Median time (and interquartile range) in seconds, spent in various activities by cats in the two conditions.

<p>Darker bar refers to condition A and lighter bar to condition B.</p

Outline of episode sequence and protocol for the modified (A) and reversed (B) Strange Situation Test conditions.

<p>The following effects across the episodes would be consistent with secure attachment towards the carer over the social control (stranger); increased passive behaviour, exploration and social play in the presence of the carer; greater seeking of proximity and attempts to maintain proximity/contact with the carer; greater vocalisation when separated from the carer; increased vigilance and orientation to the door when the carer is absent.</p

Membership to Group Based on Family Aspects; Total n and Percentage.

<p>Membership to Group Based on Family Aspects; Total n and Percentage.</p

An Illustration of how Reading to a Dog may Influence Reading Performance.

<p>¹Increased arousal can heighten cognitive performance on some tasks [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref064" target="_blank">64</a>, <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref065" target="_blank">65</a>]. Whether increased our decreased arousal results in optimal performance is typically determined by the individual and the nature of the task (see Individual Zone of Optimal Functioning) [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref066" target="_blank">66</a>, <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref067" target="_blank">67</a>] ²Reading anxiety (over-arousal) can impair children’s reading performance in the classroom [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref012" target="_blank">12</a>] by negatively impacting on cognitive processes involved in reading, including problem-solving and self-regulation [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref068" target="_blank">68</a>, <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref069" target="_blank">69</a>]. ³ A reader’s self-concept or confidence in their reading ability determines reading practices [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref070" target="_blank">70</a>], by influencing the amount of time and the degree of effort which is put into reading [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref071" target="_blank">71</a>]. There is a positive relationship between reading self-concept and reading achievement [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref072" target="_blank">72</a>, <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref073" target="_blank">73</a>]. The dynamics of the relationship between self-concept and achievement is still debated it is thought to be reciprocal, with greater achievement raising student’s self-concept, as well as higher self-concept leading to improved academic achievements [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref074" target="_blank">74</a>]. ⁴There is an association between reading attitudes and reading performance in children, with those who have a positive attitude doing better in reading tests than those who have a negative attitude [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref075" target="_blank">75</a>, <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref076" target="_blank">76</a>]. Attitudes towards reading are thought to influence attainment by determining reading behaviours (e.g. frequency of reading) [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref070" target="_blank">70</a>]. ⁵In reading studies motivation is often discussed in terms of intrinsic motivation (motivated from within; e.g., curiosity to read, enjoyment of the experience) and extrinsic (motivated by external factors; e.g., to get a good grade) [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref077" target="_blank">77</a>, <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref078" target="_blank">78</a>]. Although both factors are thought to play in role in influencing reading behaviours, intrinsic motivation is thought to be the key determiner [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref078" target="_blank">78</a>–<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref080" target="_blank">80</a>]. ⁶Engagement in reading is often associated with motivation. According to Guthrie and Wigfield [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0149759#pone.0149759.ref081" target="_blank">81</a>] reading motivation is an interaction with text that is both motivated and strategic, engaged reading is related to reading comprehension success, and engaged reading can be improved by instructional practices that use motivational and cognitive strategies.</p

Search Terms used in the Literature Search.

<p>Search Terms used in the Literature Search.</p

PRISMA (2009) Flow Diagram.

<p>PRISMA (2009) Flow Diagram.</p

Membership to Group Based on Child Aspects; Total n and Percentage.

<p>Membership to Group Based on Child Aspects; Total n and Percentage.</p

Items in the Survey.

<p>Items in the Survey.</p

Evidence for the Value of Children Reading to Dogs.

<p>Evidence for the Value of Children Reading to Dogs.</p

DataSheet1_A Systematic Review of the Reliability and Validity of Behavioural Tests Used to Assess Behavioural Characteristics Important in Working Dogs.DOCX

Background<p>Working dogs are selected based on predictions from tests that they will be able to perform specific tasks in often challenging environments. However, withdrawal from service in working dogs is still a big problem, bringing into question the reliability of the selection tests used to make these predictions.</p>Methods<p>A systematic review was undertaken aimed at bringing together available information on the reliability and predictive validity of the assessment of behavioural characteristics used with working dogs to establish the quality of selection tests currently available for use to predict success in working dogs.</p>Results<p>The search procedures resulted in 16 papers meeting the criteria for inclusion. A large range of behaviour tests and parameters were used in the identified papers, and so behaviour tests and their underpinning constructs were grouped on the basis of their relationship with positive core affect (willingness to work, human-directed social behaviour, object-directed play tendencies) and negative core affect (human-directed aggression, approach withdrawal tendencies, sensitivity to aversives). We then examined the papers for reports of inter-rater reliability, within-session intra-rater reliability, test-retest validity and predictive validity.</p>Conclusions<p>The review revealed a widespread lack of information relating to the reliability and validity of measures to assess behaviour and inconsistencies in terminologies, study parameters and indices of success. There is a need to standardise the reporting of these aspects of behavioural tests in order to improve the knowledge base of what characteristics are predictive of optimal performance in working dog roles, improving selection processes and reducing working dog redundancy. We suggest the use of a framework based on explaining the direct or indirect relationship of the test with core affect.</p