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Synthetic Approach to the Neurobiology of Behaviour

Abstract All behaviour is carried out following the transmission to the brain of convergent information coming from both the internal state of the organism and the environment. Interoceptive and exteroceptive stimuli provide this information to three aspects of each specific type of behaviour: initiation of the behaviour, promotion of a relevant brain state or arousal and driving of performance. Depending on the behaviour, stimuli of initiation may be predominantly either internal and neurally or humourally transmitted to the brain, or environmental and transmitted through sensory pathways. These initiating stimuli define and separate specific behavioural arousal states of the central nervous system. These states are generally designated by terms also used to refer to the subjective feeling associated in man to the initiation of each behaviour: hunger, thirst, fear and sexual arousal for example. A more purely objective terminology is state of stimulation to eat, to drink, to escape etc. Each of these states activates the capacity of a set of external sensory stimuli to drive the behaviour. Activations are both state-dependent and state-specific. They are state dependent: for example, they appear with hunger and disappear with satiety. They are state-specific, i.e. different in hunger, thirst, fear etc. These sensory activations are either inherited or learned. In this learning, the reinforcer is the post-behavioural relief of the initiating state: alleviation of hunger or fear for example—in other words, the success of the behaviour. The effect of this learning (like of all learning) is to transfer to external sensory stimuli a part of the systemic capacity to initiate and to satiate the performance. Thus, the post-behavioural consequences of the performance may be anticipated on the basis of external sensory cues. Activated sensory stimuli become pleasant or aversive. This hedonic colouration, either innate or learned results from efficient execution of behaviour as well. Thereby the renewal of such behaviour is favoured. Thus, one aspect of learning is to memorize only what has become subjectively good or bad, because actively experienced as such. Some details of three basic types of behaviour, feeding, defence and sexual activity, will clarify the above statements and lead to new concepts of the brain mechanisms involved.