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。这项拟议的研究将采用两个阶段的交叉设计，并采用区组随机设计来衡量大量饮酒(BAC.10)对大学四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)达到或接近于零，职业损害也可能在大量饮酒后的第二天早上发生。到目前为止，我们的研究已经证明了酒精的残余影响，使用职业培训模拟器来衡量表现。目前的研究将集中于大量饮酒对第二天的学习成绩(通过标准化的学业成绩测试和前一天提交的讲座和阅读的测验来衡量)和神经行为表现(通过有效的认知测试来衡量)的残余影响 减损)。这项研究的主要目的是检验这一假设，即大量饮酒的残余效应会降低大学生(N=200)的学习成绩。我们将给参与者服用安慰剂或酒精饮料，使他们在参加研究生入学考试(GRE)的前一晚，BAC水平达到0.10g%，并对之前的一堂课进行测验，以及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。我们还将在服药后第二天早上收集有关宿醉症状的信息。我们将在一周后重复这些程序，切换个人的剂量状态，并进行不同但可比较的性能测试。除了我们关于学习成绩下降的主要假设之外，我们还将探索宿醉症状的严重程度是否独立于残留效应；大量饮酒是否会对第二天的学业产生残留效应 在有酒精问题家族史的参与者中，相对于没有家族史的参与者，表现会减弱，而且与男性和女性相比，后遗症是否有所不同。参与者将是在六所波士顿学院入学的大学大四学生。酒精饮料将是啤酒；安慰剂将是不含酒精的啤酒。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.