失神癲癇的棘徐波出現時，患者多會伴隨短暫意識喪失的認知與行為失調現象，且行為反應失調現象會因作業難度增加而更明顯。失神癲癇動物模型也可觀察到棘徐波出現時之行為異常現象，在經過制約學習訓練後，失神癲癇動物出現棘徐波時之制約作業表現的影響結果卻有明顯的不一致，且對於失神癲癇動物出現棘徐波時之學習歷程卻鮮少探討。因此，本論文利用自發性失神癲癇大鼠進行T型迷宮之反向學習作業，透過臉部刺激作為線索，進行正常與棘徐波狀態下之學習、再認的評估工作。在大鼠清醒/棘徐波出現時給予臉部肌肉不同強度的電刺激，結果發現低強度電刺激無法明顯抑制棘徐波，而高強度電刺激會幾乎完全抑制棘徐波進行；且在棘徐波出現時給予低強度臉部電刺激所產生的大腦誘發電位波形之型態與延遲時間和清醒時有顯著不同，但不管是棘徐波或正常情況下給予高強度電刺激時之大腦誘發電位卻無顯著差異。在失神癲癇大鼠進行反向制約學習作業部分，發現在正常腦波下正確率會隨著學習歷程顯著增加，但棘徐波狀態下的正確率卻無顯著變化，而反應時間在所有狀態下皆隨著學習時間的增加而逐漸減少；在反向作業再學習部分，正常腦波下正確率會隨著學習歷程顯著增加，而棘徐波出現狀態下正確率會轉變成隨機猜測。在反向學習作業的再測部分，對於已經學會反向作業的大鼠而言，不管是正常腦波下與棘除波出現下的正確率幾乎是100%；未學會反向作業之大鼠，不管是哪一種腦波狀態的正確率都只有50%。本論文亦發現在棘徐波出現的情況下，大鼠的反向制約作業記憶會被毀滅。綜合上述結果，棘徐波會受到不同電流強度的影響而改變大腦皮質電位反應，且棘徐波會影響大鼠的學習能力與記憶的調節，但棘徐波不影響反向作業記憶的提取。

Absence epilepsy, which is characterized by spike-wave discharges (SWDs), is often accompanied by a brief loss of consciousness and behavior impairment. This behavioral impairment during the occurrence of an SWD is influenced by the complexity or difficulty of a cognitive task. Animal models of absence epilepsy display abnormal immobile behavior accompanied by SWDs. The performance of learned conditioning paradigms in response to SWDs has great differences in previous studies. There is largely unknown about the learning progress during SWDs. The present study used the side of face stimulation as a conditioning stimulus to pair the location of a food pellet in a T maze in rats with spontaneous SWDs. The performance of learning progress and recognition session during the situations of normal brain wave (noSWD) and SWDs was assessed. First, four intensities (i.e., motor threshold, 1.2motor threshold, 0.6 mA, 1 mA) were used to stimulate face muscles. Two kinds of low-intensity stimulations had little effect on SWDs, but the other two kinds of stimulations significantly stopped SWD progression. Amplitudes and latencies of the cortical somatosensory evoked potentials (SEPs) elicited by two kinds of low-intensity stimulations were significant difference during SWDs compared to those of noSWD. However, SEPs in response to the other two kinds of high-intensity stimulations were no difference between the noSWD and SWD conditions. Second, the side of face stimulated by the current of a 1.2motor threshold was a conditioning stimulus to pair with the location of a food pellet in the multiple phases of a reversal learning task. The accuracy showed significantly progressive increase during noSWD but no change during SWDs. Reaction time showed significantly progressive reduction in both conditions. In the relearned phase of the reversal learning task, accuracy showed significantly progressive increase during noSWD. However, the performance progressively became a random selection during SWDs. In the recognition session, well-trained rats under the noSWD condition showed ~100% of accuracy in either noSWD or SWD situations. In those trained under SWDs, the recognition accuracy was ~50% in both conditions. Third, memory acquired in the reversal leaning task was extinct during SWDs. Results of the present study indicate that SWDs and SEPs are affected by different stimulation intensities. SWDs modulate learning ability and memory, but have no effect on the retrieval of a memory.

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