I know a dog when I see one: dogs (Canis familiaris) recognize dogs from videos

Several aspects of dogs’ visual and social cognition have been explored using bi-dimensional representations of other dogs. It remains unclear, however, if dogs do recognize as dogs the stimuli depicted in such representations, especially with regard to videos. To test this, 32 pet dogs took part in a cross-modal violation of expectancy experiment, during which dogs were shown videos of either a dog and that of an unfamiliar animal, paired with either the sound of a dog barking or of an unfamiliar vocalization. While stimuli were being presented, dogs paid higher attention to the exit region of the presentation area, when the visual stimulus represented a dog than when it represented an unfamiliar species. After exposure to the stimuli, dogs’ attention to different parts of the presentation area depended on the specific combination of visual and auditory stimuli. Of relevance, dogs paid less attention to the central part of the presentation area and more to the entrance area after being exposed to the barking and dog video pair, than when either was paired with an unfamiliar stimulus. These results indicate dogs were surprised by the latter pairings, not by the former, and were interested in where the barking and dog pair came from, implying recognition of the two stimuli as belonging to a conspecific. The study represents the first demonstration that dogs can recognize other conspecifics in videos.

Effects of Self-Schema on Assumptions about and Processing of Schema-Consistent Traits of other Persons

Whether self-schema may be a personality variable that affects assumptions about and processing of schema-consistent traits of other persons was investigated. Respondents classified as schematic and aschematic rated the schema-consistent traits of unfamiliar stimulus persons and familiar stimulus persons. The former relative to the latter (1) had higher mean ratings of unfamiliar but not of familiar stimulus persons, as predicted; (2) did not differ in their variances of ratings of unfamiliar but had larger variances for ratings of familiar stimulus persons, as predicted; and (3) did not differ in correlations between ratings of unfamiliar stimulus persons but had larger correlations between ratings of familiar ones, not as predicted. Some limitations of this study and suggestions for research were discussed.

Flicker Haloes Observed with Subjective Borders

Subjective borders are known to behave quite similarly to real borders when the stimulus presents fragments of visually meaningful forms. There is less information on whether this also applies to unfamiliar stimulus elements. Thus, if a dark/bright stimulus border is presented intermittently at certain frequencies below flicker fusion, the bright border enhancement band increases greatly in width and takes on a textured appearance, resembling a halo streaming from the border. The percept is spontaneous and unlike anything experienced in real life. Preliminary observations showed that the effect occurs also at subjective borders. The extent of the halo from the border was measured for various flicker frequencies and compared with similar measurements obtained with real borders. It was found that the extent varies with frequency in an identical manner for real and virtual borders. Also, the halo was judged equal in qualitative appearance for both kinds of border. The striking similarity between virtual and real effects in this respect is best explained in terms of physiological border perception processes, possibly instigated by a cognitive mechanism.

Familiar versus Unfamiliar Stimulus Items in Measurement of Original Thinking in Young Children

Two sets of stimuli on the Unusual Uses task varying in familiarity were presented to 78 preschool-age subjects. Familiar items yielded greater ideational fluency than unfamiliar ones and generated both more popular and unusual responses. The importance of increased fluency is discussed in relation to Mednick's response hierarchies and the distinction between creativity-intelligence.