Sentence examples for rating of aggression from inspiring English sources

They evaluated the Brief Rating of Aggression by Children and Adolescents (BRACHA), a 14-item questionnaire instrument scored by emergency room staffers.

> -wrap-foot> Note: ACS = Attention Control Scale, ECS = Effortful Control Scale, RCADS = Revised Child Anxiety and Depression Scale, CRA = Child Rating of Aggression, TEA-Ch = Test of Everyday Attention in Children.

The Child Rating of Aggression (CRA) is a self-report version of the Teacher Rating scale for Aggression [ 45], which consists of 21 items referring to aggressive feelings and behaviors of children: 6 items reflect reactive aggression (e.g., "I get angry for no reason"), 10 items represent proactive aggression (e.g., "I am mean"), whereas 5 items can not be classified in these two categories.

"But the overall rate of aggression seems to increase as status goes up.

As for aggression, in 1999 Italian scientists found that testosterone levels in men climbed as sexual activity increased, suggesting that more rendezvous in the bedroom might lead to higher rates of aggression the next day -- and enhance athletic performance.

In contrast, rate of aggression was positively correlated with feeding success in both allopatry and sympatry.

Using a longitudinal design with data from 6th to 7th grade, results showed that girls had greater increases in rates of aggression relative to boys.

In both experiments, the rate of aggression was low when food was scarce, increased as food abundance increased, and decreased when food was provided in excess.

Conduct disorder (CD), a disturbance characterised by excess rates of aggression – often associated with callousness, lack of empathy and shallow/deficient affect – is extremely prevalent (2 10%) in the juvenile population.

This study of 61 preschool children used an observational, longitudinal design to examine the degree to which social dominance relationships account for time-related change in rates of aggression and affiliation across a school year.

Results showed that change in rates of aggression was non-linear (i.e., increasing then decreasing over the year), that physical and verbal forms of aggression were associated with distinct longitudinal trajectories, and that these trajectories were related to rates of affiliation and visual regard.