During my time in the LSAMP program, I was required to participate in undergraduate research, which led me to explore several faculty projects in the psychology department. While reading through different labs, I came across a neuroscience research project that examined the effects of adolescent social isolation on dopamine and myelination in the brain. I was immediately drawn to the topic.
Our research focused on understanding how adolescent social isolation affects dopamine signaling and myelination in the anterior corpus callosum, particularly in a region called the forceps minor. Dopamine is a neurotransmitter that plays a central role in motivation, reward, and mood, while myelination is the process of insulating nerve fibers to help them communicate efficiently. We used mice to examine whether social isolation during a critical developmental period could lead to measurable structural and neurochemical changes in the brain. We found that socially isolated adolescent mice showed a significant increase in dopamine terminal density in the forceps minor. This finding suggests that social experience during adolescence can reshape brain circuits in ways that may influence behavior, communication between brain hemispheres, and vulnerability to psychiatric conditions.
When I first started the capstone, I expected it to be much more difficult to write and understand. Scientific writing was intimidating to me, especially when dealing with complex brain systems. But with the support of my mentor and lab members, I realized that I wasn't alone in the process. I learned how to interpret journal articles, analyze data, and write clearly about scientific results. It was definitely still challenging it took time and many questions but at the end it was incredibly rewarding. The easiest part was staying interested in the topic; I never found the work boring, and I was always excited to learn more.
What surprised me the most was how collaborative research actually is. I thought I would be working more independently, but instead, I found myself constantly learning from others whether it was through feedback on my writing or guidance on how to analyze files. It also surprised me how much I enjoyed the process of digging into the “why” behind our findings. Thinking critically about what our results might mean not just in mice, but in terms of human development and mental health helped me grow as a student and thinker.
If I were to build on this research, I would be interested in exploring whether the timing of social isolation such as early versus late adolescence produces different effects on the brain. It would also be valuable to investigate how these structural and neurochemical changes translate into behavior. For example, how might altered dopamine and myelin levels impact functions like memory, emotional regulation, or decision-making?
What I'm taking away from this experience is more than just knowledge about neuroscience. I've gained confidence in my ability to work through difficult topics, ask meaningful questions, and communicate my findings to others. I've also learned that research is not about having all the answers, but about staying curious, open to feedback, and persistent. This capstone has made me a stronger writer, a more critical thinker.
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