Bernard Boulerice

Cognitive and neuropsychological characteristics of physically aggressive boys.

Cognitive-neuropsychological tests were given to adolescent boys (N = 177) to investigate processes associated with physical aggression. Factor analysis yielded 4 factors representing verbal learning, incidental spatial learning, tactile-lateral ability, and executive functions. Physical aggression was assessed at ages 6, 10, 11, and 12, and 3 groups were created: stable aggressive, unstable aggressive, and nonaggressive. The authors found main effects for only the executive functions factor even when other factors were used as additional covariates in a step-down analysis; nonaggressive boys performed better than stable and unstable aggressive boys. The covariates family adversity and anxiety were both related only to the verbal learning factor. This study highlights the importance of deficits in executive function in the expression of physical aggression relative to other cognitive-neuropsychological functions.

Disentangling the Weight of School Dropout Predictors: A Test on Two Longitudinal Samples

The aims of this study are to identify the most powerful predictors of school dropout and to determine how stable they are over time. Two generations of White French-speaking boys and girls from 12 to 16 years old (n = 791 in 1974, n = 791 in 1985) completed a self-administered questionnaire on their psychosocial adjustment at least one year before leaving school. As expected, the analyses showed that school, family, behavioral, social, and personality variables could all predict dropping out of school in the two samples. Furthermore, these predictors were quite stable over time. However, statistical improvement measures in logistic regression analyses indicated that school experience variables (i.e., grade retention, school achievement, school commitment) were the best screening variables for potential dropouts. The contribution of other psychosocial variables, even though significant, did not improve very much the capacity to identify who will drop out of school. The discussion highlights the implications of the findings for secondary prevention and screening practices.

Executive Functions and Physical Aggression after Controlling for Attention Deficit Hyperactivity Disorder, General Memory, and IQ

This study examined the role of ADHD in the association between physical aggression and two types of executive functions. Boys received a cognitive-neuropsychological test battery over the ages of 13, 14, and 15 years. Diagnostic Interview Schedule for Children (DISC 2.25) data were collected from the boys and one parent between ages 14 and 16, and an IQ estimate was obtained at age 15. Three groups, differing in stability and level of physical aggression since kindergarten, were formed: Stable Aggressive, Unstable Aggressive, and Non-aggressive. Composite scores of validated executive function tests of working memory representing subjective ordering and conditional association learning were formed. A MANCOVA (N = 149) using ADHD status, teacher-rated negative emotionality, general memory abilities, and IQ as covariates was performed on the two composite scores. ADHD and teacher-rated emotionality did not provide significant adjustment to the dependent variables. Number of ADHD symptoms was negatively associated only with general memory and IQ. General memory contributed significantly to adjusting for conditional association test scores. Group differences indicated lower conditional association scores for Unstable Aggressive boys relative to the other groups. Both IQ and general memory abilities interacted with subjective ordering within the groups. Specifically, Stable Aggressive boys performed poorly on this measure and did not benefit from increases in IQ whereas Nonaggressive boys performed best and were not disadvantaged by lower general memory abilities. This suggests a relationship exists between aspects of working memory and a history of physical aggression regardless of ADHD and IQ.

Predicting Different Types of School Dropouts: A Typological Approach with Two Longitudinal Samples.

Despite evidence of the psychosocial heterogeneity of school dropouts, empirical studies have rarely directly addressed this issue. The general goal of this research was to explore the heuristic value of a typological approach for preventing and studying school dropout. The specific objectives were to build empirically a typology of dropouts based on individual school experience, to test the typologys reliability by replicating the classification with two different longitudinal samples, and to examine the typologys predictive and discriminant validity. The results led to a 4-type solution: Quiet, Disengaged, Low-Achiever, and Maladjusted dropouts. The results support the internal and external validity of the typology and highlight important different profiles with regard to personal and social risk factors. The discussion underscores the theoretical and clinical utility of a typological approach by assisting the study of the different paths in the etiology of school dropout and the adoption of a differential prevention strategy.

Effects of grade retention on academic performance and behavioral development.

This study examined the controversial practice of grade retention and childrens academic and behavioral adjustment using data from the Quebec Longitudinal Study of Kindergarten Children. We employed an autoregressive modeling technique to detect the impact of being held back during primary school on subsequent academic performance and behavioral development until age 12 years. The results indicate both a short- and long-term negative influence on academic performance for boys and girls. Childrens anxious, inattentive, and disruptive behaviors persisted and, in some cases, worsened after grade retention. These prospective associations were long lasting and more pronounced when grade retention occurred early in primary school. Boys were more vulnerable to the negative influence of grade retention on academic performance and classroom disruptiveness. Disruptive behavior in girls was comparatively less associated with long-term consequences than boys. Nevertheless, girls experienced both short- and long-term academic performance problems in the aftermath of grade retention. Childrens prosocial behavior appeared unaffected by grade retention. These results are independent of what would have been expected by the natural course of academic and behavioral development.

Testosterone, Physical Aggression, Dominance, and Physical Development in Early Adolescence

The associations among testosterone, physical development, social dominance, and antisocial behaviour during early adolescence were assessed in a sample of boys followed from 6 to 13 years. Saliva testosterone level was positively correlated with height, and uncorrelated with measures of fatness, including the body mass index. Physical aggression and social dominance were not significantly correlated. Regression analyses revealed that testosterone level and body mass additively predicted social dominance, whereas only body mass predicted physical aggression. Thus, early adolescents with high levels of testosterone were more likely to be socially dominant, especially if they had a large body mass. Those who had a large body mass were more likely to be physically aggressive, independently of their testosterone level. The observed pattern of correlations between testosterone, body mass, dominance, and physical aggression offers an interesting example of the complex hormone-physique-behaviour relations at puberty. They support the hypothesis that testosterone level and social dominance are related, and that the association between testosterone level and physical aggression is probably observed in contexts where physical aggression leads to social dominance.

Obstetrical Complications and Violent Delinquency: Testing Two Developmental Pathways

This study focused on the interaction between specific obstetrical complications and early family adversity in predicting violent behavior during childhood and adolescence, in a sample of 849 boys from low socioeconomic areas of Montreal, Canada. Obstetrical complication data from medical records were used to create three scales using a nonlinear principal component analysis followed by rotation. Family adversity and teacher-rated physical aggression were assessed when the boys were in kindergarten and self-reports of delinquency were collected when they were 17. Elevated scores on the Deadly Risk Situation scale of obstetrical complications (preeclampsia, umbilical cord prolapse, and induced labor) increased the risk of being violent at both 6 and 17 years of age, only among boys who grew up in high adverse familial environments. Moreover, this interaction partly accounted for the continuity between violence in childhood and adolescence. Interventions for young pregnant women from deprived environments and their babies are discussed in light of these results.

Response perseveration in adolescent boys with stable and unstable histories of physical aggression: the role of underlying processes

BACKGROUND It was unclear whether response perseveration and underlying processes, often related to antisocial externalizing disorders, were also related to histories of physical aggression. METHOD Boys of age 13 years were selected on the basis of childhood histories of physical aggression: stable, unstable, and non-aggressive. Performance on a Card Playing Task provided a perseveration index. RESULTS Physical aggression, regardless of history, predicted perseveration in adolescence. However, qualitative differences revealed that Neuroticism increased the risk for perseveration only in the unstable aggressive group relative to the other groups. Perseveration in the stable aggressive group maybe related to a more fundamental information-processing deficit. CONCLUSION The identification of these processes has implications for developmental theories of physical aggression; they may help discriminate those children who show early physical aggression and who will remain aggressive from those who will only show occasional physical aggression during later childhood.

Risk for hypertension and pain sensitivity in adolescent boys.

Reduced pain perception has been observed in many studies of spontaneously hypertensive rats and human hypertensive patients. To determine whether a reduced sensitivity to pain could be observed in a group of clearly normotensive individuals who may be at risk for hypertension, a mild to moderate pain stimulus was administered to 177 14-year-old boys. Boys with a normatively elevated resting systolic blood pressure tolerated mechanical finger pressure significantly longer than boys with lower blood pressure. As well, boys with both normatively elevated resting systolic blood pressure and a parental history of hypertension reported significantly less pain during finger pressure than lower risk participants. These findings could not be explained by personality factors and suggest that hypertension-related hypoalgesia is associated with processes involved in the development of the disorder.

Male Physical Aggression, Social Dominance and Testosterone Levels at Puberty

“On June 1, 1889, Charles Edouard Brown-Sequard, a prominent French physiologist, announced at the Societe de Biologie in Paris that he had devised a rejuvenating therapy for the body and mind. The 72-year-old professor reported that he had drastically reversed his own decline by injecting himself with a liquid extract derived from the testicles of dogs and guinea pigs. These injections, he told his audience, had increased his physical strength and intellectual energy, relieved his constipation and even lengthened the arc of his urine” (Hoberman & Yesali, 1995, p.77). Testosterone (T) is an androgen hormone produced mainly by the testes. Its production is regulated by the hypothalamic-pituitary-gonads (HPG) axis. Towards the end of the first trimester of pregnancy (10–12 weeks) male fetuses have higher plasmatic levels of T than female fetuses. Peak levels ofT are obtained by the middle of the second trimester. During the third trimester no sex differences in T level have been detected, although there is evidence of some testicular activity (Forest, 1989).