NIH-CSR <script type="text/javascript"> var wmNotice = "UNT Web Archive - External links, forms, and search boxes may not function within this collection. Url: http://cms.csr.nih.gov/PeerReviewMeetings/CSRIRGDescription/BBBPIRG/BRLE.htm time: 14:52:16 Sep 20, 2008"; var wmHideNotice = "hide"; var contextRoot = "https://webarchive.library.unt.edu/eot2008/"; </script> <script type="text/javascript" src="https://webarchive.library.unt.edu/eot2008/js/disclaim.js"></script> <span id="Postingname3_PostingDisplayName">Biobehavioral Regulation, Learning and Ethology Study Section [BRLE]</span> (BBBPIRG)

[BRLE Roster]

The Biobehavioral Regulation, Learning and Ethology [BRLE] Study Section reviews applications investigating basic biobehavioral processes and adaptation across the lifespan [infancy through old age]. The Study Section primarily considers research with non-human animals [vertebrates and invertebrates], but relevant work with humans is also included. Normal and disordered processes are addressed. Although the focus is on behavior, studies may also consider related neural, hormonal, and genetic factors. Methods include [but are not limited to] behavioral experiments, naturalistic observation, pharmacologic interventions, and computational modeling.

Specific areas covered by BRLE:

Learning, cognition, and behavioral control: Classical and operant conditioning; sensitization and habituation; choice; observational and social learning; sensory, perceptual, spatial, motor, and navigational abilities; timing, counting and other quantitative abilities; attention; memory; categorization; problem-solving; executive function
Behavioral mechanisms of substance abuse: Preferences and aversions; craving; tolerance and sensitization; discriminative and reinforcing effects of abused substances; subjective, sensory, perceptual, and performance effects; vulnerabilities to dependence; social influences; learning-theoretic and behavioral economic approaches
Animal models of psychopathology and treatment: Processes underlying fear, depression, mania, violence, regulatory dysfunction, cognitive dysfunction, behavioral [dis]inhibition; genetic, biological, and social influences on development of pathology; behavioral interventions; behavioral aspects of psychopharmacologic interventions
Social behavior and communication: Social organization; attachment, affiliation, mate choice and parent-offspring interaction; dominance, aggression and peacemaking; socialization; play; organization and function of communication processes
Behavioral development: Perceptual, motor, and cognitive development; social and communicative development; sexual and reproductive development; development of behavioral control; prenatal influences; behavioral teratology; behavior genetics
Regulatory and homeostatic processes: Feeding, drinking and other ingestive behaviors; sexual and reproductive behaviors; sleep and wakefulness; thermo-regulation; biological rhythms and cycles; activity levels; related perceptual, motivational, and action systems; behavioral and social influences on hormone action and gene expression
Studies of basic learning principles and pharmacology applied to self- injurious behavior may be assigned to BRLE.

BRLE has the following shared interests within the BBBP IRG:

Studies of the role of affect and stress in animal behavior and adaptation may be assigned to BRLE. Studies of the basic mechanisms underlying affect and stress responses in animals, especially when directly relevant to human mechanisms, may be assigned to MESH.
Studies of animal communication may generally be assigned to BRLE, but animal work strongly connected to research on human language and communication may be assigned to LCOM.
Studies of animal cognition and perception may generally be assigned to BRLE, but work strongly connected to research on human cognition and perception may be assigned to CP. Studies of human cognition and perception that are strongly connected to research on animal cognition and perception [e.g., investigations of classical/operant conditioning or those that take an ethological or evolutionary perspective] may be assigned to BRLE.
CPDD reviews research involving applied behavior analysis in relation to mental retardation, particularly in humans. However, studies of basic learning principles and pharmacology applied to self-injurious behavior may be assigned to BRLE.
Studies of global characteristics of motor function in animals, particularly in a broad behavioral context, may be assigned to BRLE. Studies focused on basic mechanisms underlying motor function may be assigned to MFSR.

BRLE has the following shared interests outside the BBBP IRG:

With the Genes, Genomes and Genetics [GGG] IRG: When the focus is on phenotypic analysis or other aspects of a disease or biological process, where genetic analysis is secondary, the application may be assigned to BRLE. Studies in which the focus and conceptual framework of the application is a genetic analysis of complex traits, the application may be assigned to the GGG IRG.
With the Integrative, Functional and Cognitive Neuroscience [IFCN] IRG: Studies in which the primary focus is on behavior and behavioral approaches may go to BRLE. Behavioral studies that focus on basic structural and functional neural mechanisms may be assigned to the IFCN IRG.
With the Brain Disorders and Clinical Neuroscience [BDCN] IRG: Studies in which the primary focus is on basic behavioral mechanisms and processes may go to BRLE. Studies with a primary focus on behavioral processes directly related to neural injury or disease may be assigned to the BDCN IRG.