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. 2022 Mar 14;5:230. doi: 10.1038/s42003-022-03173-7

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Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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Fig. 5 — a Social ranks were defined by bunny games. The dominance levels were evaluated by social-dominance rating. The working-memory index (WMI) was evaluated and integrated by picture-memory and zoo-memory tests. The image is adapted from Chou et al. (2021)³². b The WMI for 1^st- and 4^th-rank children (unpaired t-test, n = 82). c The correlation between the WMI and dominance levels (Pearson correlation, n = 82). d The correlation between memory score evaluated by the Childhood Executive Functioning Inventory and dominance level evaluated by social-dominance rating (Pearson correlation, n = 175). Error bars = SEM.