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Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/2577

Title: Nucleus accumbens PKA inhibition blocks acquisition but enhances expression of amphetamine-produced conditioned activity in rats
Authors: Gerdjikov, Todor V.
Giles, Andrew C.
Swaine, Shelley N.
Beninger, Richard J.
Issue Date: 2007
Citation: Psychopharmacology, 2007, 190(1), pp. 65-72
Abstract: Rationale: The nucleus accumbens (NAc) plays a central role in dopamine-produced reward-related learning. In previous studies, the cyclic adenosine monophosphate-dependent protein kinase (PKA) inhibitor Rp-Cyclic 3′,5′- hydrogen phosphorothioate adenosine triethylammonium salt (Rp-cAMPS) blocked the acquisition but not expression of NAc reward-related learning for natural rewards and the acquisition of psychostimulant drug conditioning. Objectives: The current study assessed the role of PKA in the expression of NAc amphetamine (amph)-produced conditioning using conditioned activity (CA). Materials and methods: After 5 days of habituation, a test environment was paired with bilateral NAc injections of amph (0.0 or 25.0 μg) and the PKA inhibitor Rp-cAMPS (0.0, 5.0, 10.0, or 20.0 μg) over three 60-min conditioning sessions separated by 48 h. To test for effects on expression, some groups received vehicle or amph alone before conditioning sessions and were injected with 0.0, 0.25, 5.0, or 20.0 μg of Rp-cAMPS before the single 60-min test session. Results: Amph produced acute increases in locomotion and robust CA. Rp-cAMPS impaired the acquisition of amph-produced CA but not its expression; in fact, it enhanced expression. Conclusions: Results show that PKA inhibition blocks the acquisition but not the expression of amph-produced conditioning.
ISSN: Print: 0033-3158
Online: 1432-2072
Links: http://dx.doi.org/10.1007/s00213-006-0590-1
http://hdl.handle.net/2381/2577
http://www.springerlink.com/content/e13425g92(...)
Type: Article
Description: Full text of this item is not currently available on the LRA. The original publication is available at www.springerlink.com, Doi: 10.1007/s00213-006-0590-1.
Appears in Collections:Published Articles, School of Psychology

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