Сравнительная оценка влияния органической и неорганической солей лития на угашение исследовательско-ориентировочной реакции у крыс, нарушенной ввдением квинпирола

Abstract

Abstract. Disasters cause negative consequences for employees of services involved in emergency response, including post-traumatic stress disorder and bipolar disorder. The use of lithium salts in elderly people with mania is an equally urgent problem. Due to the presence of side effects, the use of lithium in low doses is preferable. The aim of the study was to study the corrective effect of lithium taurate (LT) and lithium carbonate (LC) on the processes of non-associative learning in rats using a model of habituation disrupted by the administration of quinpirol. Horizontal (HMA) and vertical (VMA) motor activity (MA) were measured twice with an interval of 24 hours by actimetry using a multichannel actimeter “ActivityCages” (Ugo Basile, Italy). Rats were placed in an actimeter 5 minutes after subcutaneous (s.c.) injection of QNP at a dose of 0.5 mg/kg or solvent for 3 minutes. 8 experimental groups were formed – control-1: administration of 7-fold solvent; control-2: administration of 7-fold intragastric (i/g) solvent + QNP; main groups 1–3: administration of LT at doses of 1.0; 1.5 or 2.0 mEq/kg 7-fold i/g + QNP; main groups 4–6: LC in doses of 1.0; 1.5 or 2.0 mEq/kg 7-fold i/g + QNP. A single application of QNP caused statistically significant violations of the intersession habituation of HMA and VMA; both LT and LC prevented pathological changes caused by QNP. However, LT corrected violations of VMA habituation after administration at a low dose (1.0 mEq/kg; p < 0.05), and the inorganic lithium salt showed effect, starting from a dose of 1.5 mEq/kg. The possibility of using lithium in a low dose suggests improved drug tolerance, which is especially important in geriatrics. In addition, LC at a high dose (2.0 mEq/kg) caused violations of intra-session VMA habituation, whereas LT at the same dose did not have a negative effect on the processes of non-associative learning.