I. Hocking

Domestic cats (Felis catus) do not show causal understanding in a string-pulling task

This study explored how domestic cats perform in a horizontal string-pulling task to determine whether they understand this case of physical causality. Fifteen cats were tested on their ability to retrieve an unreachable food treat in three different set-ups: (a) a single baited string, (b) two parallel strings where only one was baited and (c) two crossed strings where only one was baited. All cats succeeded at pulling a single string to obtain a treat, but none consistently chose the correct string when two strings were parallel. When tested with two crossed strings one cat chose the wrong string consistently and all others performed at chance level. There was no evidence that cats understand the function of the strings or their physical causality.

Spatial cognition and perseveration by horses, donkeys and mules in a simple A not B detour task.

We investigated perseveration and detour behaviour in 36 equids (Equuscaballus, E. asinus, E. caballus × E. asinus) and compared these data to those of a previous study on domestic dogs (Canisfamiliaris). The animals were required to make a detour through a gap at one end of a straight barrier in order to reach a visible target. After one, two, three or four repeats (A trials), the gap was moved to the opposite end of the barrier (B trials). We recorded initial deviations from the correct solution path and the latency to crossing the barrier. In the A trials, mules crossed the barrier significantly faster than their parental species, the horses and donkeys. In the B trials, following the change of gap location, all species showed a reduction in performance. Both dogs and horses exhibited significant spatial perseveration, going initially to the previous gap location. Donkeys and mules, however, performed at chance level. Our results suggest that hybrid vigour in mules extends to spatial abilities.

Exploring modality switching effects in negated sentences: further evidence for grounded representations

Theories of embodied cognition (e.g., Perceptual Symbol Systems Theory; Barsalou, 1999, 2009) suggest that modality specific simulations underlie the representation of concepts. Supporting evidence comes from modality switch costs: participants are slower to verify a property in one modality (e.g., auditory, BLENDER-loud) after verifying a property in a different modality (e.g., gustatory, CRANBERRIES-tart) compared to the same modality (e.g., LEAVES-rustling, Pecher et al., 2003). Similarly, modality switching costs lead to a modulation of the N400 effect in event-related potentials (ERPs; Collins et al., 2011; Hald et al., 2011). This effect of modality switching has also been shown to interact with the veracity of the sentence (Hald et al., 2011). The current ERP study further explores the role of modality match/mismatch on the processing of veracity as well as negation (sentences containing “not”). Our results indicate a modulation in the ERP based on modality and veracity, plus an interaction. The evidence supports the idea that modality specific simulations occur during language processing, and furthermore suggest that these simulations alter the processing of negation.

An evidence-based review of creative problem solving tools: a practitioner’s resource

Creative problem solving (CPS) requires solutions to be useful and original. Typically, its operations span problem finding, idea generation, and critical evaluation. The benefits of training CPS have been extolled in education, industry, and government with evidence showing it can enhance performance. However, although such training schemes work, less is known about the specific tools used. Knowing whether a particular tool works or not would provide practitioners with a valuable resource, leading to more effective training schemes, and a better understanding of the processes involved. A comprehensive review was undertaken examining the empirical support of tools used within CPS. Despite the surprising lack of research focusing on the use and success of specific tools, some evidence exists to support the effectiveness of a small set. Such findings present practitioners with a potential resource that could be used in a stand-alone setting or possibly be combined to create more effective training programs.