Evidence map›Paper›PMID 26696849›Full record

ArticleFrontiers in behavioral neuroscience2015

Chronic Stress During Adolescence Impairs and Improves Learning and Memory in Adulthood.

Lauren E Chaby, Sonia A Cavigelli, Amy M Hirrlinger, James Lim, Kendall M Warg, Victoria A Braithwaite

Abstract read
In one paragraph

Article in Frontiers in behavioral neuroscience, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers.

0numbers the graph read from it
0cells of the map it votes in
20citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

20 citing papers in PubMed.

  1. Games for health journal · 2023
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  10. High Parental Education Protects Against Changes in Adolescent Stress and Mood Early in the COVID-19 Pandemic.The Journal of adolescent health : official publication of the Society for Adolescent Medicine · 2021
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Lauren E ChabyCenter for Brain, Behavior, and Cognition, Pennsylvania State University University Park, PA, USA ; Department of Ecosystem Science and Management, Pennsylvania State University University Park, PA, USA ; Institute of the Neurosciences, The Huck Institutes of the Life Sciences, Pennsylvania State University University Park, PA, USA.
Sonia A CavigelliCenter for Brain, Behavior, and Cognition, Pennsylvania State University University Park, PA, USA ; Institute of the Neurosciences, The Huck Institutes of the Life Sciences, Pennsylvania State University University Park, PA, USA ; Department of Biobehavioral Health, Pennsylvania State University University Park, PA, USA.
Amy M HirrlingerCenter for Brain, Behavior, and Cognition, Pennsylvania State University University Park, PA, USA.
James LimCenter for Brain, Behavior, and Cognition, Pennsylvania State University University Park, PA, USA.
Kendall M WargVeterinary and Biomedical Sciences, Pennsylvania State University University Park, PA, USA.
Victoria A BraithwaiteCenter for Brain, Behavior, and Cognition, Pennsylvania State University University Park, PA, USA ; Department of Ecosystem Science and Management, Pennsylvania State University University Park, PA, USA ; Institute of the Neurosciences, The Huck Institutes of the Life Sciences, Pennsylvania State University University Park, PA, USA ; Department of Biology, Pennsylvania State University University Park, PA, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

HIGHLIGHTS This study tested the effects of adolescent-stress on adult learning and memory.Adolescent-stressed rats had enhanced reversal learning compared to unstressed rats.Adolescent-stress exposure made working memory more vulnerable to disturbance.Adolescent-stress did not affect adult associative learning or reference memory. Exposure to acute stress can cause a myriad of cognitive impairments, but whether negative experiences continue to hinder individual as they age is not as well understood. We determined how chronic unpredictable stress during adolescence affects multiple learning and memory processes in adulthood. Using male Sprague Dawley rats, we measured learning (both associative and reversal) and memory (both reference and working) starting 110 days after completion of an adolescent-stress treatment. We found that adolescent-stress affected adult cognitive abilities in a context-dependent way. Compared to rats reared without stress, adolescent-stressed rats exhibited enhanced reversal learning, an indicator of behavioral flexibility, but showed no change in associative learning and reference memory abilities. Working memory, which in humans is thought to underpin reasoning, mathematical skills, and reading comprehension, may be enhanced by exposure to adolescent-stress. However, when adolescent-stressed animals were tested after a novel disturbance, they exhibited a 5-fold decrease in working memory performance while unstressed rats continued to exhibit a linear learning curve. These results emphasize the capacity for stress during adolescence to transform the cognitive abilities of adult animals, even after stress exposure has ceased and animals have resided in safe environments for the majority of their lifespans.

Indexed as

adolescencechronic unpredictable stresslaboratory ratlearningmemoryRattus norvegicusreversal learning

Identifiers

PMID26696849
PMCPMC4675857

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.