The stressed female brain: neuronal activity in the prelimbic but not infralimbic region of the medial prefrontal cortex suppresses learning after acute stress

• Published in: Frontiers in neural circuits 2013-12, Vol.7, p.198-198
• Main Authors: Maeng, Lisa Y, Shors, Tracey J
• Format: Article
• Language: English
• Subjects: Amygdala; Amygdala - physiology; Animals; Anxiety; Associative learning; basolateral amygdala; Classical Conditioning; Conditioning, Classical - physiology; eyeblink conditioning; Eyelid conditioning; Female; Females; Gender differences; Laboratory animals; Learning - physiology; Male; Males; Medial prefrontal cortex; Muscimol; Neurons - physiology; Neuroscience; Neurosciences; Post traumatic stress disorder; Prefrontal cortex; Prefrontal Cortex - physiopathology; Rats; Rats, Sprague-Dawley; Sex differences; stress; Stress response; Stress, Physiological - physiology; Stress, Psychological - physiopathology; Structure-function relationships; Surgery; γ-Aminobutyric acid A receptors
• ISSN: 1662-5110; 1662-5110
• DOI: 10.3389/fncir.2013.00198

Women are nearly twice as likely as men to suffer from anxiety and post-traumatic stress disorder (PTSD), indicating that many females are especially vulnerable to stressful life experience. A profound sex difference in the response to stress is also observed in laboratory animals. Acute exposure to an uncontrollable stressful event disrupts associative learning during classical eyeblink conditioning in female rats but enhances this same type of learning process in males. These sex differences in response to stress are dependent on neuronal activity in similar but also different brain regions. Neuronal activity in the basolateral nucleus of the amygdala (BLA) is necessary in both males and females. However, neuronal activity in the medial prefrontal cortex (mPFC) during the stressor is necessary to modify learning in females but not in males. The mPFC is often divided into its prelimbic (PL) and infralimbic (IL) subregions, which differ both in structure and function. Through its connections to the BLA, we hypothesized that neuronal activity within the PL, but not IL, during the stressor is necessary to suppress learning in females. To test this hypothesis, either the PL or IL of adult female rats was bilaterally inactivated with GABAA agonist muscimol during acute inescapable swim stress. About 24 h later, all subjects were trained with classical eyeblink conditioning. Though stressed, females without neuronal activity in the PL learned well. In contrast, females with IL inactivation during the stressor did not learn well, behaving similarly to stressed vehicle-treated females. These data suggest that exposure to a stressful event critically engages the PL, but not IL, to disrupt associative learning in females. Together with previous studies, these data indicate that the PL communicates with the BLA to suppress learning after a stressful experience in females. This circuit may be similarly engaged in women who become cognitively impaired after stressful life events.