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. 2018 Mar 1;8:53. doi: 10.1038/s41398-018-0101-2

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© The Author(s) 2018

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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Fig. 2 — a Schematic overview of the experimental design. b Acquisition learning was comparable between all four groups. All groups display a significant learning curve over the trials. c No difference in the average time to find the exit hole. d During the probe trial all groups spend significantly more than 25% of the time in the quadrant where the exit hole was located. ELS-APPswe/PS1dE9 mice spend significantly less time in the exit quadrant than ELS-WT mice. e During reversal learning, all groups show comparable latencies to find the exit hole, and all groups had a significant decrease in latency over the days. f No differences were observed in the average time to find the exit hole. g On the probe trial after reversal learning, only WT mice spend more than 25% of the total time in the exit quadrant. N = 8–12 mice/group. * indicates a significant post hoc Tukey test. # indicates a significant learning curve over the days. ^ indicates significant performance compared to chance level