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How Well Do You Understand Your Pet?

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How Well Do You Understand Your Pet?

Your dog barks even when there’s not another dog or squirrel in sight. Your cat hides for days, for no reason that you can fathom. Your hamster looks at you quizzically while waiting for you to refill its water. Your scaly green iguana sits still for hours as if engaged in a one-animal staring contest with the world.

Does your pet’s behavior ever have you scratching your head and wondering what’s going on in their heads and hearts?

We all love our pets — despite, or perhaps because of, their occasionally mystifying behavior. But just how well do you think you know and understand your pet? (Do you think they know us any better?) Or, do you think we humans can never truly know what’s going on in their animal minds?

In “Think You Understand Your Dog? Think Again.” Emily Anthes writes about a new study that suggests that many owners, despite their love and affection, often misinterpret the emotions of their canine pets:

Dogs can’t talk, but their body language speaks volumes. Many dogs will bow when they want to play, for instance, or lick their lips and avert their gaze when nervous or afraid.

But people aren’t always good at interpreting such cues — or even noticing them, a new study suggests.

In the study, the researchers presented people with videos of a dog reacting to positive and negative stimuli, including a leash, a treat, a vacuum cleaner and a scolding. When asked to assess the dog’s emotions, viewers seemed to pay more attention to the situational cues than the dog’s actual behavior, even when the videos had been edited to be deliberately misleading. (In one video, for instance, a dog that appeared to be reacting to the sight of his leash had actually been shown a vacuum cleaner by his owner.)

“When it comes to just perceiving dog emotions, we think we know what’s happening, but we’re actually subconsciously relying on a lot of other factors,” said Holly Molinaro, who is a doctoral student at Arizona State University and the first author of the new paper, which was published on Monday in the journal Anthrozoös.

That bias could mislead owners about their dogs’ well-being, Ms. Molinaro said. People who want to be attentive to their dog’s experiences and emotions need to “take a second or two to actually focus on the dog rather than everything else that’s going on,” she said.

For the study, Ms. Molinaro, working with her adviser Clive Wynne, a canine-behavior expert at Arizona State, created videos that allowed people to see a dog’s behavior without seeing what was unfolding around it. Ms. Anthes explains:

… Ms. Molinaro began recording videos of her family dog, Oliver, a 14-year-old pointer-beagle mix, interacting with her father. In some of the videos, Ms. Molinaro’s father did things that Oliver was likely to respond to positively, such as show him his leash or a toy. In others, he did things that were likely to elicit more negative reactions, such as gently scold Oliver or present him with Ms. Molinaro’s cat, Saffron. (“He was not a fan,” she said.)

Then, after a crash course in video editing, Ms. Molinaro made versions of each video that removed all of the situational context, leaving footage of Oliver, alone, on a black background.

The researchers asked hundreds of undergraduates to watch both sets of videos and assess Oliver’s emotional state in each clip. When the subjects evaluated the original videos, they rated Oliver’s emotions as more positive in the positive scenarios than in the negative ones. But when the context was removed, they rated Oliver’s emotions as equally positive in both types of situations.

Then, the scientists took things a step further by splicing together footage from different situations — showing, for instance, Ms. Molinaro’s father presenting a vacuum alongside footage of Oliver’s response to seeing his leash.

Viewers seemed to be swayed more by the context than by Oliver’s behavior. When Ms. Molinaro’s father was depicted doing something positive, subjects judged Oliver’s emotions to be positive, even if he had been filmed reacting to something negative.

“There’s no evidence at all that people actually see the dog,” Dr. Wynne said. “They seem to have a sort of a big blind spot around the dog himself.”

The study has limitations, including that it was based on the behavior of just a single dog. People might also perform better when asked to evaluate the emotions of their own dogs, Dr. Wynne said, and probably would have noticed signs of intense terror or trauma. (The scientists did not subject Oliver to any extremely negative experiences.)

Students, read the entire article and then tell us:

  • Do you have any pets or have you ever had pets? If so, tell us about them and what you find most endearing about them. Are there any aspects of their behavior you find mystifying or confusing? If you have never had pets, think about animals you may have interacted with or observed closely.

  • How well do you think you know your pet — their emotions, thoughts and behavior? What evidence do you have that you are interpreting their inner feelings correctly?

  • Ms. Molinaro’s study suggests that dogs provide many clues as to what they may be feeling, but that humans often miss them. Instead, owners frequently interpret a dog’s emotions based on situational context and have “a big blind spot” for the actual animal. What’s your reaction to the research findings? Does it make you think you might be misunderstanding your own pet’s experiences and emotions more than you previously thought?

  • Dr. Wynne believes the study can be a “wake-up call for pet owners.” He said of his own dog: “I’m making it a project to learn how she expresses herself. Because if I know what makes her happy and unhappy, well, then I can guide her life toward greater happiness.” Does reading the article make you want to understand your pet more? What do you think you can do to deepen your comprehension?

  • If you could ask your pet one question and have them answer, what would it be, and why?


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Painting Over

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Painting Over

This is an image that appeared in the National section of The Times this week. Do you know why it was in the news and what it shows?

What does it say to you about our society or current events? What is your opinion of that message?

Tell us in the comments, and then read the related article to learn more.


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Picture Prompts here.

Word of the Day: quotidian

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Word of the Day: quotidian

The word quotidian has appeared in 81 articles on NYTimes.com in the past year, including on Sept. 15 in the guest essay “Parents Should Ignore Their Children More Often” by Darby Saxbe, a clinical psychologist who believes that learning to tolerate boredom helps make children more patient, resourceful and creative:

An excellent way to bore children is to take them to an older relative’s house and force them to listen to a long adult conversation about family members they don’t know. Quotidian excursions to the post office or the bank can create valuable opportunities for boredom, too.

Can you correctly use the word quotidian in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

If you want a better idea of how quotidian can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.

If you enjoy this daily challenge, try our vocabulary quizzes.


Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

Teenagers on How Covid Has Changed Them

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Teenagers on How Covid Has Changed Them

I found ways to keep myself busy like binge-watching every TV show and movie, going on bike rides and baking, but spending most of my time on social media. I never felt dangerously bored or like I was going “insane” from not being able to go out, but still I made myself comfortable with living vicariously through my favorite social media influencers. Watching every video of them going to parties or on vacation or just talking helped me feel not so alone. But, what I didn’t know was at the same time, I was letting societal norms take over my mind and control my every move. I started to believe that if I wasn’t exactly like these influencers or “perfect” people, no one would like me. Of course I wasn’t like these influencers and I didn’t have everything they had, so I tried my best to push down what I came to believe were the worst parts of me. When we went back to school, I restricted myself from being who I truly was because I convinced myself that I couldn’t be enough, and I definitely didn’t want people to see that I wasn’t enough. So while Covid-19 didn’t impact me directly, it forced me to live in my head, and it took a long time for me to learn how to get out of my head.

Danica, New York

If you saw a picture of anywhere on the planet five years before Covid, and then five years after, you’d most likely not be able to tell the difference. Now you may be asking yourself, “How did it change then?” I’ll give you one word: people. Humans aren’t the same. This is the most prevalent in children. Especially those in their KEY development years. Before the pandemic, kids would look forward to the weekend. They’d think about all the fun places they would go, they’d imagine how much fun they would have doing those things. During the week they’d spend time with their family, playing games with friends, and interacting with people in their life every day. But then the world shut down. Kids got used to staying at home. When kids are really young, they like copying everything they see. That’s how they learn. If they see all these people at home, bored, scrolling on their phones, that’s what the little kids are going to want to do. They’re going to grow into adults with the same hobbies. They’ll have kids, who in turn, will copy their parents. It’s an endless cycle. Somehow, we need to break that cycle. This goes for everyone. I don’t know how, but I think we can all agree that no matter your age, life has changed. We need to change.

Tristan, Glenbard West HS, Glen Ellyn, IL

I would be lying if I said Covid did not change me. The most significant characteristic about myself that stood out after Covid was my change of attitude toward independence and reliance on others. Pre-Covid, I had noticed that I constantly hated being left alone and I surrounded myself with friends 24/7. I hated being alone and I hated the feeling of “loneliness.” After Covid, I noticed my attitude toward that had changed. While I am not sure if it also correlated to me becoming overall more mature, or not, I noticed that I began loving my alone time. Whether that was evening time or school, just staying home and relaxing or during the day on a weekend, I notice a change in what the norm for me was. Instead of texting my friends to come shopping with me or going to Starbucks and Target, I have learned that I now enjoy doing those hobbies alone. In some way, it’s a way for me to disconnect from the world around me and do what I love by myself. Although I still have love for my friends and being with them, I have learned sometimes it’s okay to be alone and isolated while doing what you love. I encourage people around me to try the same things!

GG, New Rochelle High School

Covid changed my life for the better … I think? I was in 7th grade when lockdown first happened. I was truly terrified of going outside because I was so scared of the unknown. Staying at home and avoiding the public really gives you a lot of time to just think. Being by ourselves all the time “ … turned us into hyper-individuals.” I started to somewhat get more independent from being away from everyone, and I started trying new styles because I didn’t have to worry about being judged by the other kids around me. While middle school is already a huge scary time of change, I made it an extra big priority to focus on myself and stay away from all the judgment and drama around me.

Rhian, St. Peter, MN

Covid changed me in ways I didn’t expect. Honestly, I kind of liked it when everything shut down. No more forced small talk, no awkward social situations — just me, my space, and my own time. It was nice not having to constantly be around people. I could focus on things I actually enjoyed without the pressure of always being “on.” Of course, it wasn’t all great, but I think it made me realize how much I value alone time. Now, even though things are back to normal, I’m more aware of how much socializing drains me, and I prioritize my own peace more.

H.T., Minnesota

Building a Strong E-Learning Foundation for your employees: Essential First Steps

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Building a Strong E-Learning Foundation for your employees: Essential First Steps
  • What do you want to accomplish with this e-learning program? Understanding the purpose and desired outcomes will guide your decisions and actions throughout development. What are your goals, not just now but long-term (think three years, and recognize that external factors may change. A lot of people focus on one year, which is fine, but if you can, think long-term. You can always modify as you go along)
  • What will you need to do this?
  • If this is the first time an e-learning program will be built – you can ignore the following questions. If there is a training or L&D department(s) in place, where they have provided whatever level of training (sans e-learning, and I often ran into the pre-existing side, especially with employees)
  • Are there any metrics/data they can provide to you? (I often was shocked that there wasn’t anything except worthless evaluation statements on what people thought about the training they were presented with)
  • If there are metrics, can you see the information? Where is the information located? (The usual answer here is yes. If they have the metrics – regardless of what they collected, the challenge is where it is and whether you can get it. I have run into HR on this, and it is as though HR is keeping it for whatever reason, usually for doing nothing with it)
  • Are you doing a full rollout to every employee? OR will this be to specific departments, groups, or entities in another country (assuming you have this part)?
  • Will you eventually do a full rollout (assuming the specific angle is taking place)?
  • Does a senior executive support what you are doing? (They must have buy-in, especially if you roll this out to every employee. Ideally, you want the support. I see people focusing on the head of HR – at the VP or SVP level. This was acceptable when I worked at an association; the CEO – whatever their title happened to be supported this initiative. At a non-profit, I met with the CEO and COO; they had buy-in – and the non-profit was not tiny – we had 46 agencies )
  • Will I have a certification program?
  • Will I need to provide sales training?
  • Will I need to provide training/learning for safety or not?
  • Will I need to have compliance and/or regulatory training? (The answer here is usually yes for companies, but the answer is often no in an association (trade and member).
  • What other items do you want as part of your e-learning program besides an LMS, another type of learning system, multiple LMSs, or learning systems? (Content, Learning Technology, Authoring tool – which creates content, but you may already have videos for whatever reason – and thus it is different than an authoring tool – plus you may want to hire someone to develop the content)

What’s Going On in This Picture? | March 24, 2025

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What’s Going On in This Picture? | March 24, 2025

1. After looking closely at the image above (or at the full-size image), think about these three questions:

2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

3. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?

We’ll post more information here on Thursday afternoon. Stay tuned!


More?

See all images in this series or slide shows of 40 of our favorite images — or 40 more.

Learn more about this feature in this video, and discover how and why other teachers are using it in their classrooms in our on-demand webinar.

Find out how teachers can be trained in the Visual Thinking Strategies facilitation method.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

GUEST POST: Mindfulness Interventions for ADHD

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GUEST POST: Mindfulness Interventions for ADHD

References

1.      DuPaul, G. J., Eckert, T. L., & Vilardo, B. (2012). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis 1996-2010. School Psychology Review, 41(4), 387–412.

2.      van der Oord, S., Bögels, S. M., & Peijnenburg, D. (2012). The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents. Journal of Child and Family Studies, 21(1), 139–147. https://doi.org/10.1007/s10826-011-9457-0

3.      Phan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J. M., MacKenzie, E., Atkinson-Diaz, Z., Doppelt, N., Tai, H., Mandell, D. S., & Nuske, H. J. (2022). Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design. Mindfulness, 13(7), 1591–1613. https://doi.org/10.1007/s12671-022-01885-9

4.      Kabat-Zinn, J. (2003). Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016

5.      Crescentini, C., Capurso, V., Furlan, S., & Fabbro, F. (2016). Mindfulness-Oriented Meditation for Primary School Children: Effects on Attention and Psychological Well-Being. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00805

6.      Gunaseelan, L., Vanama, M. S., Abdi, F., Qureshi, A., Siddiqua, A., & Hamid, M. A. (2021). Yoga for the Management of Attention-Deficit/Hyperactivity Disorder. Cureus. https://doi.org/10.7759/cureus.20466

7.      Harrison, L. J., Manocha, R., & Rubia, K. (2004). Sahaja Yoga Meditation as a Family Treatment Programme for Children with Attention Deficit-Hyperactivity Disorder. Clinical Child Psychology and Psychiatry, 9(4), 479–497. https://doi.org/10.1177/1359104504046155

8.      Singh, N. N., Lancioni, G. E., Nabors, L., Myers, R. E., Felver, J. C., & Manikam, R. (2018). Samatha Meditation Training for Students with Attention Deficit/Hyperactivity Disorder: Effects on Active Academic Engagement and Math Performance. Mindfulness, 9(6), 1867–1876. https://doi.org/10.1007/s12671-018-1014-0

9.      van de Weijer-Bergsma, E., Formsma, A. R., De Bruin, E. I., & Bögels, S. M. (2012). The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD. Journal of Child and Family Studies, 21(5), 775–787. https://doi.org/10.1007/s10826-011-9531-7

 

Alison: An Irish Leader in Free Online Learning

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Alison: An Irish Leader in Free Online Learning

Alison, an Irish-founded online learning platform, is committed to providing free access to education for learners worldwide. Since its launch, Alison has empowered millions with high-quality courses in business, technology, healthcare, and more—helping individuals gain valuable skills without financial barriers.

The platform remains especially popular in the European Economic Area (EEA), with an average of 306,000 monthly users over the past six months. This strong engagement reflects the growing need for accessible and flexible education across Europe.

Looking ahead, Alison is working towards an ambitious goal: hosting its platform in all 27 official languages of the European Union. By offering multilingual access, Alison aims to break down language barriers, making learning even more inclusive and impactful.

As an Irish company leading the way in free education, Alison continues to innovate, ensuring that knowledge remains open to everyone, everywhere.

Should the U.S. Government Provide Humanitarian Assistance Abroad?

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Should the U.S. Government Provide Humanitarian Assistance Abroad?

What do you think? Should the U.S. government provide humanitarian assistance abroad? Why or why not?

In The Morning newsletter “Trump’s Foreign Aid Freeze Has Created Chaos. Here Is What to Know.” (Feb. 9), Yonette Joseph, Malika Khurana and Adam Pasick write about Mr. Trump’s executive order freezing most U.S. foreign aid for 90 days:

The Trump administration ordered thousands of the agency’s workers to return to the United States from overseas, put them on indefinite administrative leave and shifted oversight of the agency to the State Department.

On Thursday, the administration also announced plans to gut the agency’s staff, reducing U.S.A.I.D.’s work force of more than 10,000 to perhaps a few hundred. On Friday, a judge temporarily blocked elements of the Trump administration’s plan to shut down the agency, though the aid freeze remains in effect.

Critics say Mr. Trump’s executive order will cause a humanitarian catastrophe and undermine America’s influence, reliability and global standing.

In the article “What Is U.S.A.I.D., and Why Do Trump and Musk Want to Close It?” (Feb. 3), Noah Weiland and Stephanie Nolen explain the role of the agency, its costs and why Elon Musk’s Department of Government Efficiency wants to close it:

What does U.S.A.I.D. do?

The scope of U.S.A.I.D.’s work is extensive: war relief in Ukraine, peace-building in Somalia, disease surveillance in Cambodia, vaccination efforts in Nigeria, H.I.V. prevention in Uganda and maternal health assistance in Zambia, among a wide range of other programs. The agency has helped to contain major outbreaks of Ebola and other hemorrhagic fevers in recent years.

In some regions, it supplies food, shelter and access to clean water that can be the difference between life and death. In others, it supports global networks of disease surveillance and biomedical research that help local populations and also protect Americans.

“We built out a network of 50-plus countries on every continent, developing what I’ve called the world’s immune system — an ever-accelerating capacity to prevent, detect and more rapidly respond to pandemic threats,” Dr. Atul Gawande, a senior U.S.A.I.D. official in the Biden administration, said last month in an address ahead of Mr. Trump’s inauguration. Mortality rates in countries aided by U.S.A.I.D. drop faster than in other places, Dr. Gawande added.

Global health experts say that U.S.A.I.D. has practiced a form of soft power around the world, allowing the United States to keep a friendly presence in developing nations, including countries that are key strategic allies.

What does the work cost?

While the agency’s foreign assistance programs are sweeping, their cost amounts to a tiny portion of the federal budget.

The U.S.A.I.D. has a budget of roughly $23 billion, part of a larger annual federal aid budget approved by Congress. The agency spent about $38.1 billion in fiscal year 2023, making up less than 1 percent of the federal budget. That makes it a relatively modest target for savings by Mr. Musk’s cost-cutting task force, the so-called Department of Government Efficiency.

And as for why Elon Musk and Republicans like Marco Rubio, the secretary of state, are targeting the agency, the writers explain:

Conservative critics have long questioned the value of foreign aid programs.

Mr. Rubio on Monday faulted agency employees for “deciding that they’re somehow a global charity separate from the national interest or taxpayer dollars.”

Angry Cat

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Angry Cat

Use your imagination to write the opening of a short story or poem inspired by this illustration, or describe a memory from your own life that this image makes you think of.

Tell us in the comments, and then read the related article to learn more.


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Picture Prompts here.