Kappa-opioid receptor (KOR) agonists have dysphoric properties in humans and are aversive in rodents. This has been attributed to the activation of KORs within the mesolimbic dopamine (DA) system. However, the role of DA in KOR-mediated aversion and stress remains divisive as recent studies have suggested that activation of KORs on serotonergic neurons may be sufficient to mediate aversive behaviors. To address this question, we used conditional knock-out (KO) mice with KORs deleted on DA neurons (DAT(Cre/wt)/KOR(loxp/loxp), or DATCre-KOR KO). In agreement with previous findings, control mice (DAT(Cre/wt)/KOR(wt/wt) or WT) showed conditioned place aversion (CPA) to the systemically administered KOR agonist U69,593. In contrast, DATCre-KOR KO mice did not exhibit CPA with this same agonist. In addition, in vivo microdialysis showed that systemic U69,593 decreased overflow of DA in the nucleus accumbens (NAc) in WT mice, but had no effect in DATCre-KOR KO mice. Intra- ventral tegmental area (VTA) delivery of KORs using an adeno-associated viral gene construct, resulted in phenotypic rescue of the KOR-mediated NAc DA response and aversive behavior in DATCre-KOR KO animals. These results provide evidence that KORs on VTA DA neurons are necessary to mediate KOR-mediated aversive behavior. Therefore, our data, along with recent findings, suggest that the neuronal mechanisms of KOR-mediated aversive behavior may include both dopaminergic and serotonergic components.
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http://dx.doi.org/10.1038/npp.2013.171 | DOI Listing |
Alzheimers Dement
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Chitkara College of Pharmacy, Chitkara University, Rajpura, Punjab, India.
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View Article and Find Full Text PDFInt J Clin Pediatr Dent
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View Article and Find Full Text PDFPLoS One
January 2025
Faculty of Educational Studies, Universiti Putra Malaysia, Seri Kembangan, Selangor, Malaysia.
The study investigated the relationship between learning engagement and achievement goals, and English performance among college students. With the increasing popularity of online teaching methods, exploring how different teaching modes (online and classroom teaching) might influence students' learning outcomes is important. The researcher sought to understand how adopting different achievement goals such as mastery and performance-avoidance approaches could impact English performance and learning engagement.
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