Optogenetic insights on the relationship between anxiety-related behaviors and social deficits
Name
Allsop-2014-Optogenetic insights.pdf
Size
2.39 MB
Format
Adobe PDF
Checksum (MD5)
57330a373577c91298d7acd803180efa
Author(s) • • •
Allsop, Stephen Azariah
Vander Weele, Caitlin Miya
Wichmann, Romy
Tye, Kay
Date Issued
July 2014
Journal
Frontiers in Behavioral Neuroscience
Publisher
Frontiers Research Foundation
Citation
Allsop, Stephen A., Caitlin M. Vander Weele, Romy Wichmann, and Kay M. Tye. “Optogenetic Insights on the Relationship Between Anxiety-Related Behaviors and Social Deficits.” Front. Behav. Neurosci. 8 (July 16, 2014).
Version
Final published version
Abstract
Many psychiatric illnesses are characterized by deficits in the social domain. For example, there is a high rate of co-morbidity between autism spectrum disorders and anxiety disorders. However, the common neural circuit mechanisms by which social deficits and other psychiatric disease states, such as anxiety, are co-expressed remains unclear. Here, we review optogenetic investigations of neural circuits in animal models of anxiety-related behaviors and social behaviors and discuss the important role of the amygdala in mediating aspects of these behaviors. In particular, we focus on recent evidence that projections from the basolateral amygdala (BLA) to the ventral hippocampus (vHPC) modulate anxiety-related behaviors and also alter social interaction. Understanding how this circuit influences both social behavior and anxiety may provide a mechanistic explanation for the pathogenesis of social anxiety disorder, as well as the prevalence of patients co-diagnosed with autism spectrum disorders and anxiety disorders. Furthermore, elucidating how circuits that modulate social behavior also mediate other complex emotional states will lead to a better understanding of the underlying mechanisms by which social deficits are expressed in psychiatric disease.
MIT Department
Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences
Picower Institute for Learning and Memory
Terms of Use
Creative Commons Attribution
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.3389/fnbeh.2014.00241