Acquisition and retrieval of information in amphetamine-treated hyperactive children

Abstract

State-dependent learning and memory (retrieval) processes were examined in 15 amphetamine-treated hyperactive boys. While stimulant treatment enhanced the acquisition of information and its retrieval 24 hours later, there was no evidence of poorer retrieval of information learned in a state different from the retrieval state. Amphetamine appeared particularly to facilitate effortful cognitive processes. Subgroups of hyperactive children respond to amphetamine treatment in different ways, some showing changes in motor restlessness and others changes in cognition. The lack of dissociative effects when information is learned and recalled under different drug conditions suggests that what the stimulant-treated child learns can be effectively recovered after completion of treatment.