Research was conducted in the Reward and Addictive Disorders (RAD) Lab.
Undergraduate Research Assistant (URA)
Psychology major, Neuroscience co-major
Principle Investigator (PI) and Faculty Member
Pscyhology Department
Research Technician (RT)
Alcohol is among the most used drugs in the United States, creating a significant impact on public health, as 1 in 10 people ages 12 and older were affected by an Alcohol Use Disorder (AUD) in 2024. AUDs are characterized by the inability to control alcohol use despite adverse consequences across multiple domains of a person’s life (1). Historically, men have been diagnosed with AUDs more than women; however, that gap is starting to close as drinking behaviors in women have started to converge (2). To address this issue, our understanding of sex differences in drinking behaviors is crucial. Drinking context is thought to be a critical aspect of these differences, as various models used to assess this likely evaluate different aspects of drinking behaviors. For reference, operant self-administration models of alcohol more effectively assess the reinforcing efficacy of ethanol and indicate that motivational influences vary across environmental and contextual conditions (3,4). This study aims to evaluate sex differences in ethanol drinking behavior using an operant self-administration paradigm. For the latter part of the study, we employed an aversive stimulus–foot shock–to assess whether the aversion was sufficient to alter these behaviors. In doing this, we found no sex differences in reward, correct responses, or sip count; however, males consumed greater ethanol volume on the final day of self-administration prior to foot shock. Despite an overall reduction in responding, subjects exhibited a compensatory increase in ethanol intake per access period, which indicates that motivation was maintained for ethanol. Consistent with prior literature, females demonstrated greater resistance to foot shock (5). This was shown for all measures, except correct responding, which was not anticipated and needs further study. Overall, we found that foot shock is an adequate mechanism for decreasing ethanol self-administration in both male and female mice.
This study was approved by Miami University's IACUC in compliance with the Guide for the Care and Use of Laboratory Animals
This project allowed me to develop my sense of self as a student and an undergraduate research assistant (URA). I now have a deeper understanding of the strengths, limitations, and values I bring to these roles. For example, coming into this experience, I was actively working on building my confidence and self-efficacy in these contexts. I believe this is something I have significantly developed over time, as I now feel more confident in myself, but also in my abilities as a student and an URA. As someone aspiring to pursue a career in research, this experience allowed me to develop the skills necessary to support that goal. Not only did I learn the practical laboratory skills critical for research, but I also came to appreciate the importance of the work we do as a team in our lab. The collaboration and mentorship I received from my peers and advisors were the most valuable aspects of this experience. I feel confident that these relationships will continue to support my growth both personally and professionally.
Throughout my training in the lab, I was exposed to various forms of experimental technology that were previously foreign to me. This came with many learning curves; nevertheless, I was always eager to learn how to utilize them. I also learned the value of these technologies, as they facilitate much of the research we conduct. For this project, we used operant chamber boxes controlled via a computer program. I not only had to learn the engineering behind these boxes, but also how the programming worked. This came with its challenges, as we encountered a coding error early in the experimentation process. As a research team, we worked together to identify the error and successfully got the program running again. Although this was challenging, it was also rewarding. I was able to gain valuable skills such as patience, critical thinking, and problem-solving, which ultimately made me feel more confident in my ability to work with complex technologies.
During this experience, I have learned that teamwork is a vital aspect of research. Without the collaboration of the research team, this project would not have been as successful as it was. We each brought valuable skills–whether it was designing procedures, analyzing data, or troubleshooting challenges–that helped us achieve our goal efficiently and effectively. As this was my first research project, I knew I would need to take careful consideration of each aspect of the project in order to be a successful team member. I believe I did so successfully and was able to make significant contributions. However, this would not have been possible without the mentorship I received from Dr. Radke and Achintya. They were very patient and supportive and were always open to answering any questions I had. This support further reinforced my understanding of the importance of collaboration and teamwork within a research team.