2013), while the second part of the task (i.e., reversal learning trials) allows for the evaluation of the cognitive flexibility that is associated with frontal cortex function (Crews and Boettiger 2009 Chawla et al. This part is believed to be associated with hippocampus function (Barnes 1979 Kennard and Woodruff-Pak 2011 Negrón-Oyarzo et al. The first part of the BM task, i.e., the acquisition phase followed by the acquisition probe trial, allows an evaluation of spatial learning and spatial memory. In turn, the second part of the test (reversal learning), by changing the shelter position, allows for assessing the cognitive flexibility in relearning a new location in a follow-up test (Paul et al.
This allows an assessment of spatial memory retrieval (i.e., retention) (Paul et al.
Subsequently, the acquisition phase is followed by the acquisition probe trial which is carried out with a closed target hole and the time spent on the vicinity of the previously correct hole (or the correct zone) is measured. After a few trials, shorter latencies to reach an escape box are expected because in order to resolve the maze, the test animals change their applied strategy from random to spatial (see Table Table1). These include, firstly, a habituation phase (in which the animals are introduced to the environment), then an acquisition phase (during which the animals learn to find the location of the escape box). The test consists of several phases (Paul et al. The last test, described herein, is based on the assumption that the animal placed onto the surface of a platform should learn and remember the location of an escape box (i.e., safe shelter, dark and located mostly below the surface of the platform). In evaluating spatial learning and memory, researchers employ the radial arm maze test, spontaneous alternation and win-shift tests in the T and Y mazes, as well as spatial versions of the novel object recognition test, Morris water maze and Barnes maze (BM) test (Paul et al. These tests assume that the animal learns to solve a maze by using positive environmental (food, water, shelter) or negative environmental factors (immersion in water, intense light, noise, or air blast). There are several well-known animal tasks used for evaluating spatial learning and memory (Paul et al.