Sentences with phrase «higher aggression scores»

High - and low - activity alleles of the rhMAOA - LPR show a genotype x environment interaction effect on aggressive behavior, such that mother - reared male monkeys with the low - activity - associated allele had higher aggression scores.

Not exact matches

Children who had a high genetic sensitivity score are generally believed to have genotypes implicated in behaviors related to issues with attention, aggression and depression, for example.

Across all study subjects, toxoplasmosis - positive individuals scored significantly higher on scores of anger and aggression.

The listeners scored well, correctly matching deep barks with aggression triggered by an intruder and higher - pitched yelps with the despair of an abandoned dog.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

A study published in the October 2008 issue of Journal of Veterinary Behavior found that positive reinforcement led to the lowest average scores for fear and attention - seeking behaviors, while aggression scores were higher in dogs of owners who used punishment.

The respondents» answers indicated that tortoiseshell, calico, and tortie females had a higher score in human aggression than all other females combined.

Owner - dog interaction: As well as the physical punishment, dogs acquired as puppies scored higher on stranger - directed aggression than those adopted as adults.

Dog Characteristics: Other than breed, male dogs, dogs that had not been spayed or neutered and dogs older than 10 years of age were more likely to score higher on owner - directed aggression.

Dogs in rural areas scored higher in stranger - directed aggression and dogs that lived in households with other dogs scored lower on owner - directed aggression.

Dogs acquired for guarding purposes scored higher on stranger - directed aggression.

Breed was also a possible factor in all three types of aggression — with Golden Retrievers scoring the lowest in all three segments and mixed breeds being the highest.

Male owners were less likely to score their dogs high on owner - directed aggression than female owners.

Male dogs with the shortest allele demonstrated a higher score for owner - directed aggression than male dogs with the longer allele.

Higher scores represent higher levels of infantile aggreHigher scores represent higher levels of infantile aggrehigher levels of infantile aggression.

As seen in Table 3, maternal problems in reciprocal social behavior were positively correlated with maternal PDS (ρ = 0.119, p = 0.002) and infantile aggression (ρ = 0.078, p = 0.020), indicating that mothers with higher scores for problems in reciprocal social

image source: squidoo.comJust in case you need another reason to avoid dating narcissists: In a sample of nearly 300 men, those scoring high on narcissism, high on psychopathy (e.g., irresponsibility, low empathy, antisocial behavior), and with an unrestricted sociosexual orientation (e.g., the belief that love and sex are separate) were three times as likely (45 %) to report engaging in sexual aggression (e.g., sexual assault and rape) compared to those low on these three traits (15 %).

Nurse - visited children born to mothers with low levels of psychologic resources had higher arithmetic achievement test scores (score of 88.61 vs 85.42) and expressed less aggression (score of 98.58 vs 101.10) and incoherence (score of 20.90 vs 29.84) in response to story stems.

Regarding to scores in the scales of these two groups, scores of aggression questionnaire (BPAQ) and craving subscale (BAPI) in ADHD - SUD group were significantly higher comparing to SUD group.

Research demonstrates that social and emotional learning programs raise students» standardized test scores by an average of 11 percentile points, while improving attitudes, behavior, and interpersonal communication, and decreasing problematic conduct, such as drug use, high - risk sexual interaction, and aggression.

Recent research indicates social and emotional learning programs can raise students» standardized test scores, build attachment to school, improve interpersonal attitudes, and decrease problem behaviors, such as drug use, high - risk sexual behavior and aggression.

Externalizing behaviors: children who scored high on these behaviors tended to demonstrate such behaviors as (over) activity, aggression / defiance, peer aggression, and emotional negativity.

As expected, physical aggression scores were higher among males and participants reporting exposure to early traumatic life events.

In addition, pretest harsh parenting scores predicted children's outcomes, suggesting that families with relatively higher initial levels of parental psychological aggression and corporal punishment had more robust child outcomes following completion of the program.

Finally, they reduced use of verbal aggression, while control participants scored higher on verbal aggression over time.

Group comparisons of self - rating scores indicate significant differences for attention problems and a tendency for aggression / delinquency, with highest values for Group 4.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Results: The results of the MANCOVA revealed that only children with paternal ASPD showed significant higher scores in attentional problems, self - rated aggression / delinquency and disruptive behaviour, while there were no differences for FHalc and the interaction effect.

First, with regard to gender, although the boys scored significantly higher on direct aggression, there was only a weak non-significant tendency for the girls to score higher than the boys on indirect aggression.

The between - subjects effects comparing boys and girls revealed that boys scored higher than girls on physical, F (1, 1641) = 36.46, p <.001, η2 =.02, verbal, F (1, 1641) = 25.04, p <.001, η2 =.02 and relational aggression F (1, 1641) = 5.10, p <.05, η2 =.003.

In multivariate models simultaneously including ODD diagnosis and CU levels, controlling by socioeconomic status, ethnicity, sex, severity of conduct disorder symptoms and other comorbidity, high CU scores were related to higher levels of aggression, withdrawn, externalizing and global symptomatology, functional impairment and higher probability of comorbid disorders and use of services.

Results show that the higher the CU raw scores, the higher the levels of CAS - total aggression and relational aggression, the higher the levels of CBCL withdrawn, attention, aggressive, externalizing and total scores, the higher the probability of comorbid disorders and use of services, and the lower the level of CGAS functional impairment.

Studies which compare the stress scores between parents of children with ASD contrasted with parents of children with other disability, offer as explanation for the higher levels of stress in parents of children with ASD, differences in the behavior problems, aggression, obsessive - compulsive rituals, sleep problems, or the externalizing aspects which have major influence on the family.

Clusters 5 and 6 were similar with high abuse and moderate violence and sexual aggression scores but they experienced very different types of abuse.

Results Statistical analyses yielded evidence for a significant reduction of disruptive problem behaviors (aggression, delinquency) that is more prominent in DBD children with high heart rate scores compared to patients with low heart rate scores.

High CU levels at age 3 were predictive of higher levels of CU traits (callousness, uncaring, unemotional, total), a higher number of ODD symptoms, CAS total aggression, relational aggression, CBCL emotionally withdrawn, aggressive behavior, internalizing, externalizing and total scores, lower scores in functional impairment and high risk of use of serviHigh CU levels at age 3 were predictive of higher levels of CU traits (callousness, uncaring, unemotional, total), a higher number of ODD symptoms, CAS total aggression, relational aggression, CBCL emotionally withdrawn, aggressive behavior, internalizing, externalizing and total scores, lower scores in functional impairment and high risk of use of servihigh risk of use of services.

Based on established cross-sectional positive associations between aggression and perceived popularity reviewed earlier, we hypothesized that those who maintained coolness would score highest on aggression in spring compared to those who lost or never attained a cool status.

Compared with those scoring low on narcissism, those high on narcissism, who were the least physiologically reactive group, evinced greater proactive aggression, whereas those showing a pattern of coactivation (i.e., sympathetic and parasympathetic autonomic reactivity) evinced greater reactive aggression.

For example, verbal aggression usually scores in the lowest range (1 — 3), minor physical aggression in the intermediate range (4 — 6) while severe aggression resulting in injuries or even death rate in the high (7 — 9) or highest range (10 — 12), respectively.

Following exactly the same procedures employed in our previous work on aggression at age 11 years in this sample, 26 high -(n = 175) and low - scoring (n = 226) aggression groups were created using a cutoff of as close as possible to 1 SD above and below the mean on the Aggressaggression at age 11 years in this sample, 26 high -(n = 175) and low - scoring (n = 226) aggression groups were created using a cutoff of as close as possible to 1 SD above and below the mean on the Aggressaggression groups were created using a cutoff of as close as possible to 1 SD above and below the mean on the AggressionAggression scale.

Aggression assesses the extent to which children portray characters as acting aggressively toward one another, with higher scores reflecting more severe aAggression assesses the extent to which children portray characters as acting aggressively toward one another, with higher scores reflecting more severe aggressionaggression.