The modulatory effects of oxytocin on learning and memory: Evidence from animal and human studies

doi:10.3724/SP.J.1042.2021.02195

Abstract

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

CLC Number:

B845

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

Figures/Tables 5

References 85

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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)