Abstract: Abstract: Recent studies have reported an association between exposure to childhood abuse or neglect and alterations in brain structure or function. One limitation of these studies is that they are correlational and do not provide evidence of a cause–effect relationship. Preclinical studies on the effects of exposure to early life stress can demonstrate causality, and can enrich our understanding of the clinical research if we hypothesize that the consequences of early abuse are predominantly mediated through the induction of stress responses. Exposure to early abuse and early stress has each been associated with the emergence of epileptiform electroencephalogram (EEG) abnormalities, alterations in corpous callosum area, and reduced volume or synaptic density of the hippocampus.Further, there is evidence that different brain regions have unique periods when they are maximally sensitive to the effects of early stress. To date, preclinical studies have guided clinical investigations and will continue to provide important insight into studies on molecular mechanisms and gene–environment interactions.

Abstract: The social intelligence hypothesis argues that competition and cooperation among individuals have shaped the evolution of cognition in animals. What do we mean by social cognition? Here we suggest that the building blocks of social cognition are a suite of skills, ordered roughly according to the cognitive demands they place upon individuals. These skills allow an animal to recognize others by various means; to recognize and remember other animals' relationships; and, perhaps, to attribute mental states to them. Some skills are elementary and virtually ubiquitous in the animal kingdom; others are more limited in their taxonomic distribution. We treat these skills as the targets of selection, and assume that more complex levels of social cognition evolve only when simpler methods are inadequate. As a result, more complex levels of social cognition indicate greater selective pressures in the past. The presence of each skill can be tested directly through field observations and experiments. In addition, the same methods that have been used to compare social cognition across species can also be used to measure individual differences within species and to test the hypothesis that individual differences in social cognition are linked to differences in reproductive success.

Abstract: Developments in the scientific and philosophical study of animal cognition and mentality are of great importance to animal scientists who face continued public scrutiny of the treatment of animals in research and agriculture. Because beliefs about animal minds, animal cognition, and animal consciousness underlie many people's views about the ethical treatment of nonhuman animals, it has become increasingly difficult for animal scientists to avoid these issues. Animal scientists may learn from ethologists who study animal cognition and mentality from an evolutionary and comparative perspective and who are at the forefront of the development of naturalistic and laboratory techniques of observation and experimentation that are capable of revealing the cognitive and mental properties of nonhuman animals. Despite growing acceptance of the ethological study of animal cognition, there are critics who dispute the scientific validity of the field, especially when the topic is animal consciousness. Here, a proper understanding of developments in the philosophy of mind and the philosophy of science can help to place cognitive studies on a firm methodological and philosophical foundation. Ultimately, this is an interdisciplinary task, involving scientists and philosophers. Animal scientists are well-positioned to contribute to the study of animal cognition because they typically have access to a large pool of potential research subjects whose habitats are more controlled than in most field studies while being more natural than most laboratory psychology experiments. Despite some formidable questions remaining for analysis, the prospects for progress in assessing animal cognition are bright.

Abstract: During the second half of the nineteenth century, the advent of widespread pet ownership was accompanied by claims of heightened animal abilities. Psychical researchers investigated many of these claims, including animal telepathy and ghostly apparitions. By the beginning of the twentieth century, news of horses and dogs with the ability to read and calculate fascinated the French public and scientists alike. Amidst questions about the justification of animal cruelty in laboratory experiments, wonder animals came to represent some extraordinary possibilities associated with their kind. Psychologists speculated on the feats of wonder animals. They considered the possibility that these animals shared consciousness and intelligence with humans, and that--if confirmed--their alleged amazing abilities could lead to a new understanding of cognition for all animals. This article focuses on the few years during which claims of wonder animals occupied a significant place in French psychology and psychical research. It argues that as explanations involving deception or unconscious cues gained increased acceptance, the interest in wonder animals soon led to a backlash in comparative psychology that had repercussions for all animals, particularly those used in experimentation, in that it contributed to the decline of research addressing cognitive abilities in non-human species.

Abstract: The purpose of the present study is to examine the applicability of a computer-generated, virtual animal to study animal cognition. Pigeons were trained to discriminate between movies of a real pigeon and a rat. Then, they were tested with movies of the computer-generated (CG) pigeon. Subjects showed generalization to the CG pigeon, however, they also responded to modified versions in which the CG pigeon was showing impossible movement, namely hopping and walking without its head bobbing. Hence, the pigeons did not attend to these particular details of the display. When they were trained to discriminate between the normal and the modified version of the CG pigeon, they were able to learn the discrimination. The results of an additional partial occlusion test suggest that the subjects used head movement as a cue for the usual vs. unusual CG pigeon discrimination.