The goal of this article is to outline a strategy for assessing chemical-induced dysfunction of learning and memory in laboratory animals. Toward that end, several questions are raised, including if tests of learning and memory should be included in a primary screening effort, what considerations should guide the selection of particular test methods, and experimental designs. Examples are provided demonstrating that tests of learning and memory can be simple and cost-effective, yet still provide meaningful data on the specificity of effects and on the neural mechanisms involved in chemically induced neurotoxicity.
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