While much research on dog cognition has focused on the effects of negative stressors, Miller et al. (2025) investigated whether a short positive experience could improve learning and resilience. Forty pet dogs were assigned to either an experimental or control group. Experimental dogs received a 15-minute session that included walking, play, exploration, and foraging, while controls spent the same time confined indoors without interaction.
After habituation, all dogs were taught to nose-touch the experimenter’s hand. Learning performance did not differ between groups. However, when exposed to a stressor—a remote-controlled car during the Disruption phase—experimental dogs displayed higher stress levels than controls. They also stayed closer to their owners, suggesting reassurance-seeking behavior.
Contrary to predictions, the pre-session positive activity did not enhance learning outcomes. Instead, it appeared to increase dogs’ susceptibility to stress. The authors suggest several possible explanations, including heightened arousal, the abrupt termination of the enjoyable activity, or a lack of habituation to the testing environment.
These findings underscore the complexity of how recent experiences shape dog cognition and emotional states. While positive experiences remain vital for welfare, their timing and context may significantly influence dogs’ responses in stressful learning environments.
Source: Miller, J., Cavalli, C., Azadian, A., & Protopopova, A. (2025). Exploring the impact of a brief positive experience on dogs’ performance and stress resilience during a learning task. PLOS ONE, 20. Published June 23, 2025.
