PHYSIOLOGY IS BEHAVIOR.
Behavior is a physiological
change, a RESPONSE. It may be simple (e.g., flinching to a
sound), or complex (e.g. piloting an aircraft).
It may internal (e.g., pancreatic insulin production), or external
(e.g., smiling). It may be observable
(e.g., diaphragmatic breathing), or inferable (e.g., thinking). It may be intentional (e.g., deep breathing),
or unconscious (e.g., physical posture).
It may emotional (e.g., fear), or cognitive (e.g., a negative thought).
Behavior is a response to
“something.” This “something” is called
a STIMULUS. A stimulus can be “anything” that is sensed
and perceived (also learned). This
“anything” can be one “thing” or a configuration (pattern) of many
“things.” Stimuli, of course, can
involve any of the usual physical senses (e.g., taste). They can be visceral changes, thoughts,
desires, and feelings. Stimuli can be
places, people, environmental conditions, and times. Stimuli can be specific (e.g., a traffic
light), or generalized (e.g., sense of self).
And, very importantly, they can be the “experience of” behavior itself
(e.g., rapid breathing).
The “same” stimulus
may become a “different” stimulus as context, or “state,” is altered. Context establishes the “meaning of
behavior,” e.g., what does fast breathing mean?
In one case it means fear, and in another euphoria. Self-regulation patterns and styles,
consisting of very specific configurations of stimuli and responses, are
embedded in specific states and contexts.
These larger configurations may constitute aspects of “self,”
personality, or “psychological masks” that can be triggered, or withdrawn, through
major STATE CHANGES brought about by overbreathing.
Click here to learn
about
state-dependent learning.
Learning is about information
and meaning. Learning is usually a
consequence of a stimulus, or a response, predicting an event. These stimuli are sensed and perceived, by a
biological information “processing system.”
This information processing system may involve a nervous system, or it
may not (e.g., cellular). When STIMULI
predict “meaningful” events, the result may be classical conditioning (associative learning). When RESPONSES predict events, operant conditioning (reinforcement
learning) may be the result. The
learning that takes place very much depends upon the nature of the events
predicted, that is, their meaning. And,
the meaning of these events depends upon individual biology and experience
(specific learning histories).
Click here to learn
about
classical conditioning
and
operant conditioning.
Although learning
necessarily, of course, involves sensation, perception, memory, and motivation
most all of it takes place unconsciously: very little of it is learned by
you. The way you coordinate breathing
and gestures with speech and expression, is an example. Breathing behavior changes qualitatively,
quantitatively, and immediately based on very specific stimulus conditions and
their context, inside and out. Part
of the work of a breathing practitioner is to help you uncover specific
learning histories associated with your breathing behavior.
Copyrighted by
Behavioral Physiology Institute,