Swanson J M, Kinsbourne M
Science. 1976 Jun 25;192(4246):1354-7. doi: 10.1126/science.1273596.
Hyperactive and nonhyperactive children performed a learning task in two states, while being treated with stimulant medication (methylphenidate) and while taking a placebo, and were tested for retention of each class of learned material in both states. Symmetrical state-dependent learning was demonstrated in the hyperactive group but not in the nonhyperactive group. The state-dependent effect was contingent on the presence of drug-induced facilitation during initial learning. This is apparently the first report on record of state-dependent learning with a drug agent that facilitates rather than impairs performance of human subjects.
多动和非多动儿童在两种状态下执行一项学习任务，一种是服用兴奋剂药物（哌甲酯）时，另一种是服用安慰剂时，并在这两种状态下对每类所学材料的记忆保持情况进行测试。多动组表现出对称的状态依赖学习，而非多动组则没有。状态依赖效应取决于初始学习期间药物诱导的促进作用的存在。这显然是有记录以来关于一种促进而非损害人类受试者表现的药物的状态依赖学习的首次报告。
