催产素对学习和记忆的调节效应：来自动物与人类的研究证据

doi:10.3724/SP.J.1042.2021.02195

摘要/Abstract

摘要：

作为一种神经肽, 催产素对于个体社会认知和情绪加工有着非常重要的调节作用, 其中就包括对在人们工作和生活中扮演着关键角色的学习和记忆活动的影响。采用不同模态技术的动物和人类研究一致表明了外源性催产素对于学习和记忆具有重要的调节作用, 这一作用可能是外源性催产素通过与多巴胺奖赏通路、边缘系统等学习和记忆关键脑网络中广泛分布的催产素受体相结合, 进而调整其功能状态实现的; 但与此同时, 催产素对学习和记忆的促进或抑制作用会因实验范式、刺激材料、给药时间、位置和剂量等因素的不同而存在差异。未来需要协同动物和人类研究的各自优势, 采用规范化的实验任务设置和给药程序克服当前该领域的研究局限, 并积极发掘催产素在干预相关精神疾病患者学习和记忆加工缺陷中的应用潜力。

关键词: 催产素, 学习, 记忆, 神经机制

Abstract:

The neuropeptide, oxytocin (OT) has been established to play an important role in modulating social behavior and emotional processing which are of fundamental importance in our everyday life. Animal and human studies using multi-modal approaches have provided converging evidence for an important modulatory effect of exogenously administered OT on learning and memory. This effect of exogenous OT may be mediated via its receptors which are extensively distributed in key learning and memory brain networks, notably the dopamine reward pathway and limbic system. Whether OT has a facilitatory or inhibitory modulatory effect on learning and memory can be influenced by experimental paradigms and stimulus materials as well as where and when it is administered and at what dose. Future studies need to combine the respective advantages of animal models and human research and to employ standardized experimental protocols and treatment procedures to overcome current limitations in this field. Further research is also required to explore the therapeutic potential of OT for learning and memory dysfunction in psychiatric disorders.

Key words: oxytocin, learning, memory, neural mechanism

中图分类号:

B845

周梦晗, 张源, 高山, Keith M. Kendrick, 姚树霞. (2021). 催产素对学习和记忆的调节效应：来自动物与人类的研究证据. 心理科学进展 , 29(12), 2195-2208.

ZHOU Menghan, ZHANG Yuan, GAO Shan, Keith M. Kendrick, YAO Shuxia. (2021). The modulatory effects of oxytocin on learning and memory: Evidence from animal and human studies. Advances in Psychological Science, 29(12), 2195-2208.

图/表 5

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研究	被试	实验范式	给药位置	剂量	给药时间点	结论
Bohus, Urban等人(1978)	大鼠	被动回避	脑室	0.1/1.0 ng	测试前24小时	↓
Bohus, Kovács等人(1978)	大鼠	被动回避	脑室	1 μg	学习后0/3/6/23小时	↓
Kovács等人(1979)	大鼠	被动回避	背侧隔核/海马齿状回/中脑背侧中缝核	25/25/50 pg	测试前10天	↑/↓/↓
Tomizawa等人(2003)	小鼠	迷宫任务	脑室	2 ng	测试前连续12天	↑
Wu等人(2004)	大鼠	记忆测试	迈内特基底核	0.2/2/10 nmol	测试前1小时	↓(2/10 nmol)

研究	被试	实验范式	给药位置	剂量	给药时间点	结论
Bohus, Urban等人(1978)	大鼠	被动回避	脑室	0.1/1.0 ng	测试前24小时	↓
Bohus, Kovács等人(1978)	大鼠	被动回避	脑室	1 μg	学习后0/3/6/23小时	↓
Kovács等人(1979)	大鼠	被动回避	背侧隔核/海马齿状回/中脑背侧中缝核	25/25/50 pg	测试前10天	↑/↓/↓
Tomizawa等人(2003)	小鼠	迷宫任务	脑室	2 ng	测试前连续12天	↑
Wu等人(2004)	大鼠	记忆测试	迈内特基底核	0.2/2/10 nmol	测试前1小时	↓(2/10 nmol)

研究	被试	实验范式	给药位置	剂量	给药时间点	结论
Benelli等人(1995)	大鼠	社会识别任务	脑室	1 fg~10 ng	首次接触后5分钟	↑
Dantzer等人(1987)	大鼠	社会识别任务	脑室	6 μg/kg	识别前30分钟	↓
Ferguso等人(2000)	小鼠	迷宫任务/基因敲除	脑室	1 ng	测试前	↑
Gard等人(2012)	大鼠	新事物识别	脑室	0.1 ng/kg	训练后	↑
Popik和Vetulani(1991)	大鼠	社会记忆范式	外周	12/24 μg/kg	首次接触后	↓(24 μg/kg)
Popik等人(1992)	大鼠	社会识别任务	/	0.09 ~ 6 ng. kg^-1	首次接触后	↑

研究	被试	实验范式	给药位置	剂量	给药时间点	结论
Benelli等人(1995)	大鼠	社会识别任务	脑室	1 fg~10 ng	首次接触后5分钟	↑
Dantzer等人(1987)	大鼠	社会识别任务	脑室	6 μg/kg	识别前30分钟	↓
Ferguso等人(2000)	小鼠	迷宫任务/基因敲除	脑室	1 ng	测试前	↑
Gard等人(2012)	大鼠	新事物识别	脑室	0.1 ng/kg	训练后	↑
Popik和Vetulani(1991)	大鼠	社会记忆范式	外周	12/24 μg/kg	首次接触后	↓(24 μg/kg)
Popik等人(1992)	大鼠	社会识别任务	/	0.09 ~ 6 ng. kg^-1	首次接触后	↑

研究	被试	实验范式	给药方式	剂量	给药时间点	刺激类型	神经基础	结论
Bruins等 (1992)	20女/ 23男	记忆测试	鼻喷	20 IU	测试前10分钟	抽象/社会性刺激(积极/消极面孔)	/	↓(抽想词汇)
Guastella等 (2008)	69男	记忆测试	鼻喷	24 IU	学习前45分钟	社会性刺激(中性/高兴/愤怒面孔)	/	↑(高兴面孔)
Heinrichs等 (2004)	38男	外显/内隐测试	鼻喷	24 IU	学习前50分钟	词汇(与繁殖相关/中性)	/	↓(内隐繁殖词汇/外显)
Herzmann等 (2012)	28男	再认记忆测试	鼻喷	24 IU	学习前40分钟	社会性(中性面孔)/非社会性刺激	/	↓
Herzmann等 (2013)	26女/ 26男	再认记忆测试	鼻喷	24 IU	学习前40分钟	社会性刺激(中性/高兴面孔)	/	↑
Rimmele等 (2009)	41男	再认记忆测试	鼻喷	24 IU	学习前40分钟	社会性刺激(中性/积极/消极面孔)	/	↑(社会性刺激)
Savaskan等 (2008)	18女/ 18男	再认记忆测试	鼻喷	20 IU	学习后	社会性刺激(中性/高兴/愤怒面孔)	/	↑(中性/愤怒面孔)