A Kiosk Station for the Assessment of Multiple Cognitive Domains and Cognitive Enrichment of Monkeys

Nonhuman primates (NHP’s) are self-motivated to perform cognitive tasks on touchscreens in their animal housing setting. To leverage this ability, fully integrated hardware and software solutions are needed that work within housing and husbandry routines while also spanning cognitive task constructs of the Research Domain Criteria (RDoC). Here, we detail such an integrated robust hardware and software solution for running cognitive tasks in cage-housed NHP’s with a cage-mounted Kiosk Station (KS-1). KS-1 consists of a frame for mounting flexibly on housing cages, a touchscreen animal interface with mounts for receptables, reward pumps, and cameras, and a compact computer cabinet with an interface for controlling behavior. Behavioral control is achieved with a Unity3D program that is virtual-reality capable, allowing semi-naturalistic visual tasks to assess multiple cognitive domains.KS-1 is fully integrated into the regular housing routines of monkeys. A single person can operate multiple KS-1’s. Monkeys engage with KS-1 at high motivation and cognitive performance levels at high intra-individual consistency. KS-1 is optimized for flexible mounting onto standard apartment cage systems and provides a new design variation complementing existing cage-mounted touchscreen systems. KS-1 has a robust animal interface with options for gaze/reach monitoring. It has an integrated user interface for controlling multiple cognitive tasks using a common naturalistic object space designed to enhance task engagement. All custom KS-1 components are open-sourced.In summary, KS-1 is a versatile new tool for cognitive profiling and cognitive enrichment of cage-housed monkeys. It reliably measures multiple cognitive domains which promises to advance our understanding of animal cognition, inter-individual differences, and underlying neurobiology in refined, ethologically meaningful behavioral foraging contexts.

Cognitive Enrichment in Practice: A Survey of Factors Affecting Its Implementation in Zoos Globally

Information on the practical use of cognitive enrichment in zoos is scarce. This survey aimed to identify where cognitive enrichment is being used while identifying factors that may limit its implementation and success. Distributed in eight languages to increase global range, responses to this survey (n = 177) show that while agreement on what constitutes cognitive enrichment is poor, it is universally perceived as very important for animal welfare. Carnivores were the animal group most reported to receive cognitive enrichment (76.3%), while amphibians and fish the least (16.9%). All animal groups had a percentage of participants indicating animal groups in their facility were not receiving cognitive enrichment when they believe that they should (29.4–44.6%). On average, factors relating to time and finance were rated most highly in terms of effect on cognitive enrichment use, and keeper interest was the highest rated for effect on success. Results of this study indicate that cognitive enrichment is perceived as important. However, placing the responsibility of its development and implementation on animal keepers who are already time-poor may be impeding its use. A commitment to incorporating cognitive enrichment into routine husbandry, including financial support and investment into staff is needed from zoos to ensure continued improvement to captive animal welfare.

Bottlenose Dolphins Produce Underwater Bubbles Linked to Cognitive Task Engagement but Not Success

Captive mammals respond emotionally toward cognitive challenges, but research has precluded marine mammals. A potential indicator of emotion in toothed cetaceans is a large singular bubble (‘burst’) emitted from the blowhole, previously linked to surprise and excitement. Our study analysed bursts from a published study on dolphin cognitive enrichment (Clark et al., 2013). Bursts were only produced by task-engaged (72%) or task-spectating (28%) dolphins (n = 6 males in total). Burst frequency increased with the proportion of task engagement and spectator frequency, but not task progress or success (providing no evidence for an instantaneous ‘Eureka moment’). Bursts were reduced in frequency over three weeks, consistent with a decrease in task-engagement. Bursts were significantly more likely to come at the start of a bout of task-engagement than in the middle or end. We suggest bursts were an emotional response signaling dolphins’ instantaneous judgement of the task, more likely related to positive affect (interest, curiosity) than negative affect (frustration). They appear unrelated to respiration. It was unclear whether bursts were produced consciously and had a social function. We call for further dedicated research on the emotional valence of cetacean bursts. This will require simultaneous behavioural and acoustic measurements under different levels of more controlled challenge.

Simple but Complex—A Laying Hen Study as Proof of Concept of a Novel Method for Cognitive Enrichment and Research

Enrichment can reduce stress and stereotypic behavior and therefore enhance captive animal welfare. In cognitive enrichment, cognitive tasks engage and challenge the animals' natural behavioral repertoire and provide mental stimulation. Enrichment with similarities to “puzzle boxes” in cognitive research is widespread in zoos but rarely applied in commercial farming, as it requires costly time and effort. Here, we introduce a flexible method for cognitive enrichment and research. The test battery apparatus (TBA) is a configurable cubic box with frames for interchangeable test panels, each holding a problem-solving task that must be solved for a food reward. As a proof of concept, we report observations and first results from two groups of laying hens (Gallus gallus forma domestica; 52 birds in total) to show the TBA's feasibility in commercial farming and to investigate the animals' spontaneous interaction with four test panels. While we could not reliably identify individuals, we found the majority of the hens highly motivated to engage with the device. At least five individuals in each group were successful and there was a significant gradient of success rates across the four panels. As the implementation and maintenance required little time and effort, the TBA is promising as a cognitive enrichment device in farm settings. Its potentially limitless configurations allow diverse opportunities for cognitive and behavioral engagement in the long term. While further studies will be crucial to validate welfare effects and problem-solving tasks, the TBA is simple in its application but complex in its possibilities.

Environmental food and cognitive enrichment: a study of well-being for large captive felids at the Zoo of Goiânia

In order to promote research and conservation of species, zoos tend to promote the modernization of this system, such as the insertion of larger and adequate enclosures, environmental enrichments, and above all the conservation of species. The main objectives of this work were: to promote environmental food and cognitive enrichment for big cats, in addition to discussing the validity of this enrichment model. The study animals were 12 animals: four tigers (Panthera tigris), three puma (Puma concolor), three jaguars (Panthera onca) and two lions (Panthera leo). We used a basic ethogram for the analysis of behaviors, in which there was an analysis of specific behavior: rhythm and inactivity. With the focal animal observation method, and using the “surprise box” enrichment method, which consisted of pieces of meat inside cardboard boxes, the statistical results obtained indicated that enrichment increased social, rest and physiological behavior, and slowed down and downtime. Each species reacted in a specific way to enrichments, with better results being noticed with the Panthera onca group, followed by the Panthera leo, Panthera tigris and Puma concolor group, respectively. The theory of the use of environmental enrichment was proven and compared with other works similar to this one.

The role of enrichment in optimizing pig behaviour and welfare

Modern pig housing environments provide animals with essential resources, but from an animal’s point of view, they are quite barren and deprive them of the opportunity to make full use of their natural behavioural repertoire and actively work for these resources. The lack of stimulation resulting from such environments compromises animal welfare. This issue can be addressed by providing environmental enrichment, which comprises all aspects of an animal’s environment that facilitate engagement in species-specific behaviours. In this chapter, we provide an overview of different types of enrichment, ranging from artificial point-source objects to social and cognitive enrichment. We discuss the existing body of evidence for welfare-enhancing effects of different enrichment, focussing on whether potential enrichment promotes natural behaviours, reduces abnormal behaviours, and whether effects are sustainable over the long-term. We conclude with a comparative evaluation of enrichment from an animal welfare perspective, highlighting the potential of social and cognitive enrichment.

Instruction-Expanded Virtual Education Model

The COVID-19 pandemic has propelled school districts into virtual instruction with little advanced planning or preparation. This chapter deconstructs the gaps in the virtual learning environment and provides pedagogical strategies for teachers to increase cognitive enrichment, engagement, and access. The shifts in pedagogy from in-person to virtual learning will be examined with concrete strategies to develop student-centered learning experiences in a virtual context. Emphasis will be placed on differentiation as a means to enrich and the art of questioning to engage students. Woven through enrichment and engagement, the student's cultural, familial, linguistic, and social capital are incorporated as assets, or cultural wealth, and used to facilitate equitable access. When combined, these three instructional strategies interrelate and reinforce rigorous cognitive instruction that is accessible for all students in the virtual classroom.

Cognitive Enrichment Through Emotion Regulation: A Model of Successful Cognitive Aging

Cognitive Enrichment Through Emotion Regulation (CENTER) is a theoretical framework of development that emphasizes the role of individuals finding their proverbial “centers” in shaping their cognitive aging trajectories. Within the CENTER framework, dynamic interactions between emotion regulatory processes that occur in real time (i.e., micro-level time), and global psychological well-being that develops over several years (i.e., macro-level time), aid in the optimization of cognitive aging. Indeed, by successfully regulating emotional reactions to stress in real time, which is supported by global psychological well-being, individuals will minimize their accumulation of allostatic load across the lifespan. Such minimization of allostatic load is key to optimizing cognitive aging through emotion regulation under the CENTER framework. CENTER will be motivated by fusing research on cognitive aging, emotion regulation, stress-and-coping, allostatic load, and psychological well-being.