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Genes and environment interact in first graders to predict physical but not social aggression
February 07, 2008
Physical aggression in children comes from their genes and the environment in which they grow up. Social aggression, such as spreading rumors or ignoring other children, has less to do with genetic factors and more with environmental factors. One important environmental influence on children is friends. But while past studies have shown an association between physically aggressive friends and increased physical aggression in children and teens, few studies have looked at how socially aggressive friends affect children's social aggression, nor have they considered possible gene-environment transactions in these behaviors.
A new study by researchers at the University of Quebec at Montreal, Laval University, Concordia University, and the University of Montreal sought to determine whether the interaction between nature and nurture, that is, between children's genetic disposition to aggression and friends' aggression (social or physical), could help explain differences in children's own aggression. The study appears in the January/February 2008 issue of Child Development.
The researchers assessed approximately 400 pairs of 7-year-old twins, each of whom was asked to list up to three friends in their classroom. Teachers and peers evaluated the twins' and their friends' levels of social and physical aggression.
The researchers found that friends' physical aggression interacts with genetic liability to predict children's own physical aggression. Specifically, the genetic disposition to physical aggression is more likely to express itself when children are exposed to physically aggressive friends. No gene-environment interaction was found with respect to children's social aggression. Instead, friends' social aggression seems to be directly associated with children's own social aggression, independent of children's genetic disposition to this behavior.
The results also revealed that the effect of friends' aggression on children's aggression only seems to occur in the context of the same type of aggression. In other words, friends' physical aggression predicts children's physical but not their social aggression, whereas friends' social aggression predicts children's social but not their physical aggression.
Society for Research in Child Development
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Psychological and Physical Aggression in Couples: Causes and Interventions
by K. Daniel O’leary (Editor), Erica M. Woodin (Editor)
This book investigates the interplay of psychological and physical aggression between partners. It examines the history of research in this area, discusses new, cutting-edge studies, and suggests promising applications in clinical settings. Different levels of severity and types of aggression are explored, illustrating that for both risk factors and interventions, 'one size does not fit all.' This book is suitable for partner aggression/violence researchers and intervention providers; clinical psychologists; counseling psychologists; couples therapists; social workers; and professionals working in victims' rights and public health.
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Physical
Gerald Meyer (Primary Contributor)
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Trajectories of Physical Aggression from Toddlerhood to Middle Childhood: Predictors, Correlates, and Outcomes
by Willis F. Overton (Editor)
This Monograph addresses three questions: a) Can distinct trajectories of physical aggression be identified in children from 24 months to third grade? b) Do child and family characteristics and child care experiences predict membership in the trajectory groups? c) Do trajectory groups differ in their levels of academic and social functioning in third grade? Using a person-centered approach and data from the NICHD Study of Early Child Care and Youth Development, five aggression trajectories were identified: very low, low, moderate-steeply declining, moderate-stable, and high-stable. Higher levels of family resources and more sensitive parenting predicted low levels of aggression. Higher sociodemographic risk and less involved parenting predicted higher aggression. Child care experiences...
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Therapeutics for Aggression: Psychological/Physical Crisis Intervention
by Michael Thackrey (Author)
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Physical education teacher's verbal aggression and student's fair play behaviors.: An article from: Physical Educator
by Hassandra Mary (Author), Bekiari Alexandra (Author), Sakellariou Kimon (Author)
This digital document is an article from Physical Educator, published by Thomson Gale on March 22, 2007. The length of the article is 4102 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
Citation Details Title: Physical education teacher's verbal aggression and student's fair play behaviors. Author: Hassandra Mary Publication: Physical Educator (Magazine/Journal) Date: March 22, 2007 Publisher: Thomson Gale Volume: 64 Issue: 2 Page: 94(8)
Distributed by Thomson...
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![A longitudinal study of relational and physical aggression in preschool [An article from: Journal of Applied Developmental Psychology]](http://ecx.images-amazon.com/images/I/41PQJS2X10L._SL160_.jpg)
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A longitudinal study of relational and physical aggression in preschool [An article from: Journal of Applied Developmental Psychology]
by N.R. Crick (Author), J.M. Ostrov (Author), J.E. Burr (Author), Cullerton-Sen (Author)
This digital document is a journal article from Journal of Applied Developmental Psychology, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description: To understand the development of relational aggression during early childhood, 91 girls and boys (M age=39.0; SD=7.6 months) and their teachers participated in an 18-month longitudinal study. Children were observed for relational and physical aggression during free play in four time periods. Individually administered interviews were conducted to provide peer reports of relational and physical aggression. Teachers completed measures of relational and physical aggression and peer rejection....
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Psychological aggression, physical aggression, and injury in nonpartner relationships among men and women in treatment for substance-use disorders.(Report): ... Journal of Studies on Alcohol and Drugs
by Regan L. Murray (Author), Stephen T. Chermack (Author), Maureen A. Walton (Author), Jamie Winters (Author), Brenda M. Booth (Author), Frederic C. Blow (Author)
This digital document is an article from Journal of Studies on Alcohol and Drugs, published by Alcohol Research Documentation, Inc. on November 1, 2008. The length of the article is 9764 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.
From the author: Objective: This study focused on the prevalence and predictors of psychological aggression, physical aggression, and injury rates in nonintimate partner relationships in a substance-use disorder treatment sample. Method: The sample included 489 (76% men, 24% women) participants who completed screening measures for inclusion in a randomized control trial for an aggression-prevention...
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![Finger length ratio (2D:4D) correlates with physical aggression in men but not in women [An article from: Biological Psychology]](http://ecx.images-amazon.com/images/I/51H6KB16YQL._SL160_.jpg)
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Finger length ratio (2D:4D) correlates with physical aggression in men but not in women [An article from: Biological Psychology]
by A.A. Bailey (Author), P.L. Hurd (Author)
This digital document is a journal article from Biological Psychology, published by Elsevier in 2005. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description: Finger length ratio (2D:4D) is a sexually dimorphic trait. Men have relatively shorter second digits (index fingers) than fourth digits (ring fingers). Smaller, more masculine, digit ratios are thought to be associated with either higher prenatal testosterone levels or greater sensitivity to androgens, or both. Men with more masculine finger ratios are perceived as being more masculine and dominant by female observers, and tend to perform better in a number of physical sports. We hypothesized that digit ratio...
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Effects of alcohol and trait anger on physical aggression in men.(Statistical Data Included): An article from: Journal of Studies on Alcohol
by Dominic J. Parrott (Author), Amos Zeichner (Author)
This digital document is an article from Journal of Studies on Alcohol, published by Alcohol Research Documentation, Inc. on March 1, 2002. The length of the article is 7246 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: Objective: According to recent theoretical models, the alcohol-aggression link is predicated on the interaction among many variables, including the drinker's personality. The few studies that investigated effects of personal dispositions on alcohol-related aggression have been inconclusive, possibly because the role of dispositions related to affect were largely...
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How to Prevent and Safely Manage Physical Aggression and Property Damage
by Series Editors: Saul Axelrod & Steven C. Mathews (Author)
Nothing is more frustrating to teachers than not being able to control their classrooms. The problems that teachers encounter range from minor, annoying problems (such as talk-outs and out-of-seat behavior) to more serious problems (such as physical aggression toward other students and teachers). Even though much has been written on these topics, teachers often have difficulty locating relevant information to solve problems. This series is unique in that each book describes a particular problem and then provides teachers with specific, easy-to-apply steps that can be used to modify problem behaviors constructively. The format of the books is easy to read and interactive. After reading each book, teachers will have a good idea of how to solve common classroom problems and create an...
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