Pozzi M, Hartley L
Br J Clin Psychol. 1984 Sep;23 ( Pt 3):217-23. doi: 10.1111/j.2044-8260.1984.tb00648.x.
Thirty-two hyperactive children who were under imipramine or methylphenidate medication took part in the experiment. The children were asked to learn a set of paired associate pictures containing a salient, central, figure and a secondary figure below. Free recall of all pictures was scored both immediately and seven days later. The children were subdivided into four groups according to the classical state-dependent learning paradigm. Group 1 was withdrawn from medication on both trials, groups 2 and 3 were withdrawn from medication on the first or second trial and group 4 received medication on both trials. No drug effects were found in immediate total recall. Delayed free recall was improved when original learning was under the drug state. This result was related to the proposal that arousing words are better remembered in delayed recall. Delayed recall of the secondary stimuli was particularly improved by the drugs during learning. Drug state dependency of the children's memory was also shown.
32名正在服用丙咪嗪或哌醋甲酯药物的多动儿童参与了该实验。这些儿童被要求学习一组配对联想图片，其中包含一个突出的中心图形和下方的一个次要图形。所有图片的自由回忆在学习后立即和七天后分别进行评分。根据经典的状态依存学习范式，这些儿童被分为四组。第一组在两次测试中均停止用药，第二组和第三组在第一次或第二次测试中停止用药，第四组在两次测试中均继续用药。在即时总回忆中未发现药物效应。当最初学习处于药物状态时，延迟自由回忆得到改善。这一结果与以下观点相关：在延迟回忆中，引起兴奋的词语更容易被记住。在学习过程中，药物对次要刺激的延迟回忆有特别明显的改善作用。同时也显示出了儿童记忆的药物状态依存性。
