Anxiety and Anxiolytic Drugs by Florian Holsboer, Andreas Ströhle

By Florian Holsboer, Andreas Ströhle

The current quantity offers a accomplished assessment at the present kingdom of easy and medical learn on Anxiety and Anxiolytic medications . utilizing newly built equipment and methods researchers at the moment are commencing to comprehend the molecular mechanisms of hysteria, nervousness issues and their therapy. In parallel, new drug pursuits were generated and the 1st scientific reviews with new compounds were all started. In 20 chapters written via a variety of specialists within the box entire info on all suitable subject matters is equipped.

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Neuron 36:567–584 Nader K (2003) Memory traces unbound. Trends Neurosci 26:65–72 Nader K, Schafe GE, Le Doux JE (2000) Fear memories require protein synthesis in the amygdala for reconsolidation after retrieval. Nature 406:722–726 Newport DJ, Stowe ZN, Nemeroff CB (2002) Parental depression: animal models of an adverse life event. Am J Psychiatry 159:1265–1283 Ohl FW, Scheich H, Freeman WJ (2001) Change in pattern of ongoing cortical activity with auditory category learning. Nature 412:733–736 Owen EH, Logue SF, Rasmussen DL, Wehner JM (1997) Assessment of learning by the Morris water task and fear conditioning in inbred mouse strains and F1 hybrids: implications of genetic background for single gene mutations and quantitative trait loci analyses.

49 49 49 52 54 55 56 57 57 58 4 General Conclusions . . . . . . . . . . . . . . . . 59 References . . . . . . . . . . . . . . . . . . . . 60 . . . . . Abstract Animal models for anxiety-related behavior are based on the assumption that anxiety in animals is comparable to anxiety in humans. Being anxious is an adaptive response to an unfamiliar environment, especially when confronted with danger or threat.

Genetically Engineered Mice . . . . . . . . . ENU-Mutagenized Mice: The “Phenotype-Driven” Approach Experience-Related Models of Altered Emotionality . . . Early Life Stressors . . . . . . . . . . . . Chronic Mild Stress . . . . . . . . . . . . Learned Helplessness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 49 49 52 54 55 56 57 57 58 4 General Conclusions .

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