Influence of executive functioning difficulties on verbal aggression in adolescents: Moderating effects of winning and losing and increasing and decreasing levels of provocation
Bibliographic record
Abstract
Abstract We examined the extent to which executive functioning difficulties were related to verbal aggression under conditions of gradually increasing or decreasing provocation over both winning and losing trials. Sixty adolescent boys and girls completed a modified Taylor aggression paradigm in which verbally offensive remarks were sent and received. Results showed (a) that during increasing levels of provocation, verbal aggression increased on both winning and losing trials, (b) that verbal aggression decreased during decreasing levels of provocation but only on losing trials, and (c) that difficulties on two measures of executive functioning were related to verbal aggression, but only in the context of increasing verbal provocation. Individuals with executive functioning difficulties responded with more verbal aggression than did individuals with less severe executive functioning difficulties. Results have implications for the manner in which provocation is studied and for understanding the conditions in which executive functioning difficulties contribute to verbal aggression. Aggr. Behav. 29:475–488, 2003. © 2003 Wiley‐Liss, Inc.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".