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Single, intense prenatal stress decreases emotionality and enhances learning performance in the adolescent rat offspring: interaction with a brief, daily maternal separation.

Cannizzaro C, Plescia F, Martire M, Gagliano M, Cannizzaro G, Mantia G, Cannizzaro E

Dipartimento di Scienze Farmacologiche, Università di Palermo, Palermo, Italy. psycho@unipa.it

Perinatal manipulations can lead to neurobehavioural changes in the progeny. In this study we investigated, in adolescent male rat offspring, the consequences of a single, intense prenatal stress induced by a 120 min-maternal immobilization at gestational day 16, and of a daily, brief maternal separation from postnatal day 2 until 21, on: unconditioned fear/anxiety-like behaviour in open field and in elevated plus-maze; learning performance in the "Can test", a non-aversive spatial and tactile/visual task; corticosterone plasma levels under basal and stress-induced conditions. Our results indicate that both prenatal stress and maternal separation procedures decrease emotionality and enhance learning performance. Maternal separation potentiates prenatal stress-induced effects in enhancing learning performance. Both basal and stress-induced corticosterone plasma levels are reduced following prenatal stress, maternal separation and the combination of two procedures. These findings suggest that a single, intense prenatal stress can enhance the adaptive stress-related responses in the progeny, probably due to the involvement of maternal factors. The synergistic effect of prenatal stress and maternal separation on learning performance may be due to a further damping of hypothalamic-pituitary-adrenal axis response in the progeny that better cope with the task administered.

Published 28 February 2006 in Behav Brain Res, 169(1): 128-36.
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