ManyDogs Project: A Big Team Science Approach to Investigating Canine Behavior and Cognition

Dogs have a special place in human history as the first domesticated species and play important roles in many cultures around the world. However, their role in scientific studies has been relatively recent. With a few notable exceptions (e.g., Darwin, Pavlov, Scott, and Fuller), domestic dogs were not commonly the subject of rigorous scientific investigation of behavior until the late 1990s. Although the number of canine science studies has increased dramatically over the last 20 years, most research groups are limited in the inferences they can draw because of the relatively small sample sizes used, along with the exceptional diversity observed in dogs (e.g., breed, geographic location, experience). To this end, we introduce the ManyDogs Project, an international consortium of researchers interested in taking a big team science approach to understanding canine behavioral science. We begin by discussing why studying dogs provides valuable insights into behavior and cognition, evolutionary processes, human health, and applications for animal welfare. We then highlight other big team science projects that have previously been conducted in canine science and emphasize the benefits of our approach. Finally, we introduce the ManyDogs Project and our mission: (a) replicating important findings, (b) investigating moderators that need a large sample size such as breed differences, (c) reaching methodological consensus, (d) investigating cross-cultural differences, and (e) setting a standard for replication studies in general. In doing so, we hope to address previous limitations in individual lab studies and previous big team science frameworks to deepen our understanding of canine behavior and cognition

MEME: Motivating Engagement using Meme Examples

As younger generations enter the classroom, educators can develop (or adapt) assignments that engage students’ technological skill sets (Scardina 2017, Mendez-Reguera and Cabrera 2020). One example of this is the use of a meme assignment (Wells 2018, Paul 2020, Mendez-Reguera and Cabrera 2020). The assignments presented in this article bring together the perspectives of four animal behavior instructors, each of whom designed and implemented a meme assignment within their virtual classrooms in 2020. The instructors used Twitter as a means to engage with one another and obtain tips and suggestions for their respective meme assignment instructions. While each course varied in terms of course content, the meme assignment satisfied specific learning objectives. These included: 1) understanding and synthesizing complex content, 2) identifying and distilling content into a key point, and 3) translating and communicating this content in an engaging way. Tying together these objectives into a relatively simple and quick meme assessment not only facilitated student learning but also aided instructor evaluation of material comprehension, while adding novelty and fun into the (virtual) classroom. Below we present information regarding the type of class, the assignment instructions, the method of grading, and tools used to deliver the meme assignments. Specifically, we hope to provide clarification as to how meme assignments can be employed as well as highlight potential variations in using this assessment. We conclude by presenting our collective tips for refining the assignment as well as example student memes and feedback received

Percentages of Behaviors by Timing and Role in Wolf Pups.

<p>The percentage of behaviors in each behavior categories observed for both the bower and partner before and after the play bow in wolf puppies (n = 276).</p

Distribution of play bows within and across wolf puppy dyads.

<p>Distribution of play bows within and across wolf puppy dyads.</p

Demographic data for Timber wolf puppies sampled.

<p>Demographic data for Timber wolf puppies sampled.</p

Percentages of Behavior by Timing and Role in Dog Pups.

<p>The percentage of behaviors in each behavior categories observed for both the bower and partner before and after the play bow in dog puppies (n = 544).</p

Summary of evidence for hypotheses 1–5 in wolf puppies, dog puppies, and adult dogs.

<p>Summary of evidence for hypotheses 1–5 in wolf puppies, dog puppies, and adult dogs.</p

General Linear Mixed Model Results for Wolf Puppies.

<p>General Linear Mixed Model Results for Wolf Puppies.</p

Investigating the Function of Play Bows in Dog and Wolf Puppies (<i>Canis lupus familiaris</i>, <i>Canis lupus occidentalis</i>)

<div><p>Animals utilize behavioral signals across a range of different contexts in order to communicate with others and produce probable behavioral outcomes. During play animals frequently adopt action patterns used in other contexts. Researchers have therefore hypothesized that play signals have evolved to clarify communicative intent. One highly stereotyped play signal is the canid play bow, but its function remains contested. In order to clarify how canid puppies use play bows, we used data on play bows in immature wolves (ages 2.7–7.8 months) and dogs (ages 2 to 5 months) to test hypotheses evaluated in a previous study of adult dogs. We found that young dogs used play bows similarly to adult dogs; play bows most often occurred after a brief pause in play followed by complementary highly active play states. However, while the relative number of play bows and total observation time was similar between dog and wolf puppies, wolves did not follow this behavioral pattern, as play bows were unsuccessful in eliciting further play activity by the partner. While some similarities for the function of play bows in dog and wolf puppies were documented, it appears that play bows may function differently in wolf puppies in regards to re-initiating play.</p></div