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Books on the topic 'Behavioral repertoire'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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1

Miller, Arnold. From ritual to repertoire: A cognitive-developmental systems approach with behavior-disordered children. Wiley, 1989.

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2

Eileen, Eller-Miller, ed. From ritual to repertoire: A cognitive-deveopmental systems approach with behaviour-disordered children. Wiley, 1989.

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3

Pallone, Nathaniel J. Criminal behavior: Aprocess psychology analysis : personal constructs, stimulus determinants, behavioral repertoires. Transaction Publishers, 1992.

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4

1942-, Hennessy James, ed. Criminal behavior: A process psychology analysis : personal constructs, stimulus determinants, behavioral repertoires. Transaction Publishers, 1992.

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5

Jennings, Dómhnall. On the development of the vocal repertoire of the domestic fowl (Gallus gallus domesticus): From hatching to week 18 of life. University College Dublin, 1996.

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6

1918-, Blake Robert Rogers, and Mouton Jane Srygley, eds. Behavioral types and the art of patient management: Improving quality of care with better understanding of physician-patient relationships. Practice Management Information Corp., 1990.

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7

Hendy, Steve Scott. The contribution of the matching law to the organisation of repertoires of behavior in children with severe learning disabilities. University of Birmingham, 1997.

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8

Sheila, Harri-Augstein E., ed. Self-organised learning: Foundations of a conversational science for psychology. Routledge & K. Paul, 1985.

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9

Hogh-Olesen, Henrik. Summing Up the Aesthetic Impulse. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190927929.003.0010.

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In Chapter 9, the threads from the different investigations are gathered, and the evolutionary functions and conditions behind the aesthetic impulse are outlined in a synthesizing model. One of the main discussions in the aesthetic field concerns whether artistic behavior should be considered a biological adaptation in its own right and thus an innate behavioral repertoire with direct consequence to our survival and reproduction, which has been passed down the genetic line through evolutionary selection. Or should this behavior rather be considered a random by-product that may hold certain advantages for us, but which is a side effect of other adaptive processes? The chapter argues for the author’s stand in the adaptation/by-product opposition and shows how the viewpoints presented throughout the book best can be contained within the adaptation theory.
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10

Chrzanowski, Daniel T., Elisabeth B. Guthrie, Matthew B. Perkins, and Moira A. Rynn. Child and Adolescent Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0015.

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Common disorders of children and adolescents include neurodevelopmental disorders (e.g., intellectual disability, autistic spectrum disorder, and learning disorders), internalizing disorders (e.g., mood and anxiety disorders), and externalizing disorders (e.g., oppositional defiant disorder and conduct disorder). The assessment of a child or adolescent patient always includes multiple informants, the context in which the child’s difficulties occur, and a functional behavioral assessment. Patients with autism spectrum disorder tend to have persistent deficits in social communication and social interaction, a restricted repertoire of behaviors and interests, and abnormal cognitive functioning. Children with disruptive mood dysregulation disorder experience chronic and severe irritability and frequent temper outbursts. Attention deficit hyperactivity disorder is characterized by hyperactivity, impulsivity, and inattention before 12 years of age. Behavior therapy has been effectively used to treat children and adolescents with neurodevelopmental disorders, attention deficit hyperactivity disorder, tic disorders, feeding and elimination disorders, and externalizing disorders. Fluoxetine is approved for treatment of depression in children and escitalopram, for adolescents. Methylphenidate and amphetamine preparations are first-line treatment for children with attention deficit hyperactivity disorder.
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11

Allan, Sandra A. Behavior-based control of insect crop pests. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198797500.003.0020.

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Manipulation of insect behavior can provide the foundation for effective strategies for control of insect crop pests. A detailed understanding of life cycles and the behavioral repertoires of insect pests is essential for development of this approach. A variety of strategies have been developed based on behavioral manipulation and include mass trapping, attract-and-kill, auto-dissemination, mating and host plant location disruption, and push-pull. Insight into application of these strategies for insect pests within Diptera, Lepidoptera, Coleoptera, and Hemiptera/Thysanoptera are provided, but first with an overview of economic damage and traditional control approaches, and overview of relevant behavioral/ecological traits. Then examples are provided of how these different control strategies are applied for each taxonomic group. The future of these approaches in the context of altered crop development for repellency or as anti-feedants, the effects of climate change and the risks of behaviorally-based methods are discussed.
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12

Uittenhove, Kim, and Patrick Lemaire. Numerical Cognition during Cognitive Aging. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.045.

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This chapter provides an overview of age-related changes and stabilities in numerical cognition. For each component (i.e. approximate and exact number system, quantification, and arithmetic) of numerical cognition, we review changes in participants’ performance during normal and pathological aging in a wide variety of tasks (e.g. number comparison, subitizing, counting, and simple or complex arithmetic problem-solving). We discuss both behavioral and neural mechanisms underlying these performance variations. Moreover, we highlight the importance of taking into account strategic variations. Indeed, investigating strategy repertoire (i.e. how young and older adults accomplish numerical cognitive tasks), selection (i.e. how participants choose strategies on each problem), execution (i.e. how strategies are implemented once selected), and distribution (i.e. how often participants use each available strategy) enables to determine sources of aging effects and individual differences in numerical cognition. Finally, we discuss potential future research to further our understanding of age-related changes in numerical cognition.
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13

Leaper, Campbell. Gender, Dispositions, Peer Relations, and Identity. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190658540.003.0010.

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This chapter considers possible ways that peer relations, group identity, and dispositional preferences are interrelated and contribute to children’s gender development. The author advances an integrative theoretical model of gender development that bridges complementary theories by linking sex-related dispositions and physical characteristics to the process of assimilation within same-gender peer groups. Research suggests some (but not all) children have strong behavioral dispositions (temperaments and intense interests) and physical characteristics that are either highly compatible or highly contradictory with culturally valued in-group prototypes (e.g., boys strongly inclined toward physical activities vs. dress-up play, respectively). These children may either become same-gender role models or disidentify with the gender in-group, respectively. In contrast, children without strong dispositions may be most amenable to developing a broad repertoire of interests when provided opportunities and encouragement. Implications of this model for the development and well-being of children as well as future directions for research are discussed.
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14

Author's Guide to Journals in the Behavioral Sciences. Lawrence Erlbaum, 1989.

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15

Silverman, Carol. Diasporic Ethnicity, Gender, and Dance. Edited by Anthony Shay and Barbara Sellers-Young. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199754281.013.015.

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Focusing on Muslim Macedonian Roma in New York, this article analyzes dance as a gendered expressive behavior embedded in community ritual events. Dance expresses social relationships, status, and familial alliances; it is a dynamic interactive behavior that can transform and build relationships, foster communication in the community, or enact conflict. Because solo female dance may be interpreted as sexualized, its dynamics are carefully monitored; women thus performatively negotiate their display of dance in varied contexts. Two generations of Roma are compared in terms of attitudes, style, and repertoire, showing how dance and music have retained their symbolic place in community life and ritual.
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16

Mouton, Jane Srygley, Stephen E. Prather, and Robert Rogers Blake. Behavioral Types and the Art of Patient Management: Improving Quality of Care With Better Understanding of Physician-Patient Relationships. Practice Mgt Information Corp, 1995.

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17

Berry, John W. Theories and Models of Acculturation. Edited by Seth J. Schwartz and Jennifer Unger. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190215217.013.2.

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This chapter reviews the core meanings of the process of acculturation and its consequences for groups and individuals. At the cultural group level, acculturation involves changes in social structures and institutions and in cultural norms. At the individual psychological level, it involves changes in people’s behavioral repertoires and their eventual adaptation to these intercultural encounters. Three key issues are examined: how people choose to acculturate, how well they adapt to intercultural living, and whether there are any systematic relationships between how people acculturate and how well they adapt. The most common finding is that pursuing the integration strategy is related to higher levels of well-being. This chapter attends in particular to the health outcomes of acculturation, and seeks to outline the key features of this process that may permit the achievement of positive health and social outcomes following intercultural contact.
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18

Bakan, Michael B. Zena Hamelson. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190855833.003.0002.

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When we first meet ten-year-old Zena Hamelson, she is sitting in a chair staring blankly at the wall, flapping her hands, repeatedly straightening and bending her legs, compulsively twisting and pulling on her fingers as her Artism Ensemble bandmates make joyful music all around her. Zena is stimming, that is, she is practicing a personal repertoire of self-stimulatory behaviors that align precisely with the symptomatic profile of her diagnosed autism spectrum disorder: Asperger’s syndrome. Stimming, autism researchers tell us, is associated with some dysfunctional system in the brain; its reduction or elimination is a target goal of many therapeutic interventions and autism studies. Yet as the chapter unfolds, Zena’s stimming is revealed as something else entirely: a meaningful mode of music-making, creative expression, and social experience unto itself.
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19

Volpi, Frédéric. Redrawing Contention and Authoritarian Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190642921.003.0005.

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This chapter focuses on the routinization of the interpretations and behaviors initiated by the protest episodes. It details the new dynamics of protest mobilization and their implications for preexisting practices of governance. The analysis illustrates how the self-reflective construction of “revolutionary” practices fundamentally reframed government and opposition interactions. The modalities of mobilization and the role played by violence are flagged up as the factors that shaped most decisively the strategic choices of the protesters and the regimes at that stage of the uprisings. Growing protest momentum is only one of the possible outcomes of the protests. The chapter also outlines how the routinization of protest can lead instead to the entrenchment of non-system-challenging forms of mobilization. In those cases, the interactions between pro- and anti-regime actors progressively reaffirm the repertoires of contention and techniques of governance already established in the polities.
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20

Kahn, Andrew, Mark Lipovetsky, Irina Reyfman, and Stephanie Sandler. Court theater. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199663941.003.0010.

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This chapter focuses on the creation of court theater under the reign of Tsar Aleksei. It looks at the forms of dramatic entertainment and considers some of the better-known repertory pieces. The creation of a theatrical vocabulary and stagecraft was a challenge that the Muscovite court met through the participation of a small and influential group of well-educated churchmen, including Polotsky, Rogovsky, and Prokopovich. Jesuit school theater, allegorical plots, and Biblical speeches were different ways of conveying messages sanctioned by the church and the tsar about moral behavior, conduct codes that prose tales more usually subverted. These modest steps toward creating a court theater fitted well into the assimilation of baroque techniques that featured stunning effect in poetry.
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21

Bucy, Erik P., and Patrick Stewart. The Personalization of Campaigns: Nonverbal Cues in Presidential Debates. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228637.013.52.

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Nonverbal cues are important elements of persuasive communication whose influence in political debates are receiving renewed attention. Recent advances in political debate research have been driven by biologically grounded explanations of behavior that draw on evolutionary theory and view televised debates as contests for social dominance. The application of biobehavioral coding to televised presidential debates opens new vistas for investigating this time-honored campaign tradition by introducing a systematic and readily replicated analytical framework for documenting the unspoken signals that are a continuous feature of competitive candidate encounters. As research utilizing biobehavioral measures of presidential debates and other political communication progresses, studies are becoming increasingly characterized by the use of multiple methodologies and merging of disparate data into combined systems of coding that support predictive modeling.Key elements of nonverbal persuasion include candidate appearance, communication style and behavior, as well as gender dynamics that regulate candidate interactions. Together, the use of facial expressions, voice tone, and bodily gestures form uniquely identifiable display repertoires that candidates perform within televised debate settings. Also at play are social and political norms that govern candidate encounters. From an evaluative standpoint, the visual equivalent of a verbal gaffe is the commission of a nonverbal expectancy violation, which draws viewer attention and interferes with information intake. Through second screens, viewers are able to register their reactions to candidate behavior in real time, and merging biobehavioral and social media approaches to debate effects is showing how such activity can be used as an outcome measure to assess the efficacy of candidate nonverbal communication during televised presidential debates.Methodological approaches employed to investigate nonverbal cues in presidential debates have expanded well beyond the time-honored technique of content analysis to include lab experiments, focus groups, continuous response measurement, eye tracking, vocalic analysis, biobehavioral coding, and use of the Facial Action Coding System to document the muscle movements that comprise leader expressions. Given the tradeoffs and myriad considerations involved in analyzing nonverbal cues, critical issues in measurement and methodology must be addressed when conducting research in this evolving area. With automated coding of nonverbal behavior just around the corner, future research should be designed to take advantage of the growing number of methodological advances in this rapidly evolving area of political communication research.
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22

Green, Alexandra. Buddhist Visual Cultures, Rhetoric, and Narrative in Late Burmese Wall Paintings. Hong Kong University Press, 2018. http://dx.doi.org/10.5790/hongkong/9789888390885.001.0001.

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This volume draws upon art historical, anthropological, and religious studies methodologies to delineate the structures and details of late Burmese wall paintings and elucidate the religious, political, and social concepts driving the creation of this art form. The combination of architecture, paintings, sculpture, and literary traditions created a complete space in which devotees could interact with the Buddha through his biography. Through the standardization of a repertoire of specific forms, codes, and themes, the murals were themselves activating agents, spurring devotees to merit-making, worship, and other ritual practices, partially by establishing normative religious behavior and partly through visual incentives. Much of this was accomplished through the manipulation of space, and the volume contributes to the analysis of visual narratives by examining how the relationships between word and image, layouts, story and scene selection, and narrative themes both demonstrate and confirm social structures and changes, economic activities, and religious practices of seventeenth, eighteenth, and nineteenth century Burma. The visual material of the wall painting sites worked together with the sculpture and the architecture to create unified spaces in which devotees could interact with the Buddha. This analysis takes the narrative field beyond the concept that pictures are to be “read” and shows the multifarious and holistic ways in which they can be viewed. To enter temples of the seventeenth, eighteenth, and early nineteenth centuries was to enter a coherent space created by a visually articulated Burmese Buddhist world to which the devotee belonged by performing ritual activities within it.
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23

Lamont, Michèle, Graziella Moraes Silva, Jessica S. Welburn, et al. Getting Respect. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691183404.001.0001.

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Racism is a common occurrence for members of marginalized groups around the world. This book illuminates their experiences and responses to stigmatization and discrimination by comparing three countries with enduring group boundaries: the United States, Brazil and Israel. The book delves into what kinds of stigmatizing or discriminatory incidents individuals encounter in each country, how they respond to these occurrences, and what they view as the best strategy—whether individually, collectively, through confrontation, or through self-improvement—for dealing with such events. The book draws on more than 400 in-depth interviews with middle- and working-class men and women residing in and around multiethnic cities to compare the discriminatory experiences of African Americans, Black Brazilians, and Arab Palestinian citizens of Israel, as well as Israeli Ethiopian Jews and Mizrahi (Sephardic) Jews. Detailed analysis reveals significant differences in group behavior: Arab Palestinians frequently remain silent due to resignation and cynicism while Black Brazilians see more stigmatization by class than by race, and African Americans confront situations with less hesitation than do Ethiopian Jews and Mizrahi Jews, who tend to downplay their exclusion. The book accounts for these patterns by considering the extent to which each group is actually a group, the sociohistorical context of intergroup conflict, and the national ideologies and other cultural repertoires that group members rely on. The book opens many new perspectives into, and sets a new global agenda for, the comparative analysis of race and ethnicity.
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24

Thomas, Laurie F., and Sheila Harri-Augstein. Self-Organised Learning: Foundations of a Conversational Science for Psychology. Taylor & Francis Group, 2015.

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25

Thomas, Laurie F., and E. Sheila Harri-Augstein. Self-Organized Learning: Foundations of a Conversational Science for Psychology. Routledge Kegan & Paul, 1985.

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26

Thomas, Laurie F., and Sheila Harri-Augstein. Self-Organised Learning: Foundations of a Conversational Science for Psychology. Taylor & Francis Group, 2013.

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