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9. BNST GluN2D‐containing NMDARs contribute to ethanol intake but not negative affective behaviors in female mice.

Author

Doyle, Marie A., Salimando, Gregory J., Altemus, Megan E., Badt, Justin K., Bedenbaugh, Michelle N., Vardy, Alexander S., Adank, Danielle N., Park, Anika S., and Winder, Danny G.

Subjects
*DRINKING (Physiology), *TELENCEPHALON, *RESEARCH funding, *T-test (Statistics), *DATA analysis, *ETHANOL, *BRAIN, *SEX distribution, *POLYMERASE chain reaction, *TEMPERANCE, *AFFECTIVE disorders, *DESCRIPTIVE statistics, *MICE, *GENE expression, *RNA, *ANIMAL behavior, *ANIMAL experimentation, *ANALYSIS of variance, *STATISTICS, *AFFECT (Psychology), *EXCITATORY amino acid antagonists, *ALCOHOL drinking, *COMPARATIVE studies, *CELL receptors, *ELECTROPHYSIOLOGY
Abstract

Background: Alcohol use disorder (AUD) is a chronic, relapsing disease, highly comorbid with anxiety and depression. The bed nucleus of the stria terminalis (BNST) and Crh+ neurons in this region play a key role in chronic ethanol‐induced increases in volitional intake, hypothesized to be driven by emergent negative affective behaviors. Excitatory N‐methyl‐d‐aspartate receptors (NMDARs) are a major target of ethanol, and chronic ethanol exposure has been shown to regulate NMDAR function and expression. Specifically, GluN2D subunit‐containing NMDARs have emerged as a target of interest due to their limited distribution and potential roles in affective behavior. Methods: Male and female mice underwent a home cage chronic drinking forced abstinence model (CDFA) to assess the impact of 1 day or 2 weeks of ethanol abstinence on BNST synaptic transmission and BNST Grin gene expression. Constitutive and conditional BNST GluN2D knockout mice were used to assess the impact of GluN2D deletion on continuous access ethanol intake as well as negative affect behaviors, using the open field, elevated zero maze, and forced swim tasks. Results: We report here that excitatory transmission undergoes time‐dependent upregulation in BNST Crh+ cells. Further, knockdown of dorsal BNST (dBNST) GluN2D expression significantly decreases ethanol intake in female, but not male, mice. While BNST Grin2b expression was significantly increased in protracted abstinence following CDFA, no differences in Grin2d expression were observed in the dBNST or dBNST Crh+ neurons. Finally, we find that deletion of GluN2D fails to alter negative affect in ethanol‐naïve female mice. Conclusions: These data suggest a role for BNST GluN2D‐containing NMDARs in ethanol drinking but not ethanol abstinence, highlighting sex differences and behavioral specificity. Overall, these data further suggest roles for BNST synaptic signaling in volitional ethanol intake that are partially independent of actions on affective behavior. [ABSTRACT FROM AUTHOR]

Published
2024
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15. Cocaine Self-administration Alters Transcriptome-wide Responses in the Brain’s Reward Circuitry

Author

Walker, Deena M., Cates, Hannah M., Loh, Yong-Hwee E., Purushothaman, Immanuel, Ramakrishnan, Aarthi, Cahill, Kelly M., Lardner, Casey K., Godino, Arthur, Kronman, Hope G., Rabkin, Jacqui, Lorsch, Zachary S., Mews, Philipp, Doyle, Marie A., Feng, Jian, Labonté, Benoit, Koo, Ja Wook, Bagot, Rosemary C., Logan, Ryan W., Seney, Marianne L., Calipari, Erin S., Shen, Li, and Nestler, Eric J.

Published
2018
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16. Focusing on Children: Preservice Teachers Use Stories To Plan and Reflect on Teaching.

Author

Doyle, Marie

Abstract

The preservice teachers who participated in this study were first semester seniors in a Social Studies Methods class. The study took place in the second year of a university/public school partnership program between the elementary education faculty at Indiana University South Bend and teachers at six schools within the South Bend Community School Corporation where education students participate in field placement classes. The traditional lesson plan was reframed as a story, in the hope that stories would provide a means for preservice teachers to interpret and reinterpret teaching events. It was also hoped that by using a story format to plan and reflect on teaching, students would create an image of instructional activities with children as the focus. Step one consists of writing a lesson plan containing the elements of setting, characters, and plot. Step two is the actual teaching of the lesson, using the predictive story as a framework for the who, what, and where of instruction. After the lesson, step three is rewriting the story and describing what actually happened, with the second story becoming a description of the instructional sequence. Analysis of the process showed that the story lesson plan seemed to help preservice teachers anticipate learners' responses, allowed preservice teachers to express their personal concerns about teaching the lesson, and helped them focus more on learners. (Contains 25 references.) (JLS)

Published
1997

24. Circuit-wide Transcriptional Profiling Reveals Brain Region-Specific Gene Networks Regulating Depression Susceptibility

Author

Bagot, Rosemary C., Cates, Hannah M., Purushothaman, Immanuel, Lorsch, Zachary S., Walker, Deena M., Wang, Junshi, Huang, Xiaojie, Schlüter, Oliver M., Maze, Ian, Peña, Catherine J., Heller, Elizabeth A., Issler, Orna, Wang, Minghui, Song, Won-min, Stein, Jason. L., Liu, Xiaochuan, Doyle, Marie A., Scobie, Kimberly N., Sun, Hao Sheng, Neve, Rachael L., Geschwind, Daniel, Dong, Yan, Shen, Li, Zhang, Bin, and Nestler, Eric J.

Published
2016
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27. UN ARC-EN-CIEL D'ÉMOTIONS.

Author

BOLDUC, FRANCIS, CARDINAL, VICTOR-LÉON, DESMEULES, SABIN, DOYLE, MARIE-CLAUDE, and FLEURY, HÉLÈNE

Published
2024

33. SPECTACLES.

Author

DOYLE, MARIE-CLAUDE

Published
2025

39. Linking State Proficiency Standards, Classroom Instruction, and Assessment to Support Higher Student Achievement in Writing.

Author

Doyle, Marie and Cress, Susan W.

Abstract

Discusses ways teachers in Indiana can use performance assessment at every grade level to provide students feedback for effective learning in writing. Reviews teaching strategies to help young learners get a good start in developing writing skills. Discusses ways that teachers can continuously assess student progress and focus instruction to help students improve their proficiency in writing. (RS)

Published
1997

44. SPECTACLES.

Author

DOYLE, MARIE-CLAUDE

Published
2024

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