, pups 12-13 days of age showed the partial reinforcement extinction effect (PREE) whereas 10-11-day olds did not. In Experiment II, pups trained at 11-12 days and tested at Day 13 did show a PREE at Day 13 but those trained at 10-11 days did not.