5-httlpr polymorphism impacts task-evoked and resting-state activities of the amygdala in han chinese5-httlpr多态性影响task-evoked和静止状态汉族杏仁核的活动.pdfVIP

5-httlpr polymorphism impacts task-evoked and resting-state activities of the amygdala in han chinese5-httlpr多态性影响task-evoked和静止状态汉族杏仁核的活动.pdf

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5-httlpr polymorphism impacts task-evoked and resting-state activities of the amygdala in han chinese5-httlpr多态性影响task-evoked和静止状态汉族杏仁核的活动

5-HTTLPR Polymorphism Impacts Task-Evoked and Resting-State Activities of the Amygdala in Han Chinese 1 2 1 1 1 1 1 1,3 Sufang Li , Qihong Zou , Jun Li , Jin Li , Deyi Wang , Chaogan Yan , Qi Dong , Yu-Feng Zang * 1 State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China, 2 MRI Research Center and Beijing City Key Lab for Medical Physics and Engineering, Peking University, Beijing, China, 3 Center for Cognition and Brain Disorders, Affiliated Hospital, Hangzhou Normal University, Hangzhou, Zhejiang, China Abstract Background: Prior research has shown that the amygdala of carriers of the short allele (s) of the serotonin transporter (5- HTT) gene (5-HTTLPR) have a larger response to negative emotional stimuli and higher spontaneous activity during the resting state than non-carriers. However, recent studies have suggested that the effects of 5-HTTLPR may be specific to different ethnic groups. Few studies have been conducted to address this issue. Methodology/Principal Findings: Blood oxygenation level dependent (BOLD) functional magnetic resonance imaging (fMRI) was conducted on thirty-eight healthy Han Chinese subjects (l/l group, n = 19; s/s group, n = 19) during the resting state and during an emotional processing task. Compared with the s/s group, the l/l group showed significantly increased regional homogeneity or local synchronization in the right amygdala during the resting state (|t|.2.028, p ,0.05, corrected), but no significant difference was found in the bilateral amygdala in response to negative stimuli in the emotional processing task. Conclusions/

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