Acquired behavior of rats with different alcohol motivation under combined alcoholization and learning processes

The development of alcohol dependence is associated with long-term functional and structural changes in the central nervous system, which are reflected in altered behavior and impaired cognitive functions. One of the key mechanisms contributing to addictive behavior is the disruption of memory processes and the distortion of learning under the influence of chronic ethanol intake. Therefore, investigating the interplay between alcohol consumption and cognitive activity is critical for understanding the neurophysiological foundations of dependence. The purpose of this study was to investigate the relationship between cognitive processes and the formation and development of alcohol dependence. Methods. The study was conducted on 4-month-old male Wistar rats, divided into subgroups based on their level of ethanol motivation, as determined by a two-bottle choice test. Cognitive performance was assessed using the radial arm maze, with parameters such as the number of correct entries, the number of repeated errors, and task completion time. Alcohol was administered for 28 days, either in parallel with cognitive testing or separately. Behavioral changes were recorded daily, and the dynamics of spatial learning were analyzed across experimental groups. Results. Chronic alcohol intake was found to significantly impair learning performance, primarily due to deficits in working memory, resulting in increased error rates. When cognitive tasks were performed concurrently with alcoholization, the negative effects on memory were more pronounced. Interestingly, rats with a low preference for alcohol demonstrated more rapid learning and better memory retention, which may be linked to decreased activity in reward-processing systems. However, these animals were also more behaviorally sensitive to ethanol's disruptive effects, possibly due to weaker neuroadaptive mechanisms and a reduced ability to metabolize alcohol effectively. Conclusions. The findings confirm that both the level of alcohol motivation and the presence of cognitive load during ethanol exposure critically influence learning outcomes. While cognitive activity may promote compensatory brain adaptations, it also uncovers deeper individual vulnerabilities. This highlights the need for a personalized approach when modeling alcohol-related cognitive dysfunctions in experimental settings.