Abstract
Learning processes are extensively studied in behavioral neuroscience. As experimental models, Morris Water Maze (MWM) and Spontaneous Alternation (SA) represent two of the most frequently used laboratory tests to respectively address spatial vs non-spatial tasks. Several factors have been shown to impact on those learning, including strain, gender, apparatus, conditioning, vision, lighting conditions and stress level. In order to focus on the later, we compared the acquisition of two learning tasks (MWM and SA) in BALB/c and A/J mice, which are known as fearful and stress-sensitive strains. Here, we report that BALB/c mice exhibited higher performances than A/J mice in the MWM (i.e. spatial reference memory task), whereas A/J mice performed better in the SA (i.e. spatial working memory task). These results indicate dissociated processes in the acquisition of spatial vs non-spatial tasks, and emphasize a varying influence of emotional reactivity on different forms of cognition.
Highlights
Emotions are commonly described as the processes whereby brain could evaluate stimuli, basically as pleasant or unpleasant [1,2,3], promoting either approach or avoidance behaviors, supporting individual adaptation and survival
Each strain was submitted to a spatial memory task (MWM) and a spatial working memory learning task (SA)
Results showed that contrary to A/J mice, BALB/c learned the location of the Morris Water Maze (MWM) hidden platform in 4 days (Figure 1)
Summary
Emotions are commonly described as the processes whereby brain could evaluate stimuli, basically as pleasant or unpleasant [1,2,3], promoting either approach or avoidance behaviors, supporting individual adaptation and survival. Such a key role in behavioral guidance and decision making is growingly been emphasized [1,2], and it emotions are commonly regarded as adaptive processes signaling relevant cues about environmental changes. They represent modulatory tools for cognition rather than inhibitory factors
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