This study addressed aggressive interactions, and some of the behaviors associated with them, in House Sparrow flocks. The evidence suggests that females are the consistently dominant sex, which does not concur with the current idea of alternating dominance in House Sparrows. Another purpose of this study was to determine if predictions concerning the type of interaction and level of aggression displayed could be made for interacting House Sparrows. I feel that accurate predictions can be made when several factors are taken into account: time of year, sex, and the age of birds at the food resource. In this study adult female House Sparrows dominated males from fall through spring, even when males increased their rate of initiating interactions during winter. Across all interaction types, mid-level aggression was used most often and only in male intrasexual interactions was high-level aggression more common than expected. Juvenile birds, mainly males, change flock dynamics in the fall by eliciting aggressive interactions. / Department of Biology

Thesis (Ph. D.)--Lehigh University, 1997. / Includes vita. Includes bibliographical references (leaves 69-93).

Proyecto de investigación 2017-2019, financiado por la Universidad Peruana de Ciencias Aplicadas (UPC).

The question of maladjustment of individuals with speech defects and its subsequent manifestation is the basic issue of this thesis. The study was conducted to answer the question: "What is the incidence of speech defects among juveniles exhibiting antisocial aggressive behavior?"

No description available.

A principal axis factor analysis with promax rotation yielded four factors, or joint variations between the 20 items, that were inter-correlated with eigenvalues greater than 1. The ADBQ was also found to have high internal consistency (Cronbach's alpha = .86). The four factors were used to form four subscales of aggressive driving behavior that included anger/aggression, speeding/minor infractions, overt expression, and judgment of other drivers. The four subscales were found to correlate with self-reported biographical and driver history data, as well as, gender differences across scales. Additional analyses were conducted using data from the present sample from the University of Central Florida (N = 285) and the data from the previous study from Old Dominion University (N = 230) and Michigan Technological University (N = 265) for a combined sample of 780 undergraduate students. The findings in this present study provided additional support for the consistency, predictive validity, and factor structure of the ADBQ instrument. The Aggressive Driving Behavior Questionnaire proves to be a valuable measure in predicting the likelihood of a person engaging in aggressive driving behavior. The implications for driving behavior assessment, training, and instrument development are also discussed.; Over the past decade, aggressive driving behavior has become a topic of concern among the public, media, and researchers in the psychological community. Aggressive driving is a problematic pattern of social behavior that is not only a leading cause to motor vehicle accidents, but a serious threat to public safety. One instrument that has been developed to assess aggressive driving behavior is the Aggressive Driving Behavior Questionnaire (ADBQ). The ADBQ is a 20-item paper and pencil questionnaire intended to measure a driver's likelihood for engaging in aggressive driving behavior. The ADBQ was developed using a factor-analytic approach that combined five previously developed aggressive driving behavior scales (Brill, Mouloua & Shirkey, 2007). Of the 81 items of the five combined scales, nineteen latent variables were extracted and accounted for 67.4% of the explained variance for the observed responses. The final 20th item was developed by splitting one of the latent variables. A previous study, conducted at Old Dominion University (N = 230) and Michigan Technological University (N = 265), examined the ADBQ's factor structure and internal consistency, and found relatively high internal consistency (Cronbach's alpha = .77) and the identification of six factors using a principal axis factor analysis (Brill & Mouloua, 2011). The ADBQ was also tested in a controlled laboratory environment and found significant evidence that suggest the ADBQ is a valid predictor of aggressive driving behavior in a simulated environment (Brill, Mouloua & Shirkey 2009). The purpose of the present study was to further investigate the psychometric properties of the ADBQ. Based on a sample of 285 undergraduates (170 women and 115 men) from the University of Central Florida, the study examined the internal consistency, predictive and construct validity, and factor structure of the new questionnaire.

No description available.

Call number: LD2668 .T4 1962 J87

Although many signalling molecules appear relevant to the production of complex behaviours, those that are important to the physiological regulation of behaviour, and so those that characterise individual styles of behaviour, are unknown. Vasopressin is the strongest candidate regulator of social behaviour. Experiments were carried out in consideration that vasopressin may directly regulate aggressive behaviour in lactating rats. Patterns of immediate early gene expression during/subsequent to aggressive behaviour suggested specific neural circuits may have significant direct regulatory influence over particular behaviours, and that activation of the V1b vasopressin receptor, in these circuits, may contribute to this putative regulatory signalling. In situ hybridisation studies indicated that patterns of vasopressin release, rather than receptor expression, might be important for any peripartum changes in behaviour driven by vasopressin. Although their relative importance is unknown, central actions of vasopressin may exert a strong regulatory influence over a range of behaviours, across a range of species.

The importance of aggressive behavior in preschool ages can be seen from the serious impact it has later in children's lives if a suitable change will not take place. the number of children with behavioral rpoblems in preschool are increasing with a great amount of teachers admitting that they are insufficiently prepared to manage it. The aim of this systematic literature review is to examine the evidence of teacher responsiveness affecting child engagement, with specific focus on children from two to six years old of age who display aggressive behavior in a preschool environenment. Ten articles were included and the results were that children with aggressive behavior are unable to exhibit appropriate behaviors and have poor peer interactions which lead to low engagement. The closeness to the teacher can help them increase their engagement in combination with providing social-emotional support, positive classroom management and focus on the interests of the child.