用于这些实验的拉什利三迷宫建添Bowmaster，保罗Corman，巴里Dutrow，瑞安Jabco，从宾夕法尼亚州立大学物理系机店和蒂姆Treaster。作者想感谢Shoba Belegundu女士，女士塔拉Chrzanowski，女士和亚历山德拉刘易斯协助执行在图2-4中所提出的实验。 Walter先生杰克逊在本议定书的准备提供宝贵的意见。这项工作是从美国国立精神卫生研究所（MH064756 MH077978到玛）的资金支持。内容完全是作者的责任，并不一定代表的国家精神健康或美国国​​立卫生研究院研究所的官方意见。

1。制备方法： <ol><li>拉什利三迷宫建造的有机玻璃，如图1所示。开始框，迷宫武器，和目标框是模块化的，允许清洁和可变性的迷宫。开始框，迷宫武器，和目标框的墙壁是黑色树脂玻璃构造，以消除视觉线索，从外部和内部的迷宫。迷宫武器是长45厘米，高7厘米，5厘米宽的。门通往迷宫的连续武器4厘米× 4厘米，位于迷宫的外墙11厘米。目标框长19.5厘米x 7厘米高x宽5厘米。启动框为8厘米× 9.5厘米× 7厘米。独立明确的有机玻璃块放在顶部开始框，迷宫，和目标框，让每个鼠标的可视化，因为它通过迷宫的进展，同时防止老鼠逃跑。迷宫由基地构建了一个大到足以容纳迷宫加伪家里的笼子里是作为动物的标准的家庭笼的大小相同的三件红色有机玻璃。 </li><li>为了准备伪家笼前的第一个迷宫试验，在动物的家笼中使用的是添加到个人的笼子底部有门道（2厘米× 2厘米），切成双方同类新鲜的床上用品材料。放置导线上装上这些笼底部，并单独编号，为每一个测试队列中的动物之一。这些笼子将作为个别伪家里每个动物笼测试时间表的时间。因为我们正在调查的应力的作用和/或焦虑相关的学习和记忆的行为，我们用伪家笼，以避免个别住房小鼠在自己的笼子。但是，如果这些因素不关心的首要，动物可以被单独安置在门口和这些笼子修改，可以作为成功的迷宫导航首页笼的家庭笼。 </li></ol> 2。测试： <ol><li>每一天，动物行为测试室至少一小时前移到测试，使他们能够适应环境的测试环境。 </li><li> 30分钟测试开始的时间，食物和水前拆除所有家庭的笼子。保持在行为测试室，但小鼠达到了食物和水。食物和水通常是30分钟后取出的暗相轻相变化，后发生高峰期喂养。这确保动物大多食物和水酒足饭饱前测试，然而，在此期间的测试，提供一小笔额外的原动力导航迷宫，即使是没有公开的食物或水任务完成后奖励。 </li><li>预试期已过30分钟后，用70％乙醇清洁迷宫。敞开大门，从一开始就中的领先进入迷宫武器封闭。在目标框两端的门是处于打开状态。 </li><li>将伪家庭相应的目标框年底的第一个动物笼。 </li><li>卡里的第一个鼠标迷宫，拔罐，在你的手。在开始框中鼠标和更换盖子。 </li><li>当位置观察有无梗阻的迷宫，打开启动箱门，并立即启动秒表。 </li><li>当鼠标的所有四个爪子已经离开了开始框，关闭启动箱门和停止一个计时器。 </li><li>手工记录的途径鼠标旅行，因为它的迷宫导航。一个鼠标进入一个新的区域时，所有四个爪子已经进入该地区越过迷宫（参见图1）或的手臂。 </li><li>当所有四个爪子进入目标中，领导之间的迷宫和目标框，关门停止秒的秒表。 </li><li>当鼠标已经完全进入的伪家笼，关闭门之间的目标框笼。停止第三秒表。 </li><li>从三个秒表记录时间。计数鼠标的错误。定义为一个错误是进入一个死胡同的尽头囊区的一个条目（例如，从手臂大号到K区;，图1）或穿越迷宫已经走过手臂（例如，会从ARM C臂F到图1）。虽然我们的得分鼠标的性能，因为它是发生，这是录像带或以其他方式记录的迷宫试验，为随后的进球让眼睛或自动化的软件。实验人员的自由裁量权，应选择一个合适的方法。 </li><li>返回到其家笼之前，留在1分钟的伪家笼的动物。 </li><li>重复步骤2.3至2.12的测试队列中的所有小鼠。 </li><li>当鼠标已经在队列中的最后返回到其家笼中，开始30分钟计时器。在这30分钟内结束，返回在队列中的所有小鼠的食物和水，然后返回他们的殖民地里的动物。 </li><li>连续两晚，重复此过程中，每一个测试天每只动物的试验，直到在队列中的所有老鼠都达到了定义的学习标准，直到预定的Ñ赭测试试验发生。鼠标被列为学到的迷宫时，它可以执行与0或1的错误（S），连续两个试验任务。在相同的顺序在连续试验测试小鼠。 </li></ol> 3。代表性的成果： 学习（达到标准）的天数，可以分析和比较不同群体之间在一个特定的研究（图2A和3A）。此外，一个学习型指数（学习的比例），迷宫收购的特点，可以评估在第4天测试期间（图2B和3B）。学习指数是正确的路径段数的比例总数的路径段走遍每个审判。平均学习指数应约0.5试验1，当老鼠是第一次接触时的迷宫，一个偶然的机会导航。学习指数升幅接近1和试验2和说明4之间，学习是发生。男性C57Bl/6NCr在图2中，青年（2月）和老龄化（24个月）的小鼠进行了培训长达15试验拉什利迷宫。 7.2中了解到，年轻老鼠迷宫（± 1.5）D.相比之下，老化的动物了11.7（± 2.1）d达到标准。老化C57Bl/6NCr小鼠有一个强烈的趋势，需要更长的时间来学习的迷宫（[T（23）= 1.59，P = 0.056];单尾t检验，先验假设天的学习时间较长老龄化小鼠）。当学习指数的计算方法，这两个年龄组，从试验2 4（主要效果显着的时间，P &lt;0.001），通过学习指数稳步上升。然而，有年轻的C57小鼠和旧的C57小鼠（年龄，P = 0.58的主要作用）之间的学习指数无显着差异。 图3是有代表性的研究背景应变的影响，对学习行为的研究。年轻男性C57Bl/6NCr的数据，如图所示。 2，现在比较年轻CRL的数据：的CD - 1（ICR）BR小鼠的CD - 1，莫4-5]。 CD - 1小鼠的经验教训4.5拉什利三迷宫（± 1.4）D，然而，有天的菌株之间没有显着差异，学习（图3A; [T（18）= 1.328，P = 0.20];尾t检验）。相比之下，检查的学习，而所有的动物导航一审偶然的迷宫，CD - 1小鼠学习的任务更加迅速（应变，P &lt;0.001的主要作用）的指数显示，。 CD - 1小鼠在学习指数显着增加，在临床试验中2至4 C57Bl/6NCr小鼠相比，说明了这一点。有趣的是，如果继续在达到标准之外的迷宫训练的CD - 1小鼠，他们表现出的行为表明过度训练（图4）这是在下面详细讨论。 <img src="/files/ftp_upload/1786/1786fig1.jpg" alt="图1" /> 图1：拉什利三迷宫死胡同CUL - DE - SAC的迷宫区，仅用于演示目的是在这个图中的红色。基地和武器的实际迷宫纯色（插图）。迷宫是按比例绘制（文字尺寸）。 <img src="/files/ftp_upload/1786/1786fig2.jpg" alt="图2" /> 图2：在2和24月龄的雄性C57Bl/6NCr小鼠第三拉什利迷宫性能拉什利三迷宫被用来评估年轻（2个月）和老龄化（24个月）的男性C57Bl/6NCr小鼠的学习路线。测量的参数是：（一 ）标准，鼠标运行连续两晚0错误或1个错误的迷宫所需的天数天;及（b）学习指数，正确的四个爪子手臂条目的数量作出与拉什利三迷宫测试1-4天的手臂条目总数。每组动物的数量为N = 10 2月龄和24月龄小鼠N = 15。 <img src="/files/ftp_upload/1786/1786fig3.jpg" alt="图3" /> 图3：拉什利第三年轻的男性C57Bl/6NCr和CD - 1小鼠的迷宫性能拉什利三迷宫是用来评估路线，在2个月大的C57Bl/6NCr和4-5个月大的CD - 1小鼠学习。测量的参数是：（一 ）标准，鼠标运行连续两晚0错误或1个错误的迷宫所需的天数天;及（b）学习指数，正确的四个爪子手臂条目的数量作出与拉什利三迷宫测试1-4天的手臂条目总数。每组动物的数量，N = 10 C57Bl/6NCr和N = 10，CD - 1小鼠。统计意义：* P &lt;0.05，** P &lt;0.01与C57Bl/6NCr小鼠。 <img src="/files/ftp_upload/1786/1786fig4.jpg" alt="图4" /> 图4：拉什利III在4-5个月大的雄性CD - 1小鼠的迷宫性能拉什利三迷宫 。是用来评估十个4-5月龄雄性CD - 1小鼠连续15天的学习路线。测量参数分别为：（一）每天的错误的数量，与定义到一条死胡同的尽头囊区的四个爪子入境或旅行的迷宫已经走过手臂错误;及（b）所花费的时间在每天的迷宫。该标准是达到一天是用红色箭头表示。

<ol>
	<li>Blizard, D. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Return+to+home+cage'+as+a+reward+for+maze+learning+in+young+and+old+genetically+heterogeneous+mice.">Return to home cage' as a reward for maze learning in young and old genetically heterogeneous mice.</a> Comparative Med. 56, 196-201 (2006).</li><li>Crawley, J. N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> What's wrong with my mouse?: Behavioral phenotyping of transgenic and knockout mice. , (2007).</li><li>Blizard, D. A., Klein, L. C., Cohen, R., McClearn, G. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+novel+mouse-friendly+cognitive+task+suitable+for+use+in+aging+studies.">A novel mouse-friendly cognitive task suitable for use in aging studies.</a> Behav. Genet. 33, 181-189 (2003).</li><li>Warren, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Appetitive+learning+by+old+mice.">Appetitive learning by old mice.</a> Exp. Aging Res. 12, 99-105 (1986).</li><li>Lashley, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Brain+mechanisms+and+intelligence:+A+quantitative+study+of+injuries+to+the+brain.">Brain mechanisms and intelligence: A quantitative study of injuries to the brain.</a> , (1929).</li><li>Barnes, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Memory+deficits+associated+with+senescence:+A+neurophysiological+and+behavioral+study+in+the+rat.">Memory deficits associated with senescence: A neurophysiological and behavioral study in the rat.</a> J. Comp. Physiol. Psych. 93, 74-104 (1979).</li><li>Matzel, L. D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Individual+differences+in+the+expression+of+a+general+learning+ability+in+mice.">Individual differences in the expression of a general learning ability in mice.</a> J. Neurosci. 23, 6423-6433 (2003).</li><li>Brandeis, R., Brandys, Y., Yehuda, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+use+of+the+Morris+water+maze+in+the+study+of+memory+and+learning.">The use of the Morris water maze in the study of memory and learning.</a> Int. J. Neurosci. 48, 29-69 (1989).</li><li>Hepler, D. J., Wenk, G. L., Cribbs, B. L., Olton, D. S., Coyle, J. T. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Memory+impairments+following+basal+forebrain+lesions.">Memory impairments following basal forebrain lesions.</a> Brain Res. 346, 8-14 (1985).</li><li>Sci, B. e. h. a. v. B. r. a. i. n. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> 2, 313-313 (1979).</li></ol>

所有的行为协议是由美国宾夕法尼亚州立大学机构动物护理和使用委员会批准。有没有财务披露报告。

最常用的啮齿类动物的行为测试，以评估学习和记忆Morris水迷宫和恐惧空调2变种。这些测试依赖于视觉或听觉线索的学习和厌恶的刺激（如，水，电击）激励动物完成的任务3。在啮齿类动物老化，老化人类感官的方式随着时间的推移下降。几个背景的小鼠株失去他们的听力或白内障的发展，因为他们的年龄，死亡率23.5 h禁水后已被证明在小鼠增加，因为他们4岁。因此，?...

<table><tbody><tr><td>Lashley III maze</td><td>PSU Physics Machine Shop</td><td>N/A</td><td> Maze must be custom-built, not commercially available</td></tr></tbody></table>

low-stress route learning using the lashley iii maze in mice

许多行为测试旨在评估在啮齿类动物的学习和记忆能力，尤其是小鼠，依靠视觉线索，食品和/或水剥夺，或其他厌恶刺激来激励的任务收购。动物的年龄，感官的方式恶化。例如，许多品系小鼠发展听力赤字或白内障。在引导任务收购期间小鼠所需的感官系统的变化，目前在解释衰老动物的学习变化的潜在的混淆。此外，使用厌恶刺激，激励学习任务的动物是比较差的敏感性时，小鼠强调潜在的混杂。为了最大限度地减少干扰的影响这些类型，我们已经实施了修改后的版本拉什利三迷宫。这个迷宫路线的学习，使小鼠学习导航通过反复暴露在低应力条件，例如黑暗的阶段，没有剥夺食物/水，一个迷宫，直到他们从一开始的位置路径导航，以0比伪家笼或依赖错误（1）连续两次试验。我们归类为一个低应力的行为测试，因为它不依靠厌恶刺激，鼓励探索的迷宫和任务的学习。该仪器包括一个模块化的开始框，4臂迷宫身体，和一个目标“框中。在目标框的结束是一个伪家笼包含类似的发现在动物的笼子和迷宫测试期间，具体到每个动物的床上用品。以前已经证明，这种伪家笼提供足够的奖励激励小鼠学习导航迷宫<sup&gt; 1</sup&gt;。在这里，我们目前在评估小鼠学习记忆的年龄差异比较两个不同的背景品系小鼠的学习行为的的背景下拉什利三迷宫程序的可视化。我们希望一个有吸引力的替代涉及更紧张的学习任务和/或视觉线索的行为测试，评估老龄化的影响或压力在小鼠中的漏洞感兴趣的其他研究人员将考虑这个迷宫。

Watch this Scientific Journal Video about Low-stress Route Learning Using the Lashley III Maze in Mice at JoVE.com

Low-stress Route Learning Using the Lashley III Maze in Mice

拉什利三迷宫是一个路线的学习任务，不依赖于厌恶刺激或视觉线索。因此，这是一个极具吸引力的选项，用于评估学习和记忆，特别是在衰老小鼠或其他压力是一个考虑因素。

低应力路线学习，在老鼠身上使用拉什利三迷宫

Many behavior tests designed to assess learning and memory in rodents, particularly mice, rely on visual cues, food and/or water deprivation, or other ...

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JoVE Journal

Neuroscience

17.8K 次观看.  Pennsylvania State University. 拉什利三迷宫是一个路线的学习任务，不依赖于厌恶刺激或视觉线索。因此，这是一个极具吸引力的选项，用于评估学习和记忆，特别是在衰老小鼠或其他压力是一个考虑因素。

视频: Low-stress Route Learning Using the Lashley III Maze in Mice

Barnes Maze Testing Strategies with Small and Large Rodent Models

Spatial learning and memory of laboratory rodents is often assessed via navigational ability in mazes, most popular of which are the water and dry-land (Barnes) mazes. Improved performance over sessions or trials is thought to reflect learning and memory of the escape cage/platform location. Considered less stressful than water mazes, the Barnes maze is a relatively simple design of a circular platform top with several holes equally spaced around the perimeter edge. All but one of the holes are false-bottomed or blind-ending, while one leads to an escape cage. Mildly aversive stimuli (e.g.&#160;bright overhead lights) provide motivation to locate the escape cage. Latency to locate the escape cage can be measured during the session; however, additional endpoints typically require video recording. From those video recordings, use of automated tracking software can generate a variety of endpoints that are similar to those produced in water mazes (e.g.&#160;distance traveled, velocity/speed, time spent in the correct quadrant, time spent moving/resting, and confirmation of latency). Type of search strategy (i.e.&#160;random, serial, or direct) can be categorized as well. Barnes maze construction and testing methodologies can differ for small rodents, such as mice, and large rodents, such as rats. For example, while extra-maze cues are effective for rats, smaller wild rodents may require intra-maze cues with a visual barrier around the maze. Appropriate stimuli must be identified which motivate the rodent to locate the escape cage. Both Barnes and water mazes can be time consuming as 4-7 test trials are typically required to detect improved learning and memory performance (e.g.&#160;shorter latencies or path lengths to locate the escape platform or cage) and/or differences between experimental groups. Even so, the Barnes maze is a widely employed behavioral assessment measuring spatial navigational abilities and their potential disruption by genetic, neurobehavioral manipulations, or drug/ toxicant exposure.

The dry-land Barnes maze is widely used to measure spatial navigation ability in response to mildly aversive stimuli. Over consecutive days, performance (e.g.&#160;latency to locate escape cage) of control subjects improves, indicative of normal learning and memory. Differences between rats and mice necessitate apparatus and methodology changes that are detailed here.

巴恩斯迷宫测试策略与小型和大型啮齿类动物模型

Spatial learning and memory of laboratory rodents is often assessed via navigational ability in mazes, most popular of which are the water and dry-land ...

科研

行为学

The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents

Spatial cognition research in rodents typically employs the use of maze tasks, whose attributes vary from one maze to the next. These tasks vary by their behavioral flexibility and required memory duration, the number of goals and pathways, and also the overall task complexity. A confounding feature in many of these tasks is the lack of control over the strategy employed by the rodents to reach the goal, e.g., allocentric (declarative-like) or egocentric (procedural) based strategies. The double-H maze is a novel water-escape memory task that addresses this issue, by allowing the experimenter to direct the type of strategy learned during the training period. The double-H maze is a transparent device, which consists of a central alleyway with three arms protruding on both sides, along with an escape platform submerged at the extremity of one of these arms.
Rats can be trained using an allocentric strategy by alternating the start position in the maze in an unpredictable manner (see protocol 1; &#167;4.7), thus requiring them to learn the location of the platform based on the available allothetic cues. Alternatively, an egocentric learning strategy (protocol 2; &#167;4.8) can be employed by releasing the rats from the same position during each trial, until they learn the procedural pattern required to reach the goal. This task has been proven to allow for the formation of stable memory traces.
Memory can be probed following the training period in a misleading probe trial, in which the starting position for the rats alternates. Following an egocentric learning paradigm, rats typically resort to an allocentric-based strategy, but only when their initial view on the extra-maze cues differs markedly from their original position. This task is ideally suited to explore the effects of drugs/perturbations on allocentric/egocentric memory performance, as well as the interactions between these two memory systems.

The goal of this protocol is to investigate spatial cognition in rodents. The double-H water maze is a novel test, which is particularly useful to elucidate the different components of learning, consolidation and memory, as well as the interplay of memory systems.

双-H迷宫:一个强大的行为测试学习和记忆的鼠害

Spatial cognition research in rodents typically employs the use of maze tasks, whose attributes vary from one maze to the next. These tasks vary by their ...

T-maze Forced Alternation and Left-right Discrimination Tasks for Assessing Working and Reference Memory in Mice

Forced alternation and left-right discrimination tasks using the T-maze have been widely used to assess working and reference memory, respectively, in rodents. In our laboratory, we evaluated the two types of memory in more than 30 strains of genetically engineered mice using the automated version of this apparatus. Here, we present the modified T-maze apparatus operated by a computer with a video-tracking system and our protocols in a movie format. The T-maze apparatus consists of runways partitioned off by sliding doors that can automatically open downward, each with a start box, a T-shaped alley, two boxes with automatic pellet dispensers at one side of the box, and two L-shaped alleys. Each L-shaped alley is connected to the start box so that mice can return to the start box, which excludes the effects of experimenter handling on mouse behavior. This apparatus also has an advantage that in vivo microdialysis, in vivo electrophysiology, and optogenetics techniques can be performed during T-maze performance because the doors are designed to go down into the floor. In this movie article, we describe T-maze tasks using the automated apparatus and the T-maze performance of &alpha;-CaMKII+/- mice, which are reported to show working memory deficits in the eight-arm radial maze task. Our data indicated that &alpha;-CaMKII+/- mice showed a working memory deficit, but no impairment of reference memory, and are consistent with previous findings using the eight-arm radial maze task, which supports the validity of our protocol. In addition, our data indicate that mutants tended to exhibit reversal learning deficits, suggesting that &alpha;-CaMKII deficiency causes reduced behavioral flexibility. Thus, the T-maze test using the modified automatic apparatus is useful for assessing working and reference memory and behavioral flexibility in mice.

This article presents the protocol of T-maze tests using a modified automated apparatus for assessing the learning and memory functions in mice.

T-迷宫强迫交替和评估工作，并参考在小鼠记忆的左，右的歧视任务

Forced alternation and left-right discrimination tasks using the T-maze have been widely used to assess working and reference memory, respectively, in ...

神经科学

A Behavioral Assay for Investigating the Role of Spatial Memory During Instinctive Defense in Mice

Evolution has selected a repertoire of defensive behaviors that are essential for survival across all animal species. These behaviors are often stereotyped actions elicited in response to innately aversive sensory stimuli, but their success requires enough flexibility for adapting to different spatial environments, which can change rapidly. Here, we describe a behavioral assay to evaluate the influence of learned spatial knowledge on defensive behaviors in mice. We have adapted the widely used Barnes maze spatial memory assay to investigate how mice navigate to a shelter during escape responses to innately aversive sensory stimuli in a novel environment, and how they adapt to acute changes in the environment. This new assay is an ethological paradigm that does not require training and exploits the natural exploration patterns and navigation strategies in mice. We propose that the set of protocols described here are a powerful means of studying goal-directed behaviors and stimulus-triggered navigation, which should be of interest to both the fields of instinctive behaviors and spatial memory.

This protocol describes a behavioral assay, based on the Barnes maze test, to study how instinctive defensive actions are modified by the knowledge of spatial environment.

一种研究空间记忆在小鼠本能防御中作用的行为分析法

Evolution has selected a repertoire of defensive behaviors that are essential for survival across all animal species. These behaviors are often ...

Analyzing Spatial Learning and Prosocial Behavior in Mice Using the Barnes Maze and Damsel-in-Distress Paradigms

The Barnes maze is a reliable measure of spatial learning and memory that does not require food restriction or exposure to extremely stressful stimuli. The Barnes maze can also assess other mouse behaviors, such as general motivation to escape from the maze platform and exploratory behavior. The Barnes maze can measure whether a genetic mutation or environmental variable can impact the acquisition and retention of spatial memories, as well as provide information about the search strategy employed by the mice. Here we use the Barnes maze to detect a memory deficit in adult mice following a single developmental ethanol exposure event. The newly described Damsel-in-Distress paradigm exposes a male mouse to a female mouse trapped in a chamber in the open center field of the arena. It provides an opportunity for the mouse to socially respond to the trapped female and exhibit prosocial behavior. The Damsel-in-Distress paradigm can also be used to examine mouse behavior in a novel arena and measure locomotor activity. Both the Barnes Maze and the Damsel-in-Distress protocols require minimal financial investment and most aspects of the tests can be constructed from common lab supplies. These flexible and accessible tools can also be used to detect behavioral changes over the course of development.

This protocol measures spatial learning and memory using the Barnes maze. A novel Damsel-in-Distress paradigm is used to assess locomotor activity and prosocial behavior in mice.

利用巴恩斯迷宫和困境中的破坏范式分析小鼠的空间学习和社会行为

The Barnes maze is a reliable measure of spatial learning and memory that does not require food restriction or exposure to extremely stressful stimuli. ...

Chronic Stress Shifts Effort-Related Choice Behavior in a Y-Maze Barrier Task in Mice

Mood disorders, including major depressive disorder, can be precipitated by chronic stress. The Y-maze barrier task is an effort-related choice test that measures motivation to expend effort and obtain reward. In mice, chronic stress exposure significantly impacts motivation to work for a higher value reward when a lesser value reward is freely available compared to unstressed mice. Here we describe the chronic corticosterone administration paradigm, which produces a shift in effortful responding in the Y-maze barrier task. In the Y-maze task, one arm contains 4 food pellets, while the other arm contains only 2 pellets. After mice learn to select the high reward arm, barriers with progressively increasing height are then introduced into the high reward arm over multiple test sessions. Unfortunately, most chronic stress paradigms (including corticosterone and social defeat) were developed in male mice and are less effective in female mice. Therefore, we also discuss chronic non-discriminatory social defeat stress (CNSDS), a stress paradigm we developed that is effective in both male and female mice. Repeating results with multiple distinct chronic stressors in male and female mice combined with increased usage of translationally relevant behavior tasks will help to advance the understanding of how chronic stress can precipitate mood disorders.

The Y-maze barrier task is a behavior test that examines motivation to expend effort for reward. Here, we discuss testing multiple well-validated chronic stressors including chronic corticosterone and social defeat stress with this behavior, as well as the novel chronic non-discriminatory social defeat stress (CNSDS), which is effective in females.

在小鼠的 Y-Maze 障碍任务中，慢性应力转移与工作量相关的选择行为

Mood disorders, including major depressive disorder, can be precipitated by chronic stress. The Y-maze barrier task is an effort-related choice test that ...

Utilizing a Reconfigurable Maze System to Enhance the Reproducibility of Spatial Navigation Tests in Rodents

Several maze shapes are used to test spatial navigation performance and behavioral phenotypes. Traditionally, each experiment requires a unique maze shape, thus requiring several separate mazes in different configurations. The maze geometry cannot be reconfigured in a single environment to accommodate scalability and reproducibility. The reconfigurable maze is a unique approach to address the limitations, allowing quick and flexible configurations of maze pathways in a repeatable manner. It consists of interlocking pathways and includes feeders, treadmills, movable walls, and shut-off sensors. The current protocol describes how the reconfigurable maze can replicate existing mazes, including the T-shaped, plus-shaped, W-shaped, and figure-eight mazes. Initially, the T-shaped maze was constructed inside a single experimental room, followed by modifications. The rapid and scalable protocol outlined herein demonstrates the flexibility of the reconfigurable maze, achieved through the addition of components and behavioral training phases in a stepwise manner. The reconfigurable maze systematically and precisely assesses the performance of multiple aspects of spatial navigation behavior.

The present protocol describes a reconfigurable maze, a unique system for testing spatial navigation and behavioral phenotypes in rodents. The adaptability of this maze system enables the execution of various experiments in a single physical environment. The ease of structural rearrangement generates reliable and reproducible experimental results.

利用可重构的迷宫系统提高啮齿动物空间导航测试的可重复性

Several maze shapes are used to test spatial navigation performance and behavioral phenotypes. Traditionally, each experiment requires a unique maze ...

An Open-Source Virtual Reality System for the Measurement of Spatial Learning in Head-Restrained Mice

Head-restrained behavioral experiments in mice allow neuroscientists to observe neural circuit activity with high-resolution electrophysiological and optical imaging tools while delivering precise sensory stimuli to a behaving animal. Recently, human and rodent studies using virtual reality (VR) environments have shown VR to be an important tool for uncovering the neural mechanisms underlying spatial learning in the hippocampus and cortex, due to the extremely precise control over parameters such as spatial and contextual cues. Setting up virtual environments for rodent spatial behaviors can, however, be costly and require an extensive background in engineering and computer programming. Here, we present a simple yet powerful system based upon inexpensive, modular, open-source hardware and software that enables researchers to study spatial learning in head-restrained mice using a VR environment. This system uses coupled microcontrollers to measure locomotion and deliver behavioral stimuli while head-restrained mice run on a wheel in concert with a virtual linear track environment rendered by a graphical software package running on a single-board computer. The emphasis on distributed processing allows researchers to design flexible, modular systems to elicit and measure complex spatial behaviors in mice in order to determine the connection between neural circuit activity and spatial learning in the mammalian brain.

Here, we present a simplified open-source hardware and software setup for investigating mouse spatial learning using virtual reality (VR). This system displays a virtual linear track to a head-restrained mouse running on a wheel by utilizing a network of microcontrollers and a single-board computer running an easy-to-use Python graphical software package.

一种用于测量头部约束小鼠空间学习的开源虚拟现实系统

Head-restrained behavioral experiments in mice allow neuroscientists to observe neural circuit activity with high-resolution electrophysiological and ...

使用 Erasmus Ladder 自动评估小鼠的精细运动性能

Monitoring Fine and Associative Motor Learning in Mice Using the Erasmus Ladder

Behavior is shaped by actions, and actions necessitate motor skills such as strength, coordination, and learning. None of the behaviors essential for sustaining life would be possible without the ability to transition from one position to another. Unfortunately, motor skills can be compromised in a wide array of diseases. Therefore, investigating the mechanisms of motor functions at the cellular, molecular, and circuit levels, as well as understanding the symptoms, causes, and progression of motor disorders, is crucial for developing effective treatments. Mouse models are frequently employed for this purpose.
This article describes a protocol that allows the monitoring of various aspects of motor performance and learning in mice using an automated tool called the Erasmus Ladder. The assay involves two phases: an initial phase where mice are trained to navigate a horizontal ladder built of irregular rungs (&#34;fine motor learning&#34;), and a second phase where an obstacle is presented in the path of the moving animal. The perturbation can be unexpected (&#34;challenged motor learning&#34;) or preceded by an auditory tone (&#34;associative motor learning&#34;). The task is easy to conduct and is fully supported by automated software.
This report shows how different readouts from the test, when analyzed with sensitive statistical methods, allow fine monitoring of mouse motor skills using a small cohort of mice. We propose that the method will be highly sensitive to evaluate motor adaptations driven by environmental modifications as well as early-stage subtle motor deficits in mutant mice with compromised motor functions.

作者聚焦：通过使用 Erasmus Ladder 对运动学习和髓鞘可塑性研究进行自动评估来揭示神经机制 

This article presents a protocol that allows a non-invasive and automated assessment of fine motor performance, as well as adaptive and associative motor learning upon challenges, using a device called the Erasmus Ladder. Task difficulty can be titrated to detect motor impairment ranging from major to subtle degrees.

使用伊拉斯谟量程监测小鼠的精细和联想运动学习

Behavior is shaped by actions, and actions necessitate motor skills such as strength, coordination, and learning. None of the behaviors essential for ...

低应力路线学习，在老鼠身上使用拉什利三迷宫

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此视频中的章节

巴恩斯迷宫测试策略与小型和大型啮齿类动物模型

双-H迷宫:一个强大的行为测试学习和记忆的鼠害

T-迷宫强迫交替和评估工作，并参考在小鼠记忆的左，右的歧视任务

一种研究空间记忆在小鼠本能防御中作用的行为分析法

利用巴恩斯迷宫和困境中的破坏范式分析小鼠的空间学习和社会行为

在小鼠的 Y-Maze 障碍任务中，慢性应力转移与工作量相关的选择行为

利用可重构的迷宫系统提高啮齿动物空间导航测试的可重复性

一种用于测量头部约束小鼠空间学习的开源虚拟现实系统

使用伊拉斯谟量程监测小鼠的精细和联想运动学习

使用伊拉斯谟量程监测小鼠的精细和联想运动学习