In dogs, as in humans, both emotional and learning pretreatment affect subsequent behaviour and sleep. Although learning often occurs in an emotional-social context, the emotion-learning interplay in such context remain mainly unknown. Aims were to assess the effects of Controlling versus Permissive (emotional factors) training (learning factors) styles on dogs' behaviour, learning performance, and sleep. Family dogs (N = 24) participated in two command learning sessions employing the two training styles with each session followed by assessment of learning performance, a 2-h-long non-invasive sleep EEG measurement, and a retest of learning performance. Pre- to post-sleep improvement in learning performance was evident in dogs that received the Permissive training during the second learning session, indicating that dogs that experienced a more rewarding situation than expected (positive expectancy violation) during the second training session showed improved learning success after their afternoon sleep. These results possibly indicate an interactive effect of expectancy violation and sleep on enhancing learning.
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