Integrating innate and learned behavior through brain circuits

Abstract

Understanding how innate predispositions and learned experiences interact to shape behavior is a central question in systems neuroscience. Traditionally, innate behaviors, that is, those present without prior learning and governed by evolutionarily conserved neural circuits, have been studied separately from learned behaviors, which depend on experience and neural plasticity. This division has led to a compartmentalized view of behavior and neural circuit organization. Increasing evidence suggests that innate and learned behaviors are not independent, but rather deeply intertwined, with plasticity evident even in circuits classically considered 'innate'. In this opinion, we highlight examples across species that illustrate the dynamic interaction between these behavioral domains and discuss the implications for unifying theoretical and empirical frameworks. We argue that a more integrative approach, namely one that acknowledges the reciprocal influences of innate and learned processes, is essential for advancing our understanding of how neuronal activity drives complex behaviors.

Keywords: aggression; development; gene–environment interaction; neural circuits; parenting; plasticity; systems neuroscience.