Camille A. Troisi, Alizée Vernouillet, Reinoud Allaert, Sophia Knoch, An Martel, Luc Lens, Frederick Verbruggen
{"title":"Unpacking response inhibition in animals – part 1: a conceptual framework","authors":"Camille A. Troisi, Alizée Vernouillet, Reinoud Allaert, Sophia Knoch, An Martel, Luc Lens, Frederick Verbruggen","doi":"10.1007/s10071-025-02032-2","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>Response inhibition - the ability to suppress or stop actions - is crucial for adaptive behaviour across species. The concept of response inhibition has traditionally been regarded as a unidimensional psychological ability. However, there is an increasing recognition of its multifaceted nature. In Part 1 of this study, we present a conceptual framework to explain variability across tasks and contexts. We conceptualise response inhibition as a race between a ‘go’ runner and a ‘stop’ runner, with both runners influenced by stimulus type, stimulus timing, and action type. To illustrate how task-specific factors shape response inhibition, we apply this framework to five response inhibition tasks: the stop-signal, stop-change, detour barrier, A-not-B, and thwarting tasks. Our framework highlights the need for precise methods and careful interpretation of response inhibition measures and provides a basis for nuanced investigations of response inhibition control and its ecological and evolutionary significance. In the accompanying Part 2, we use this framework to test predictions about correlations between different measures of response inhibition.</p>\n </div>","PeriodicalId":7879,"journal":{"name":"Animal Cognition","volume":"29 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12872649/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Animal Cognition","FirstCategoryId":"99","ListUrlMain":"https://link.springer.com/article/10.1007/s10071-025-02032-2","RegionNum":2,"RegionCategory":"生物学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"BEHAVIORAL SCIENCES","Score":null,"Total":0}
引用次数: 0
Abstract
Response inhibition - the ability to suppress or stop actions - is crucial for adaptive behaviour across species. The concept of response inhibition has traditionally been regarded as a unidimensional psychological ability. However, there is an increasing recognition of its multifaceted nature. In Part 1 of this study, we present a conceptual framework to explain variability across tasks and contexts. We conceptualise response inhibition as a race between a ‘go’ runner and a ‘stop’ runner, with both runners influenced by stimulus type, stimulus timing, and action type. To illustrate how task-specific factors shape response inhibition, we apply this framework to five response inhibition tasks: the stop-signal, stop-change, detour barrier, A-not-B, and thwarting tasks. Our framework highlights the need for precise methods and careful interpretation of response inhibition measures and provides a basis for nuanced investigations of response inhibition control and its ecological and evolutionary significance. In the accompanying Part 2, we use this framework to test predictions about correlations between different measures of response inhibition.
期刊介绍:
Animal Cognition is an interdisciplinary journal offering current research from many disciplines (ethology, behavioral ecology, animal behavior and learning, cognitive sciences, comparative psychology and evolutionary psychology) on all aspects of animal (and human) cognition in an evolutionary framework.
Animal Cognition publishes original empirical and theoretical work, reviews, methods papers, short communications and correspondence on the mechanisms and evolution of biologically rooted cognitive-intellectual structures.
The journal explores animal time perception and use; causality detection; innate reaction patterns and innate bases of learning; numerical competence and frequency expectancies; symbol use; communication; problem solving, animal thinking and use of tools, and the modularity of the mind.