RESIDUAL EFFECTS OF INTOXICATION ON STUDENT PERFORMANCE

大量饮酒在大学生中很常见，我们的研究表明，多达40%的大四学生认为酒精可以提高他们的学习成绩。这项研究将采用两阶段交叉设计和区组随机化来衡量大量饮酒（BAC .10）对大学高年级学生第二天学习成绩的影响。包括我们自己在内的几项研究表明，即使血液酒精浓度（BAC）为零或接近零，职业损害也可能在大量饮酒后的早晨发生。迄今为止，我们的研究已经记录了酒精的残留影响，使用职业培训模拟器来衡量绩效。目前的研究将集中在大量饮酒对第二天学习成绩（通过标准化学习成绩测试和前一天演讲和阅读的测验来测量）和神经行为表现（通过认知功能的有效测试来测量）的残余影响。 损伤）。这项研究的主要目的是检验大量饮酒的残余影响会降低大学生学习成绩的假设（N=200）。我们将在参与者参加研究生入学考试（GRES）的练习版前一天晚上给他们服用安慰剂或酒精饮料，使其达到0.10g %BAC的水平，对之前的讲座进行测验，并进行一系列神经行为评估。我们将收集参与者的人口统计数据和饮酒问题的家族史。我们还将收集给药后第二天早晨的宿醉症状信息。我们将在一周后重复这些程序，转换个体的给药状态，并进行不同但相当的性能测试。除了研究学习成绩下降的主要假设外，我们还将探讨残留效应是否与宿醉症状的严重程度无关;酗酒对第二天学习成绩的残留效应是否与宿醉症状的严重程度无关。 表现减弱的参与者积极的酒精问题的家族史，相对于家庭消极的参与者，以及是否残余影响是不同的比较男性和女性。参与者将是在波士顿六所大学录取的大四学生。酒精饮料为啤酒;安慰剂为不含酒精的啤酒。我们将平衡安慰剂和酒精给药的顺序以及性能测试版本的顺序。

Heavy ("binge") drinking is common among college students and our research indicates that as many as 40% of college seniors believe that alcohol can enhance their academic performance. The proposed study will employ a two-period crossover design with block randomization to measure the effects of heavy drinking (BAC .10) on the next-day academic performance of college seniors. Several studies, including our own, have indicated that even when blood alcohol concentration (BACs) is at or near zero, occupational impairment can occur the morning after heavy drinking. Our studies to date have documented alcohol's residual effects using occupational training simulators to measure performance. The present study will focus on the residual effects of heavy drinking on both next-day academic performance (as measured by standardized academic achievement tests and a quiz on a lecture and reading presented the previous day) and neurobehavioral performance (as measured by validated tests of cognitive impairment). The primary aim of the proposed study is to test the hypothesis that the residual effects of heavy drinking degrade academic performance among college students (N=200). We will dose participants with placebo or alcoholic beverage to a level of 0.10g% BAC the night before they take a practice version of the Graduate Record Examinations (GREs), a quiz on a lecture presented previously and a series of neurobehavioral assessments. We will collect data on participants' demographics and family history of drinking problems. We will also collect information on hangover symptoms the morning after dosing. We will repeat these procedures one week later, switching individuals' dosing status, and administering different but comparable performance tests. In addition to our primary hypothesis looking at degradation in academic performance, we will explore whether residual effects are independent of the severity of hangover symptoms; whether the residual effects of heaving drinking on next-day academic performance are attenuated among participants positive for a family history of alcohol problems, relative to family-negative participants, and whether residual effects are different comparing males and females. Participants will be college seniors matriculating at six Boston colleges. The alcoholic beverage will be beer; placebo will be non-alcoholic beer. We will balance the order of placebo and alcohol administration and the order of the versions of the performance tests.