Petersen R C
Psychopharmacology (Berl). 1979 Sep;64(3):309-14. doi: 10.1007/BF00427515.
Scopolamine state-dependent learning was investigated in man using four learning and recall tasks. Twenty-eight subjects performed the four tasks on the first day of the 2 day experiment under either the influence of the drug (5 microgram/kg of scopolamine administered IV) or a placebo and tried to recall the material on the second day in either the same or altered drug state. State-dependent learning theory predicts that those subjects in the same drug state on both days should recall more material than those who had their drug condition changed. Results confirmed this prediction for the two recall tasks which did not involve recall cues or prompts but not for the tasks involving memory acids. This implies that the drug state has memory cueing properties of its own and that recall can be enhanced either by restoring the drug state which existed at the time of learning or by providing external prompts.external prompts.
使用四项学习和回忆任务对人类的东莨菪碱状态依赖性学习进行了研究。28名受试者在为期2天的实验的第一天，在药物（静脉注射5微克/千克东莨菪碱）或安慰剂的影响下完成这四项任务，并在第二天处于相同或改变后的药物状态下尝试回忆这些材料。状态依赖性学习理论预测，两天都处于相同药物状态的受试者应该比药物状态发生改变的受试者回忆起更多的材料。结果证实了这一预测适用于两项不涉及回忆线索或提示的回忆任务，但不适用于涉及记忆辅助物的任务。这意味着药物状态本身具有记忆提示特性，并且通过恢复学习时存在的药物状态或提供外部提示可以增强回忆。外部提示。
