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MDMA pretreatment leads to mild chronic unpredictable stress-induced impairments in spatial learning.

Jacobi I. Cunningham, Jamie Raudensky, John Tonkiss, Bryan K. Yamamoto

Behavioral Neuroscience October 1, 2009 DOI: 10.1037/a0016716 (opens in new tab)

Study at a glance

AI-extracted from the abstract
Characteristics Experimental study Peer reviewed
Population Rats
Interventions MDMA mild chronic unpredictable stress
Duration 10 days of chronic unpredictable stress, preceded by MDMA pretreatment 7 days earlier
Topics MDMA Serotonin
Keywords Serotonin transporter Hippocampus Chronic stress Hallucinogen Pharmacology
Citations 27
Post-publication review 1 comment on PubPeer (opens in new tab) · last active September 2016
Key findings Prior MDMA exposure leads to stress-induced learning impairments in rats that are not seen with stress alone and are unrelated to enhanced hippocampal serotonin transporter depletion.

Abstract

3,4-Methylenedioxymethamphetamine (MDMA) is a drug of abuse worldwide and a selective serotonin (5-HT) neurotoxin. An important factor in the risk of drug abuse and relapse is stress. Although multiple parallels exist between MDMA abuse and stress, including effects on 5-HTergic neurotransmission, few studies have investigated the consequences of combined exposure to MDMA and chronic stress. Therefore, rats were pretreated with MDMA and exposed 7 days later to 10 days of mild chronic unpredictable stress (CUS). MDMA pretreatment was hypothesized to enhance the effects of CUS leading to enhanced 5-HT transporter (SERT) depletion in the hippocampus and increased anxiety and cognitive impairment. Whereas MDMA alone increased anxiety-like behavior on the elevated plus maze, CUS alone or in combination with MDMA pretreatment did not increase anxiety-like behavior. In contrast, MDMA pretreatment led to CUS-induced learning impairment in the Morris water maze but not an enhanced depletion of hippocampal SERT protein. These results show that prior exposure to MDMA leads to stress-induced impairments in learning behavior that is not otherwise observed with stress alone and appear unrelated to an enhanced depletion of SERT.

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