Sentence examples for assessment behavior from inspiring English sources
In light of the accumulating interest and promising research on IU, it is timely to emphasize the theoretical and therapeutic significance of IU, as well as to highlight what remains unknown about IU across areas such as development, assessment, behavior, threat and risk, and relationships to cognitive vulnerability factors and emotional disorders.
Risk assessment behavior as indicated by head dips below the surface of the OA [26] was higher in LAB and NAB mice compared with their HAB counterparts.
Compared to LAB mice, HAB mice were more anxious and showed increased risk assessment behavior in a number of tests, including the EPM test, open-arm exposure test, light/dark avoidance test and ultrasound vocalization test.
The behavioral results of the present study confirm previous observations demonstrating that HAB mice are more anxious [16] and show higher risk assessment behavior than LAB mice in the OA exposure test.
When compared to saline-injected mutant mice, the L-NAME treated mice spent significantly more time in the open arms (p = 0.02), less time in the closed arms (p = 0.008), and increased the frequency of their risk assessment behavior (p = 0.02).
The contrary effects of PRS on anxiety in male and female rats, at least under our stress paradigm, are supported by the opposite changes in mGlu1/5 receptor function found in the ventral hippocampus, a region that is critically involved in risk assessment behavior in the EPM [49] [56; but see also 57].
Overall, these results suggest a BPA effect in decreasing risk assessment behaviors in exposed animals of both sexes.
Remarkably, BPA-exposed males also entered the arena with shorter latencies and spent less time in risk assessment behaviors relative to control males.
Relative to controls, prepuberal BPA-exposed females entered the novel compartment more quickly, spent less time in it, and showed less risk assessment behaviors; they also spent more time exhibiting self-grooming behaviors.
This study aims to determine which level of fidelity in simulated learning experiences provides the most effective learning outcomes in the development of woman centred clinical assessment behaviors and skills in student midwives.
When a novel object was placed in the open field, only line 8 mice showed increased "approach" and "risk-assessment" behavior (Augustsson and Meyerson 2004).
