Effect of loud verbal phrases on individuals with reactive aggression
Abstract
This study evaluated the effect of loudness on the physiological and performance responses of 11 individuals with reactive aggression (RA) and 11 individuals without reactive aggression (NRA), who were also academically at-risk due to learning and behavior problems. Loudness was presented at a high level of stimulation (75–80 dB) and at a low level (65 dB) within the context of phrases (command, requests, and questions). Heart rate and performance data were assessed pre/post stimulation conditions in a 2 Group x 2 Stimulation x 2 Order mixed design with a repeated factor of stimulation. Results revealed that high stimulation phrases increased the heart rate levels and number of problems omitted for all participants (RA and at risk). Interactions yielded for the math performance data further indicated that participants who received the low stimulation condition second, attempted fewer problems and had lower percent problems correct than they did initially with high stimulation. This was discussed in terms of loss of task, condition, and situational novelty. An important interaction for heart rate indicated that the two groups responded to stimulation level (loudness) differently over time. These findings were discussed in terms of (a) educational implications for identification and assessment of antecedents to antisocial behavior in the classroom and (b) theoretical implications in support of a cognitive arousal theory for reactive aggression.
Degree
Ph.D.
Advisors
Zentall, Purdue University.
Subject Area
Special education|Physiological psychology|Behaviorial sciences
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