Addresses the problem of cruelty to animals from a research perspective. Studies of possible causes of childhood cruelty to animals are reviewed and common contributing environmental factors are identified. Implications for educators are discussed and directives for detection and prevention of cruelty are suggested. (ML)

Examined the behavioral reactions to and perceptions of assertive, apologetic, and aggressive requests. Subjects (N=60) were involved in situations where compliance with requests involved high or low sacrifice. Increasing sacrifice for the subject decreased the request's effectiveness, in that fewer subjects complied with it, regardless of the…

Analysis of teacher ratings, referral, and special education placement data on 74 hyperactive and 101 control Ss revealed that hyperactive Ss were more likely to be served by special education than control Ss. Aggression among hyperactive but not control Ss was associated with receiving services. (CL)

Examined what types of aggressive behaviors are learned from an individual's social environment in a sample of 14 college students who were Vietnam veterans and 66 non-Vietnam veterans and nonveteran students. Results indicated assault is clearly one aggressive behavior that increases with exposure to aggressive life experience. (JAC)

This study was designed to measure both aggressive behavior and emotional arousal following the showing of a violent episode described as either a real fight or an acted one. (Author/RK)

Results of the present study indicate that investigation into sib-sib and parental-surrogate-sib interactions cannot be overemphasized. (Author)

A total of 93 preschool children viewed either aggressive, prosocial, or neutral programs for four weeks. Observations of behavior before and after the viewing indicated that aggressive children showed increased aggression after watching aggressive programs; prosocial programs increased prosocial behavior. (ST)

Forty-eight 8-year-old and forty eight 12-year-old Dutch boys evaluated a story of aggression. Both groups judged the act more negatively when the agressor's intentions were bad, but the younger boys relied more on the consequences to determine their judgment than did the older boys. (Author/KM)

Students rated as aggressive-disruptive by teachers were found to achieve at significantly lower levels after 5 years than socially approved students. (KW)

The accumulated evidence of this paper suggests that sex aggression is largely the consequence of a particular type of socialization coupled with appropriate situational factors. These males tend to be generally aggressive; they show a strong tendency to deny love feeling for their mothers; their peers tend to stress sexual activity. (Author/BY)