Sibling recognition in the rat

Mechanisms determining the ability of individuals to recognize their kin can be broadly divided into those prenatally determined and those postnatally determined. The role of both of these possibilities was examined in an investigation of sibling recognition in the rat (Rattus norvegicus). Rat pups were tested for their preference for ‘siblings’, (either littermates and genetic siblings—natural siblings; just littermates—any recognition due to postnatal factors; or just genetic siblings—any recognition due to prenatal factors) as opposed to unfamiliar age-mates between the ages of 6 and 22 days, and also for their ability to detect conspecific odour. The results indicate that rats can recognize their siblings (Experiment V) and this can be achieved solely postnatally (Experiments I, VI), or solely prenatally (Experiments II, VII). Other results demonstrated that rats, as early as day 2, and probably earlier, can detect and respond preferentially to conspecific odours (Experiments III, IV and VIII). The possibilities of how these mechanisms, both postnatal and prenatal, function in the acquisition of sibling recognition are discussed. This is the first study in which individuals separated from all genetic relations postnatally are shown to posses the ability to recognize kin.

Sharing Classes between Separate Schools: a mechanism for improving inter-group relations in Northern Ireland?

One manifestation of division and the history of conflict in Northern Ireland is the parallel education system that exists for Protestants and Catholics. Although recent decades have seen some advances in the promotion of integrated education, around 95% of children continue to attend schools separated on ethno-religious lines. In 2007 a programme for sharing education was established. Underpinned by intergroup contact theory, and reflecting educational priorities shared by all school sectors, the programme seeks to offer children from different denominational schools an opportunity to engage with each other on a sustained basis. In this article the authors adopt a quantitative approach to examining the impact of participation in the Sharing Education Programme on a range of outcomes (out-group attitudes, positive action tendencies and out-group trust) via, first, intergroup contact (cross-group friendships) and, second, intergroup anxiety. Their findings confirm the value of contact as a mechanism for promoting more harmonious relationships, and affirm the Sharing Education Programme as an initiative that can help promote social cohesion in a society that remains deeply divided.