Lauren Highfill

Cognitive enrichment is essential for improving the welfare of animals in kennels, shelters, and laboratory environments. Whereas touchscreens have been used to engage dogs cognitively, they are limited in functionality. This study tested whether a domestic dog could use a four-button computerized gaming system adapted from the Enclosure Video Enrichment (EVE) system originally designed for sea lions. We trained Orlo, a therapy dog in training, to operate the Canine Experimental Video Enrichment (CEVE) system, which is the first documented instance of a dog engaging with a nontouchscreen gaming interface. Over 11 months, Orlo completed 66 training sessions (~ 21 h), demonstrating steady improvement in both response time and accuracy. He consistently met the button press efficiency criterion (fewer than seven presses per trial) but had longer latencies than sea lions, which trainer observations suggest reflected active engagement rather than misunderstanding. This study provides proof of concept that dogs can operate a four-button interface for gaming; however, the substantial training investment may limit immediate applicability in many shelter or multidog settings. Future research should evaluate strategies to streamline training, incorporate formal welfare measures, expand the sample size to assess breed and individual differences , and determine whether dogs voluntarily engage with the system in the absence of external rewards or in the presence of other enrichment options.

This commentary provides an updated summary of how comparative cognition is approached by researchers based at primarily undergraduate institutions. Because of the difficulties in supporting traditional laboratories, we highlight a number of nontraditional research methodologies that can be accessed by undergraduate students. We also provide advantages and disadvantages of these alternate methodologies. We promote the need for interdisciplinary study of animal cognition topics in in situ and ex situ settings, as well as call for an expansion of cognitive abilities for application to animal welfare and conservation efforts. Although the comparative cognition field faces challenges in funding and resources, emerging technologies and interdisciplinary collaborations offer hope. We explore topics critical to the advancement of comparative cognition while highlighting practicalities needed to achieve this goal. From our primarily undergraduate institution (PUI) perspective, we examine the current state of the discipline and share challenges and successes we have encountered through more than 20 years of research.

Abstract Human-wildlife interactions have been shown to positively impact tourist beliefs and actions in relation to wildlife and the environment. The purpose of this study was to explore guest beliefs and perceptions about dolphins and dolphin programs before and after participating in human-dolphin interactions ( HDI ). We surveyed 142 guests participating in a self-selected HDI located in a natural lagoon facility at The Roatán Institute for Marine Sciences in Sandy Bay Roatán, Honduras. Of the 142 survey respondents, 130 completed the survey fully, and 28 of those 130 also completed a two-week follow-up survey. The results indicated that the guests maintained pre-existing positive attitudes towards dolphins, learned new information, and reported feeling connected with nature following their HDI experiences. The HDI experience format resulted in few differences in participant responses, suggesting that interactive programs maintained existing attitudes while subtly shaping beliefs about human-animal interactions.

Companion animals are becoming a more familiar sight on college campuses, and they are often viewed as an essential element of wellness by students and institutions of higher education. While previous studies have investigated the behavioral and physiological impacts of bringing a pet to campus on the owners, impacts on the pets themselves have yet to be explored. Previous studies do suggest, however, that when dogs are left alone, they display more anxiety-related behaviors such as barking, destruction, lip-licking, body shaking, and higher levels of alertness. The present study investigated the difference in anxiety-related behaviors between on-campus dwelling dogs (n = 18) and off-campus dwelling dogs (n = 12) when exposed to a novel environment, and the physiological baseline of the dogs. Specifically, a saliva sample was collected from each dog before they were placed into a novel room for three minutes and their behavior was coded. Overall, there were no significant differences found between the two groups in either the anxiety-related behaviors observed or salivary cortisol levels. The implications of our findings for campus dogs will be discussed. KEYWORDS: Companion Animals; Dogs; Behavior; Cortisol; Higher Education; Dog Welfare; Service Animals; Animal-Assisted Interventions; Student Mental Health

There is no shortage of anecdotal evidence that domestic dogs (Canis lupus familiaris) can solve problems in individual or creative ways. Whether it is figuring out a new way to knock over the trash can or combining puppy-dog eyes with a whine for some table scraps, dogs approach their world in many ways. In recent years, dogs have been studied for a number of cognitive functions but their ability to demonstrate creative behaviors has not been empirically studied. The present study extends training of the create behavior, as previously trained in dolphins, to dogs. The criteria of the create behavior required the dog to present a behavior that had yet to be performed in the session, therefore, the only incorrect response was a repeated behavior. Mastery of the create command was coded on three components: repetition, energy, and novelty. Possible implications of this research will be discussed. This study adds to the literature on dog cognition and supports the utilization of citizen science for canine cognition research.

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There is no shortage of anecdotal evidence that domestic dogs (Canis lupus familiaris) can solve problems in individual or creative ways. Whether it is figuring out a new way to knock over the trash can or combining puppy-dog eyes with a whine for some table scraps, dogs approach their world in many ways. In recent years, dogs have been studied for a number of cognitive functions but their ability to demonstrate creative behaviors has not been empirically studied. The present study extends training of the create behavior, as previously trained in dolphins, to dogs. The criteria of the create behavior required the dog to present a behavior that had yet to be performed in the session, therefore, the only incorrect response was a repeated behavior. Mastery of the create command was coded on three components: repetition, energy, and novelty. Possible implications of this research will be discussed. This study adds to the literature on dog cognition and supports the utilization of citizen science for canine cognition research.

What kind of zoo signage is most likely to engage patrons and lead to interest in an animal? We conducted three laboratory studies designed to shed light on this issue by examining the effect of providing information about two features of an animal: 1) its cognitive ability, and 2) its emotional complexity. In Study 1, compared to typical ID label information, both cognitive and emotional information produced more positive ratings of the animal. In Study 2, we compared emotional information presenting the animal in a positive light and similar information presenting the animal in a negative light. In Study 3, we compared the effects of each kind of information for animals differing in charisma (arachnid or bird). There were significant effects of message for both species. In sum, there was consistent evidence that information about surprising cognitive or emotional sophistication is more impactful than typical ID labels.

Background: Attentiveness during class is critical for learning. Teachers have strategies to promote active engagement and active learning, yet little control over students' baseline level of alertness and focus upon arriving to class.
Objective: To evaluate the effect of pre-lecture cognitive exercise on attention and learning in lectures.
Method: In Experiment I, college students (n = 28) in Introductory Psychology participated in a brief battery of complex cancellation tasks prior to a subset of lectures. Effectiveness measures included course exams and post-study student surveys. Experiment 2 replicated the first in a subsequent class (n = 35) with the same instructor and the addition of post-lecture quizzes.
Results: In both experiments, students performed higher on exam content from post-exercise lectures relative to control lectures. No effect was observed on post-lecture quizzes. On post-study surveys, students reported improved attentiveness to lecture after cognitive calisthenics.
Conclusion: Pre-lecture cognitive activity appears to benefit student attention and learning in lectures.
Teaching Implications: With so many students arriving to class either distracted or sleepy, the inclusion of a brief pre-lecture cognitive exercise program may be an engaging and effective method for optimizing student attentiveness and learning in lecture-based courses.