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C
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Dep
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v
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1.
I
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RO
D
UCT
I
O
N
Prim
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s
ch
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ls
s
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v
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as th
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f
u
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d
am
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tal
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u
ca
tio
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titu
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s
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Nig
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6
a
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12
[
1
]
an
d
s
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v
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as
th
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b
ed
r
o
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f
o
r
h
ig
h
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ed
u
ca
tio
n
p
u
r
s
u
its
[
2
]
.
Ov
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y
ea
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s
,
th
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h
as
b
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an
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So
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well,
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r
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h
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[
3
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.
I
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'
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a
v
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in
th
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class
r
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[
4
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.
Ma
lad
ap
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b
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av
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s
in
th
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class
r
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m
af
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ch
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in
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tr
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lear
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to
later
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ch
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p
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n
d
o
th
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d
etr
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o
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u
tco
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es [
5
]
.
Stu
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Nig
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[
6
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s
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[
4
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.
Ag
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two
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Nig
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[
7
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Ag
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8
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[
9
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A
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[
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h
en
ex
p
er
ien
ce
d
in
th
e
class
r
o
o
m
,
it
h
in
d
er
s
ef
f
ec
tiv
e
in
ter
ac
tio
n
s
an
d
th
e
attain
m
en
t
o
f
lear
n
in
g
o
b
jectiv
es f
o
r
th
e
ch
ild
.
Dis
o
b
ed
ien
t c
h
ild
r
e
n
f
r
e
q
u
en
tly
h
a
v
e
o
u
tb
u
r
s
ts
o
f
r
ag
e
o
r
ag
g
r
ess
io
n
[
1
3
]
.
I
n
ad
d
itio
n
,
o
th
e
r
lear
n
er
s
ca
n
ad
o
p
t d
is
o
b
e
d
ien
t b
e
h
av
io
r
s
th
r
o
u
g
h
v
icar
io
u
s
lear
n
in
g
if
n
o
t
h
an
d
led
p
r
o
p
er
ly
.
T
h
e
co
m
m
o
n
f
o
r
m
s
o
f
d
is
o
b
ed
ien
t
i
n
p
r
im
ar
y
s
ch
o
o
ls
in
clu
d
e
a
v
o
id
in
g
task
s
,
en
g
ag
in
g
in
c
o
n
s
tan
t
co
n
v
er
s
atio
n
with
p
ee
r
s
,
v
er
b
ally
ab
u
s
in
g
teac
h
er
s
an
d
p
ee
r
s
,
s
h
o
win
g
n
o
in
te
r
est
in
s
tu
d
y
in
g
d
u
r
in
g
class
,
b
r
ea
k
in
g
s
ch
o
o
l
p
r
o
p
e
r
ty
,
a
n
d
ar
r
iv
in
g
late,
tr
u
an
cy
,
s
tealin
g
,
b
u
lly
in
g
,
f
ig
h
tin
g
,
an
d
d
is
o
b
e
y
in
g
[
1
4
]
,
[
1
5
]
.
Hav
in
g
a
class
o
f
k
id
s
w
h
o
a
r
e
r
ec
alcitr
an
t
an
d
u
n
r
u
l
y
co
u
l
d
b
e
a
teac
h
er
’
s
wo
r
s
t
n
ig
h
tm
ar
e,
as
th
e
m
an
ag
em
en
t
an
d
d
is
cip
lin
e
o
f
th
e
class
r
o
o
m
ar
e
o
n
e
o
f
th
e
m
o
s
t
d
if
f
icu
lt
jo
b
s
f
o
r
ed
u
ca
to
r
s
[
9
]
,
as
class
r
o
o
m
teac
h
er
s
h
av
e
to
tr
an
s
f
o
r
m
s
u
ch
b
eh
av
io
r
s
to
ac
h
iev
e
d
aily
lear
n
in
g
o
b
jectiv
es
an
d
g
o
als
[
1
6
]
.
T
ea
c
h
er
s
an
d
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
in
Nig
er
ia
o
f
ten
tr
y
t
o
d
ea
l
with
ag
g
r
ess
iv
e
an
d
d
is
o
b
e
d
ien
t
b
eh
av
io
r
s
th
r
o
u
g
h
p
u
n
is
h
m
en
t
d
esp
ite
th
ei
r
in
e
f
f
icien
cy
[
1
7
]
.
I
n
ad
d
itio
n
,
th
er
e
ar
e
co
n
n
ec
tio
n
s
b
etwe
en
p
h
y
s
ical
p
u
n
is
h
m
en
t
an
d
ag
g
r
ess
iv
e
co
n
d
u
ct
n
o
w
an
d
in
th
e
f
u
tu
r
e
esp
ec
ially
wh
en
d
is
o
b
ed
ien
ce
an
d
ag
g
r
e
s
s
iv
e
b
eh
av
io
r
s
ar
e
atten
tio
n
-
s
ee
k
in
g
b
e
h
av
io
r
s
[
1
7
]
.
Fu
r
th
er
m
o
r
e,
a
g
g
r
ess
iv
e
b
eh
av
io
r
h
as
b
ee
n
lin
k
ed
to
b
ir
t
h
o
r
d
er
[
1
8
]
.
Ad
ler
o
p
in
ed
th
at
an
in
d
iv
i
d
u
al’
s
p
e
r
s
o
n
ality
is
af
f
ec
ted
b
y
th
e
b
ir
th
o
r
d
e
r
o
f
o
t
h
er
s
ib
lin
g
s
,
w
h
eth
er
h
e
is
th
e
f
ir
s
t
ch
ild
,
m
id
d
le
ch
ild
,
o
r
last
ch
ild
[
1
9
]
.
Sev
er
al
s
tu
d
ies
[
2
0
]
,
[
2
1
]
h
av
e
s
u
g
g
ested
an
ass
o
ciatio
n
b
etwe
en
b
ir
th
o
r
d
er
a
n
d
a
g
g
r
ess
io
n
.
T
h
er
ap
eu
tic
m
et
h
o
d
s
ar
e
m
o
r
e
ef
f
ec
tiv
e
at
ch
a
n
g
in
g
th
e
m
a
lad
ap
tiv
e
b
eh
a
v
io
r
o
f
teen
a
g
er
s
[
8
]
.
On
e
th
er
ap
eu
tic
a
p
p
r
o
a
ch
is
co
g
n
i
tiv
e
r
estru
ctu
r
in
g
.
C
o
g
n
itiv
e
r
estru
ctu
r
in
g
is
a
p
s
y
ch
o
lo
g
ica
l
in
ter
v
en
tio
n
th
at
s
ee
k
s
to
ch
an
g
e
an
in
d
iv
id
u
a
l’
s
b
eh
av
io
r
,
th
in
k
i
n
g
,
an
d
f
e
elin
g
s
b
y
r
estru
ctu
r
in
g
th
e
in
d
iv
id
u
al’
s
th
o
u
g
h
t
p
r
o
ce
s
s
,
an
d
m
o
s
t
ef
f
ec
tiv
e
wh
en
u
s
ed
d
u
r
in
g
ch
ild
h
o
o
d
[
2
0
]
,
[
2
2
]
.
I
t
im
p
r
o
v
e
s
s
o
cial
-
em
o
tio
n
al
d
ev
elo
p
m
e
n
t [
2
3
]
,
[
2
4
]
b
y
tea
ch
in
g
n
ew
tech
n
iq
u
es f
o
r
p
er
c
eiv
in
g
,
co
m
p
r
eh
e
n
d
in
g
,
an
d
c
o
n
tr
o
llin
g
e
m
o
tio
n
s
,
th
o
u
g
h
ts
,
a
n
d
b
eh
av
io
r
al
p
att
er
n
s
f
o
r
e
v
er
y
d
ay
life
[
2
5
]
.
I
t
in
v
o
lv
es
th
o
u
g
h
t
-
s
to
p
p
in
g
,
r
elax
atio
n
th
er
a
p
y
,
s
elf
-
r
ein
f
o
r
ce
m
e
n
t,
u
r
g
e
co
n
t
r
o
l,
r
ec
ip
r
o
ca
l
i
n
h
ib
itio
n
,
r
esp
o
n
s
e
d
e
p
r
iv
atio
n
,
an
d
ac
q
u
ir
i
n
g
p
r
o
b
le
m
-
s
o
lv
in
g
s
k
ills
[
1
1
]
,
[
2
6
]
.
I
t
s
tr
en
g
th
en
s
th
eir
co
p
in
g
m
ec
h
a
n
is
m
s
an
d
r
ep
lace
s
d
is
to
r
ted
an
d
n
o
n
-
f
u
n
ctio
n
al
co
g
n
itio
n
s
with
m
o
r
e
r
ea
lis
tic
o
n
es [
2
7
]
.
Alth
o
u
g
h
t
h
er
e
ar
e
p
r
o
g
r
a
m
s
an
d
in
ter
v
en
tio
n
s
tar
g
et
ed
at
r
ed
u
cin
g
a
g
g
r
ess
iv
e
b
eh
av
io
r
in
co
r
r
ec
tio
n
f
ac
ilit
ies
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
Nig
er
ia
b
y
u
s
in
g
co
g
n
itiv
e
r
estru
ctu
r
in
g
to
c
u
r
b
d
is
r
u
p
tiv
e
an
d
m
alad
ap
tiv
e
b
eh
av
io
r
s
[
6
]
,
[
2
3
]
,
[
2
8
]
–
[
3
2
]
,
th
er
e
is
a
l
ac
k
o
f
in
f
o
r
m
atio
n
in
th
e
l
iter
atu
r
e
ab
o
u
t
th
e
ef
f
ec
tiv
en
ess
o
f
its
u
s
e
in
p
r
im
ar
y
s
ch
o
o
ls
.
T
h
is
s
tu
d
y
co
n
tr
ib
u
ted
to
ad
d
r
ess
in
g
th
e
id
en
tifie
d
g
ap
in
th
e
liter
atu
r
e.
I
t
aim
s
to
ad
d
r
ess
th
e
m
an
ip
u
lativ
e
b
eh
av
io
r
o
f
ch
ild
r
en
in
p
r
im
ar
y
s
c
h
o
o
l
ea
r
ly
in
th
e
d
ev
elo
p
m
e
n
tal
an
d
f
o
r
m
ativ
e
y
ea
r
s
o
f
th
e
ch
ild
[
1
5
]
,
[
2
3
]
.
T
h
e
s
tu
d
y
aim
ed
to
ass
ess
th
e
i
n
ter
ac
tio
n
ef
f
ec
t
o
f
co
g
n
itiv
e
r
estru
ctu
r
in
g
a
n
d
b
i
r
th
o
r
d
er
o
n
th
e
two
m
ala
d
ap
tiv
e
b
eh
a
v
io
r
s
am
o
n
g
p
r
im
a
r
y
s
ch
o
o
l
p
u
p
ils
in
Nig
er
ia.
T
h
e
s
tu
d
y
will
test
th
ese
h
y
p
o
th
eses
:
i)
C
o
g
n
itiv
e
r
estru
ctu
r
in
g
s
ig
n
i
f
ican
tly
r
ed
u
ce
s
ag
g
r
ess
iv
e
b
eh
av
io
r
s
in
p
r
im
a
r
y
s
ch
o
o
l
ch
ild
r
en
;
ii)
C
o
g
n
itiv
e
r
estr
u
ctu
r
in
g
in
co
m
b
in
atio
n
with
b
ir
th
o
r
d
e
r
h
as
a
s
ig
n
if
ican
t
in
ter
ac
tiv
e
ef
f
ec
t
o
n
ag
g
r
ess
iv
e
b
eh
av
io
r
s
in
p
r
i
m
ar
y
s
ch
o
o
l
ch
ild
r
e
n
;
iii)
C
o
g
n
itiv
e
r
estru
ctu
r
in
g
s
ig
n
if
ican
tly
r
e
d
u
ce
s
d
is
o
b
ed
i
en
t
b
eh
a
v
io
r
s
i
n
p
r
im
ar
y
s
ch
o
o
l
ch
il
d
r
en
;
an
d
iv
)
C
o
g
n
iti
v
e
r
estru
ctu
r
in
g
an
d
h
ig
h
er
b
ir
th
o
r
d
er
s
ig
n
i
f
ican
tly
d
ec
r
ea
s
e
d
is
o
b
e
d
ien
t b
eh
a
v
i
o
r
s
in
p
r
im
a
r
y
s
ch
o
o
l c
h
ild
r
e
n
.
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
was
a
q
u
asi
-
ex
p
e
r
i
m
en
tal
th
at
a
d
o
p
te
d
th
e
p
r
e
-
t
est
-
p
o
s
t
-
test
co
n
tr
o
l
g
r
o
u
p
e
x
p
er
im
en
tal
d
esig
n
to
ass
ess
th
e
ca
u
s
al
r
elatio
n
s
h
ip
b
etwe
en
co
g
n
itiv
e
r
estru
ctu
r
in
g
a
n
d
ag
g
r
ess
iv
e
an
d
d
is
o
b
ed
ie
n
t
b
eh
av
io
r
.
T
h
e
tar
g
et
p
o
p
u
lati
o
n
was
p
r
im
ar
y
f
o
u
r
s
ch
o
o
l
p
u
p
ils
in
C
alab
ar
m
u
n
icip
al.
T
h
o
s
e
in
clu
d
ed
wer
e
p
u
p
ils
with
h
ig
h
p
r
e
-
test
s
co
r
es
f
o
r
ag
g
r
ess
io
n
an
d
d
is
o
b
ed
ien
ce
an
d
th
o
s
e
with
a
lo
w
s
c
o
r
e
wer
e
ex
cl
u
d
ed
.
Or
p
in
a
an
d
Fra
n
k
o
s
wk
i
cr
ea
t
ed
th
e
ag
g
r
ess
io
n
s
ca
le
u
s
ed
[
3
3
]
.
T
h
e
s
am
p
le
c
o
n
s
is
ted
o
f
3
9
s
tu
d
en
ts
ch
o
s
en
b
ased
o
n
th
eir
p
r
e
-
test
r
esu
lts
.
A
p
r
e
-
test
u
s
in
g
an
18
-
item
i
n
s
tr
u
m
en
t,
a
n
a
d
ap
tatio
n
o
f
th
e
ag
g
r
ess
io
n
s
ca
le
was
ad
m
in
is
ter
ed
to
th
e
p
u
p
il
s
to
id
e
n
tify
a
g
g
r
ess
iv
e
a
n
d
d
is
o
b
ed
ien
t
p
u
p
ils
[
3
3
]
.
T
h
e
a
g
g
r
ess
iv
e
s
ca
le
was
v
alid
ated
f
o
r
u
s
e
am
o
n
g
ad
o
lescen
ts
[
3
4
]
.
A
to
tal
o
f
10
item
s
wer
e
f
o
u
n
d
r
eliab
le
with
a
C
r
o
n
b
ac
h
’
s
co
ef
f
icien
t
o
f
.
7
2
.
An
in
ter
v
ie
w
o
f
th
e
teac
h
er
s
teac
h
i
n
g
th
e
class
es
u
s
ed
f
o
r
th
e
s
tu
d
y
was
ca
r
r
ied
o
u
t
two
m
o
n
th
s
p
o
s
t
-
co
m
p
letio
n
.
T
h
e
in
s
tr
u
m
e
n
t
u
s
ed
b
y
I
n
em
e
et
a
l
.
[
3
4
]
was
also
u
s
ed
in
t
h
e
cu
r
r
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I
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2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
398
-
405
400
d
is
o
b
ed
ien
t
b
e
h
av
io
r
s
.
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h
e
p
r
e
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test
was
ad
m
in
is
ter
ed
to
p
r
im
ar
y
f
o
u
r
p
u
p
ils
b
ef
o
r
e
th
e
ex
p
e
r
im
en
tal
m
an
ip
u
latio
n
.
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te
r
th
e
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ter
v
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tio
n
,
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p
o
s
t
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test
was
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m
in
is
ter
ed
to
d
eter
m
in
e
h
o
w
th
e
o
u
tco
m
e
v
a
r
iab
les
h
ad
ch
a
n
g
ed
(
ag
g
r
ess
iv
e
an
d
d
is
o
b
ed
ien
t b
eh
a
v
io
r
s
)
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eter
m
in
e
th
e
ef
f
ec
t
o
f
th
e
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ter
v
en
tio
n
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h
e
co
g
n
itiv
e
r
estru
ctu
r
in
g
tr
ea
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t
s
ess
io
n
s
wer
e
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ased
o
n
th
e
p
r
in
cip
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f
C
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g
n
itiv
e
B
eh
av
io
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al
T
h
er
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r
o
p
o
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d
ed
b
y
B
ec
k
in
th
e
1
9
7
0
s
.
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h
e
tr
ea
tm
e
n
t
was
d
eliv
er
ed
to
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e
e
x
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e
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im
en
tal
g
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p
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1
6
s
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ted
p
u
p
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v
er
1
2
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s
with
o
n
e
s
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io
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p
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wee
k
l
asti
n
g
ab
o
u
t
4
5
m
in
u
tes
to
id
en
tify
an
d
r
ef
r
a
m
e
ag
g
r
ess
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e
an
d
d
is
o
b
ed
ie
n
t
th
o
u
g
h
ts
an
d
b
eh
a
v
io
r
s
.
Ses
s
io
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o
n
e
to
f
o
u
r
f
o
c
u
s
ed
o
n
b
u
ild
in
g
r
a
p
p
o
r
t,
ass
es
s
in
g
ag
g
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io
n
,
i
d
en
tify
in
g
th
e
an
tece
d
en
ts
a
n
d
c
o
n
s
eq
u
en
ce
s
o
f
ag
g
r
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iv
e
b
eh
a
v
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s
,
an
d
lear
n
i
n
g
s
tr
ateg
ies
f
o
r
r
ec
o
g
n
izin
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an
d
r
eg
u
latin
g
an
g
er
e
x
p
r
ess
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n
an
d
p
r
o
ce
s
s
in
g
tech
n
iq
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es.
Ses
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io
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s
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iv
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to
eig
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es/g
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n
d
in
g
ex
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cises
,
co
m
m
u
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icatio
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s
k
ills
/f
r
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d
s
h
ip
f
ac
ilit
atio
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s
k
ills
,
an
d
co
n
f
lict
r
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tio
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s
k
ills
.
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s
io
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s
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i
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e
to
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d
c
o
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eq
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o
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d
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o
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ed
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ce
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teac
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alu
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o
f
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esp
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d
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is
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d
ev
alu
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o
n
e
b
y
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e
r
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ch
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s
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h
e
co
n
tr
o
l
g
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o
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p
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m
et
th
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ice
d
u
r
in
g
th
e
p
r
e
-
test
an
d
p
o
s
t
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test
,
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d
a
s
ess
io
n
was h
eld
with
th
em
o
n
ass
er
tiv
en
ess
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d
n
eg
o
tiatio
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s
k
ills
af
ter
ad
m
in
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ter
in
g
th
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p
o
s
t
-
test
.
T
h
e
d
ata
was
an
al
y
ze
d
u
s
in
g
th
e
an
aly
s
is
o
f
co
v
a
r
ian
ce
t
est
s
tati
s
tics
(
AN
C
OVA)
.
T
h
e
p
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test
s
co
r
es
wer
e
u
s
ed
as
th
e
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v
ar
iates
to
co
n
tr
o
l
f
o
r
th
e
in
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if
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er
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ce
s
in
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an
d
d
is
o
b
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ce
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etwe
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tr
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l
a
n
d
ex
p
e
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tal
g
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p
s
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an
aly
s
is
was
d
o
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e
o
n
th
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m
ain
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f
ec
ts
o
f
th
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ter
v
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tio
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(
ex
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n
p
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t
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test
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an
d
d
is
o
b
e
d
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s
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r
es
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ac
co
u
n
ti
n
g
f
o
r
th
e
p
r
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test
s
co
r
es.
A
m
ajo
r
lim
itatio
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o
f
th
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s
tu
d
y
is
th
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s
m
all
s
am
p
l
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s
ize
n
ev
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th
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it
alig
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s
with
th
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g
u
id
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es
p
r
o
v
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d
b
y
B
u
jan
g
et
a
l
.
[
3
5
]
wh
o
em
p
h
asized
th
at
a
s
m
aller
r
eq
u
ir
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s
am
p
le
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f
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icien
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s
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ty
p
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well
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d
will u
s
u
ally
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ar
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n
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th
at
all
p
o
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tial c
o
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f
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d
in
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f
ac
to
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s
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en
ap
p
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p
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iately
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lled
d
u
r
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s
tag
e.
E
th
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ap
p
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h
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f
r
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m
th
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Un
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s
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o
f
C
alab
ar
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esear
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th
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R
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Dir
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to
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f
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De
v
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(
UC
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)
.
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ch
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m
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ag
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t
also
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n
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v
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en
t
f
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cted
.
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p
ar
ticip
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ts
’
c
o
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f
id
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n
tiality
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p
r
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a
n
d
th
ey
wer
e
n
o
t e
x
p
o
s
ed
to
an
y
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ar
m
.
3.
RE
SU
L
T
S
T
ab
le
1
in
d
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th
at
th
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m
ea
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s
co
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es
o
b
tain
ed
b
y
t
h
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s
u
b
je
cts
as
r
eg
ar
d
s
ag
g
r
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b
eh
av
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r
in
th
e
p
o
s
t
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test
r
an
g
ed
f
r
o
m
2
1
.
2
5
b
y
s
u
b
jects
wh
o
wer
e
n
eith
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f
ir
s
tb
o
r
n
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o
r
last
b
o
r
n
in
th
e
ex
p
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im
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tal
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to
3
4
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0
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b
tain
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ir
s
tb
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i
n
th
e
ex
p
e
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im
en
tal
g
r
o
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p
.
I
n
co
n
tr
ast,
th
eir
s
tan
d
ar
d
d
e
v
i
a
t
i
o
n
s
r
a
n
g
e
d
f
r
o
m
4
.
1
7
,
o
b
t
a
i
n
e
d
b
y
t
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o
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h
o
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e
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r
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t
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t
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p
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to
9
.
9
7
,
o
b
tain
ed
b
y
t
h
o
s
e
wh
o
wer
e
last
b
o
r
n
in
th
e
e
x
p
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tal
g
r
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th
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t
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er
h
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d
,
f
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r
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th
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e
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s
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r
last
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wh
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th
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c
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n
tr
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tr
ast,
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s
tan
d
ar
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d
ev
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s
r
an
g
ed
f
r
o
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1
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4
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b
t
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e
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t
h
o
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h
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s
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b
i
r
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d
e
r
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s
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t
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r
f
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r
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x
p
e
r
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m
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n
t
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g
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ab
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1
.
Gen
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al
d
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tio
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f
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r
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ased
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I
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I
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J
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R
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c
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Vo
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.
14
,
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1
,
Feb
r
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20
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:
398
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i
n
t
e
r
a
c
t
io
n
e
f
f
e
c
t
o
f
c
o
g
n
i
t
i
v
e
re
s
t
ru
c
t
u
r
in
g
a
n
d
b
i
r
t
h
o
r
d
e
r
o
n
di
s
o
b
e
di
e
n
t
b
e
h
a
v
i
o
r
T
ab
le
5
s
u
m
m
ar
ize
s
th
e
in
ter
ac
tio
n
ef
f
ec
t
o
f
co
g
n
itiv
e
r
est
r
u
ctu
r
in
g
an
d
b
i
r
th
o
r
d
er
o
n
d
is
o
b
ed
ien
t
b
eh
av
io
r
s
am
o
n
g
p
r
im
a
r
y
s
ch
o
o
l
ch
ild
r
e
n
in
C
alab
ar
Mu
n
ic
ip
ality
.
T
h
e
r
esu
lts
r
ev
ea
le
d
th
at
af
ter
ad
ju
s
tm
en
t
f
o
r
th
e
co
v
a
r
iate,
th
e
F(
2,
38
)
in
d
icate
d
th
e
in
ter
ac
tio
n
ef
f
e
ct
o
f
co
g
n
itiv
e
r
estru
ctu
r
i
n
g
an
d
b
ir
th
o
r
d
er
o
n
ag
g
r
ess
iv
e
d
is
o
b
ed
ie
n
t
am
o
n
g
th
e
p
r
im
ar
y
s
ch
o
o
l
ch
ild
r
e
n
was
.
1
6
7
with
a
p
-
v
alu
e
o
f
.
8
4
7
.
T
h
e
r
esu
lts
s
h
o
wed
n
o
s
ig
n
if
ica
n
t
in
ter
ac
tio
n
ef
f
ec
t
o
f
co
g
n
itiv
e
r
estru
ctu
r
in
g
an
d
b
ir
th
o
r
d
e
r
o
n
d
is
o
b
ed
ien
t
b
e
h
av
io
r
s
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
ch
ild
r
en
s
in
ce
th
e
p
-
v
al
u
e
was
g
r
ea
ter
th
an
.
0
5
lev
els.
T
h
er
ef
o
r
e,
th
e
s
tu
d
y
r
etain
ed
th
e
n
u
ll
h
y
p
o
th
esis
.
Als
o
,
th
e
ad
ju
s
ted
R
s
q
u
ar
e
d
v
al
u
e
is
.
0
6
7
.
Dif
f
er
en
t
t
r
ea
tm
en
ts
an
d
p
r
etests
ca
n
ac
co
u
n
t
f
o
r
ab
o
u
t 6
.
7
% o
f
th
e
v
ar
iatio
n
in
th
e
d
ep
en
d
en
t v
ar
ia
b
le
(
d
i
s
o
b
ed
ien
t b
eh
a
v
io
r
s
).
T
ab
le
5
.
An
aly
s
is
o
f
c
o
v
ar
ian
c
e
r
esu
lts
f
o
r
th
e
in
ter
ac
tio
n
ef
f
ec
t o
f
co
g
n
itiv
e
r
estru
ctu
r
i
n
g
a
n
d
b
ir
th
o
r
d
er
o
n
d
is
o
b
ed
ien
t b
e
h
av
io
r
s
S
o
u
r
c
e
Ty
p
e
I
I
I
su
m o
f
s
q
u
a
r
e
s
Df
M
e
a
n
sq
u
a
r
e
F
-
r
a
t
i
o
p
-
v
a
l
u
e
C
o
r
r
e
c
t
e
d
mo
d
e
l
3
9
.
0
4
8
a
6
6
.
5
0
8
1
.
4
5
3
.
2
2
6
I
n
t
e
r
c
e
p
t
7
6
.
5
2
8
1
7
6
.
5
2
8
1
7
.
0
8
8
*
.
0
0
0
P
r
e
t
e
s
t
1
5
.
2
3
2
1
1
5
.
2
3
2
3
.
4
0
1
.
0
7
4
G
r
o
u
p
.
7
1
4
1
.
7
1
4
.
1
5
9
.
6
9
2
B
i
r
t
h
o
r
d
e
r
1
3
.
5
2
9
2
6
.
7
6
5
1
.
5
1
0
.
2
3
6
G
r
o
u
p
*
b
i
r
t
h
o
r
d
e
r
1
.
4
9
7
2
.
7
4
9
.
1
6
7
.
8
4
7
Er
r
o
r
1
4
3
.
3
1
1
32
4
.
4
7
8
To
t
a
l
4
,
7
2
7
.
0
0
0
39
C
o
r
r
e
c
t
e
d
t
o
t
a
l
1
8
2
.
3
5
9
38
R
S
q
u
a
r
e
d
=
.
2
1
4
(
a
d
j
u
st
e
d
R
s
q
u
a
r
e
d
=
.
0
6
7
)
3
.
5
.
T
ea
cher
s
po
s
t
o
bs
er
v
a
t
i
o
n r
epo
rt
R
ep
o
r
ts
f
r
o
m
in
ter
v
iews
co
n
d
u
cted
with
th
e
class
teac
h
er
s
o
f
th
e
p
u
p
ils
two
m
o
n
th
s
p
o
s
t
c
o
m
p
letio
n
o
f
th
e
s
tu
d
y
r
ev
ea
led
a
d
ec
l
in
e
in
th
e
ag
g
r
ess
iv
e
b
eh
a
v
io
r
s
o
f
s
o
m
e
p
u
p
ils
wh
o
wer
e
p
ar
ticu
lar
ly
v
er
y
ag
g
r
ess
iv
e
an
d
u
s
u
ally
e
x
p
r
e
s
s
ed
s
o
m
u
ch
an
g
er
.
No
is
e
m
ak
in
g
,
class
f
ig
h
tin
g
,
an
d
l
o
u
s
in
ess
h
av
e
also
d
ec
lin
ed
.
So
m
e
p
u
p
ils
wh
o
p
ar
ticip
ated
in
th
e
s
tu
d
y
wer
e
n
o
w
m
o
r
e
ca
r
ef
u
l
h
an
d
lin
g
th
e
s
ch
o
o
l'
s
p
r
o
p
e
r
ty
.
I
m
p
r
o
v
em
en
t in
s
o
cial
in
ter
ac
tio
n
am
o
n
g
th
e
p
u
p
ils
was a
ls
o
r
ep
o
r
te
d
.
4.
DIS
CU
SS
I
O
N
T
h
e
s
tu
d
y
s
o
u
g
h
t
to
test
th
e
ef
f
ec
t
o
f
co
g
n
itiv
e
r
estru
ctu
r
i
n
g
o
n
ag
g
r
ess
iv
e
an
d
d
is
o
b
e
d
ien
t
b
eh
av
io
r
an
d
th
e
in
ter
ac
ti
o
n
ef
f
ec
t
o
f
c
o
g
n
itiv
e
r
estru
ctu
r
in
g
a
n
d
b
ir
th
o
r
d
e
r
o
n
ag
g
r
ess
iv
e
an
d
d
is
o
b
ed
ien
t
b
eh
av
io
r
am
o
n
g
p
r
im
a
r
y
s
ch
o
o
l
ch
ild
r
e
n
in
C
alab
ar
M
u
n
icip
al,
C
r
o
s
s
R
iv
er
State,
Nig
e
r
ia.
R
esu
lts
o
f
th
e
in
v
esti
g
atio
n
s
h
o
wed
th
at
co
g
n
itiv
e
r
estru
ctu
r
in
g
s
ig
n
if
ican
tly
af
f
ec
ted
a
g
g
r
ess
iv
e
b
eh
av
io
r
.
Ho
we
v
er
,
t
h
e
in
ter
v
e
n
tio
n
d
id
n
o
t
h
av
e
a
th
er
ap
e
u
tic
im
p
a
ct
o
n
d
is
o
b
ed
ien
ce
.
T
h
is
f
in
d
in
g
was
d
u
e
to
th
e
twelv
e
-
wee
k
in
ter
v
en
tio
n
p
r
o
g
r
a
m
u
s
in
g
co
g
n
itiv
e
r
estru
ctu
r
in
g
th
er
ap
y
to
en
a
b
le
th
e
s
tu
d
en
ts
to
u
n
lear
n
ag
g
r
es
s
iv
e
b
eh
av
io
r
s
an
d
ad
o
p
t p
o
s
itiv
e
life
-
en
h
an
ci
n
g
b
eh
av
io
r
s
a
n
d
p
o
s
itiv
e
co
p
in
g
s
tr
ateg
ies in
th
e
f
ac
e
o
f
p
r
o
v
o
ca
tio
n
.
T
h
e
ex
p
o
s
u
r
e
o
f
th
e
p
r
im
ar
y
s
ch
o
o
l
ch
ild
r
en
th
r
o
u
g
h
t
h
e
1
2
-
wee
k
in
ter
v
en
tio
n
b
r
o
u
g
h
t
ab
o
u
t
a
ch
an
g
e
in
th
eir
a
g
g
r
ess
iv
e
b
eh
av
io
r
s
.
T
h
is
co
n
f
i
r
m
s
th
e
s
tu
d
y
[
2
4
]
,
wh
ich
r
ep
o
r
ted
t
h
at
th
e
eig
h
t
-
wee
k
ex
p
o
s
u
r
e
to
c
o
g
n
itiv
e
r
estru
c
tu
r
in
g
an
d
b
eh
a
v
io
r
al
r
e
h
ea
r
s
al
was
cr
ed
ited
with
th
eir
s
u
cc
ess
in
tr
ea
tin
g
co
n
d
u
ct
d
is
o
r
d
er
in
teen
a
g
er
s
.
T
h
ey
attr
ib
u
ted
th
is
to
th
e
lai
d
-
b
ac
k
,
en
co
u
r
ag
in
g
,
a
n
d
in
f
o
r
m
al
en
v
ir
o
n
m
e
n
t,
wh
ich
f
o
s
ter
ed
m
u
tu
al
tr
u
s
t a
n
d
r
esp
ec
t b
etwe
en
th
e
m
en
to
r
s
an
d
th
e
m
en
tees.
Oth
er
s
tu
d
y
[
2
7
]
f
o
u
n
d
th
at
th
e
p
ar
ticip
an
ts
m
o
s
t
b
en
ef
ited
f
r
o
m
co
g
n
itiv
e
r
estru
ct
u
r
in
g
(
u
n
d
er
s
tan
d
in
g
th
at
th
o
u
g
h
ts
ca
n
alter
em
o
tio
n
s
an
d
b
eh
av
io
r
)
an
d
lear
n
in
g
co
p
i
n
g
s
tr
ateg
ies (
ac
q
u
ir
in
g
n
ew
b
eh
a
v
io
r
s
th
at
ca
n
b
e
u
s
ed
in
p
lace
o
f
b
u
lly
in
g
)
.
T
h
e
r
esu
lt
co
n
s
is
ten
t
with
a
p
r
ev
io
u
s
s
tu
d
y
[
2
8
]
,
wh
o
s
e
s
h
o
wed
th
at,
co
m
p
ar
ed
t
o
th
e
c
o
n
tr
o
l
g
r
o
u
p
,
th
o
s
e
wh
o
r
ec
eiv
ed
co
g
n
itiv
e
r
estru
ctu
r
in
g
tr
ea
tm
e
n
t
f
o
r
b
u
lly
in
g
b
eh
av
i
o
r
b
en
ef
ited
m
o
r
e.
T
h
e
c
o
g
n
itiv
e
r
estru
ctu
r
in
g
tec
h
n
iq
u
e
ef
f
ec
t
iv
ely
im
p
r
o
v
ed
p
o
s
itiv
e
b
eh
av
io
r
am
o
n
g
s
tu
d
e
n
ts
b
y
r
ed
u
cin
g
th
e
b
u
lly
in
g
b
eh
av
io
r
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
e
y
attr
ib
u
ted
t
h
is
to
th
e
tr
ea
tm
en
t
th
at
ch
a
n
g
ed
th
e
s
tu
d
e
n
ts
'
th
o
u
g
h
t
p
atter
n
s
a
n
d
u
n
d
er
ly
in
g
b
elief
s
.
T
h
e
tr
ea
tm
e
n
t
h
elp
ed
th
em
b
ec
o
m
e
m
o
r
e
r
e
alis
tic
th
in
k
er
s
b
y
h
elp
in
g
th
e
m
r
ec
o
g
n
ize
an
d
ch
allen
g
e
th
eir
n
eg
ativ
e
s
elf
-
p
er
ce
p
tio
n
s
.
T
h
e
f
in
d
in
g
s
also
co
n
f
i
r
m
p
r
e
v
io
u
s
s
tu
d
y
[
3
6
]
,
wh
ich
r
ep
o
r
ted
th
a
t
f
o
llo
win
g
th
e
co
g
n
itiv
e
-
b
e
h
a
v
io
r
al
th
e
r
ap
y
in
ter
v
en
tio
n
;
th
er
e
was
a
d
ec
r
ea
s
e
in
th
e
p
h
y
s
ical
an
d
v
er
b
al
a
g
g
r
ess
io
n
s
co
r
es
o
f
1
3
-
t
o
1
7
-
y
ea
r
-
o
ld
h
ig
h
s
ch
o
o
l
b
o
y
s
an
d
g
ir
ls
.
R
esear
ch
b
y
Gö
k
k
ay
a
a
n
d
Sü
tcü
[
2
7
]
o
b
s
er
v
ed
th
at
th
e
c
o
n
tr
o
l
g
r
o
u
p
,
wh
ich
d
id
n
o
t r
ec
eiv
e
a
n
y
in
ter
v
e
n
tio
n
,
d
id
n
o
t see
a
s
tatis
t
ically
s
ig
n
if
ican
t
d
ec
lin
e
in
b
u
lly
in
g
s
co
r
es.
Pu
t
an
o
th
er
way
,
th
e
p
r
o
g
r
am
f
o
r
c
o
g
n
itiv
e
b
e
h
av
io
r
al
th
er
ap
y
in
ter
v
en
tio
n
r
ed
u
ce
d
b
u
lly
in
g
b
eh
av
io
r
as
p
r
ed
icte
d
[
2
7
]
.
T
h
e
s
tu
d
y
’
s
r
esu
lts
also
co
r
r
o
b
o
r
ate
th
e
p
r
ev
io
u
s
f
in
d
in
g
s
[
3
2
]
wh
ich
r
ep
o
r
ted
a
d
ec
lin
e
i
n
co
n
d
u
ct
d
is
o
r
d
er
am
o
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l
-
ag
ed
teen
a
g
er
s
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
-
8
8
2
2
C
o
g
n
itive
r
estr
u
ctu
r
in
g
a
s
a
p
a
n
a
ce
a
fo
r
ma
la
d
a
p
tive
b
e
h
a
vio
r
s
a
mo
n
g
p
r
ima
r
y
…
(
N
o
n
s
o
N
g
o
z
ika
B
is
o
n
g
)
403
attr
ib
u
tin
g
it
to
th
e
r
ec
ep
tiv
ity
o
f
s
tu
d
en
ts
with
co
n
d
u
c
t
d
is
o
r
d
er
s
to
tr
ea
tm
en
t
in
ter
v
en
tio
n
s
tr
ateg
ies
in
v
o
lv
in
g
lear
n
in
g
ac
tiv
ities
.
Om
o
tu
n
d
e
et
a
l
.
[
3
2
]
ad
o
p
te
d
a
d
esig
n
an
d
tr
ea
tm
en
t
s
i
m
ilar
to
th
e
cu
r
r
en
t
s
tu
d
y
; similar
r
esu
lts
wer
e
th
er
ef
o
r
e
e
x
p
ec
ted
.
Un
lik
e
p
r
ev
io
u
s
s
tu
d
ies
in
Nig
er
ia
[
9
]
,
[
2
4
]
,
[
2
8
]
,
[
3
1
]
,
wh
ich
f
o
c
u
s
ed
s
o
lely
o
n
co
g
n
itiv
e
r
estru
ctu
r
in
g
as
a
b
e
h
av
io
r
m
o
d
if
icatio
n
,
th
is
r
esear
ch
i
n
co
r
p
o
r
ates
b
ir
th
o
r
d
er
an
d
c
o
g
n
itiv
e
r
estru
ctu
r
in
g
,
p
r
o
v
id
i
n
g
a
d
is
tin
ct
an
d
all
-
en
co
m
p
ass
in
g
v
iewp
o
in
t
o
n
b
eh
av
io
r
m
o
d
if
icatio
n
with
in
th
e
co
m
p
lex
f
r
am
ewo
r
k
o
f
f
a
m
ily
d
y
n
am
ics.
B
ir
th
o
r
d
er
af
f
ec
ts
p
er
s
o
n
ality
tr
aits
an
d
b
eh
av
io
r
s
an
d
is
a
c
r
u
ci
al
f
ac
to
r
in
f
a
m
ily
d
y
n
am
ics.
I
t
i
s
well
ac
ce
p
ted
th
at
lear
n
in
g
an
d
p
s
y
ch
o
lo
g
ic
al
d
ev
elo
p
m
en
t
ar
e
s
ig
n
i
f
ican
t
ly
an
d
p
er
m
a
n
en
tly
im
p
ac
ted
b
y
b
ir
th
o
r
d
e
r
[
3
7
]
.
T
h
e
h
ig
h
m
ea
n
s
co
r
es
o
n
ag
g
r
ess
iv
e
an
d
d
is
o
b
e
d
ien
t
b
eh
av
i
o
r
b
y
f
ir
s
tb
o
r
n
s
a
n
d
last
b
o
r
n
co
m
p
a
r
ed
to
o
th
e
r
s
d
is
ag
r
ee
with
f
in
d
in
g
s
b
y
Ab
d
u
lm
alik
et
a
l.
[
3
8
]
wh
o
r
e
p
o
r
ted
a
v
e
r
y
h
ig
h
ten
d
en
cy
o
f
d
elin
q
u
en
c
y
b
y
t
h
e
f
ir
s
t
two
ch
ild
r
en
.
T
h
e
s
tu
d
y
’
s
r
esu
lts
also
r
ev
ea
led
an
i
n
ter
ac
tio
n
ef
f
ec
t
o
f
co
g
n
itiv
e
r
estru
ctu
r
in
g
an
d
b
ir
th
o
r
d
er
o
n
ag
g
r
ess
iv
e
b
eh
av
io
r
.
T
h
is
f
in
d
in
g
is
im
p
o
r
tan
t
as
b
ir
th
o
r
d
er
h
as
b
ee
n
r
ec
o
g
n
ized
as
i
n
f
lu
en
ci
n
g
th
e
d
ev
el
o
p
m
en
t
o
f
d
elin
q
u
en
cy
in
ch
ild
r
en
as
p
o
i
n
ted
o
u
t
in
th
e
s
tu
d
y
b
y
Ab
d
u
lm
alik
et
a
l.
[
3
8
]
.
T
h
e
r
e
s
u
lt o
f
th
e
s
tu
d
y
o
n
b
ir
t
h
o
r
d
e
r
an
d
ag
g
r
ess
iv
en
ess
is
in
lin
e
with
th
e
f
in
d
in
g
s
o
f
R
o
h
r
er
et
a
l
.
[
1
9
]
,
wh
o
r
ep
o
r
ted
a
d
if
f
e
r
en
ce
in
a
g
g
r
ess
io
n
in
ter
m
s
o
f
t
h
e
b
ir
th
o
r
d
e
r
o
f
s
tu
d
en
ts
.
T
h
ey
r
ep
o
r
ted
d
if
f
er
en
ce
s
i
n
ea
r
ly
m
alad
ap
tiv
e
s
ch
em
as
in
f
ir
s
t,
s
ec
o
n
d
,
a
n
d
last
-
b
o
r
n
ch
ild
r
en
,
attr
ib
u
tin
g
it
to
t
h
e
ch
ild
r
en
'
s
b
ir
th
o
r
d
er
,
th
eir
r
o
le,
th
eir
p
er
ce
p
tio
n
o
f
th
eir
p
o
s
itio
n
,
an
d
t
h
e
ad
u
lt
in
ter
a
ctio
n
in
th
eir
liv
es,
wh
ich
ar
e
cr
u
cial
to
th
e
d
e
v
elo
p
m
en
t
o
f
p
s
y
ch
o
p
ath
o
l
o
g
y
a
n
d
o
th
er
illn
ess
es.
A
s
im
ilar
s
tu
d
y
[
2
0
]
also
f
o
u
n
d
th
at
b
ir
th
o
r
d
er
in
f
lu
en
ce
s
ag
g
r
ess
io
n
in
ad
o
lescen
ts
with
last
b
o
r
n
b
ein
g
m
o
r
e
a
g
g
r
ess
iv
e
th
an
f
ir
s
tb
o
r
n
s
.
R
esu
lts
al
s
o
s
h
o
wed
th
at
co
g
n
itiv
e
r
estru
ctu
r
in
g
d
id
n
o
t
s
ig
n
if
ican
tly
af
f
ec
t
d
is
o
b
ed
ien
t
b
eh
av
io
r
.
T
h
is
r
esu
lt
is
co
n
s
is
ten
t
wi
th
Uk
wu
ez
e
[
3
9
]
wh
o
s
e
s
tu
d
y
al
s
o
d
id
n
o
t
d
em
o
n
s
tr
ate
ev
id
e
n
ce
o
f
a
s
ig
n
if
ican
t
tr
ea
tm
en
t
ef
f
ec
t
o
n
s
ev
er
al
o
u
tco
m
e
m
ea
s
u
r
es,
in
clu
d
in
g
th
e
s
tr
en
g
th
s
a
n
d
d
if
f
icu
lties
q
u
esti
o
n
n
air
e
(
SDQ)
,
s
tu
d
en
ts
’
attitu
d
e
to
war
d
ag
g
r
ess
io
n
(
AT
AQ)
,
an
d
th
e
s
o
cial
co
g
n
itio
n
an
d
attr
ib
u
tio
n
s
ca
le
(
SC
AS)
.
Hy
p
o
th
esis
f
o
u
r
also
r
ev
ea
led
th
at
th
er
e
was n
o
in
ter
ac
tio
n
ef
f
ec
t o
f
b
ir
th
o
r
d
er
an
d
co
g
n
iti
v
e
r
estru
ctu
r
in
g
o
n
d
is
o
b
ed
ien
t b
eh
av
i
o
r
s
.
I
t
s
h
o
u
ld
b
e
n
o
te
d
th
at
m
o
s
t o
f
t
h
e
s
t
u
d
ies
r
ev
iewe
d
in
th
is
wo
r
k
f
o
cu
s
ed
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
a
n
d
n
o
t
p
r
im
a
r
y
s
ch
o
o
l
p
u
p
ils
;
th
is
m
ig
h
t
b
e
th
e
r
ea
s
o
n
f
o
r
th
e
d
if
f
er
e
n
ce
in
r
esu
lts
.
Sev
e
r
al
s
tu
d
en
ts
wer
e
s
ig
n
if
ican
tly
o
l
d
er
th
an
th
e
o
th
er
e
x
p
er
im
e
n
tal
g
r
o
u
p
m
em
b
e
r
s
b
u
t
wer
e
in
th
e
s
am
e
class
an
d
co
u
ld
n
o
t
b
e
ex
e
m
p
ted
f
r
o
m
p
ar
tak
in
g
in
t
h
e
p
r
e
-
test
.
T
h
es
e
s
tu
d
en
ts
wer
e
e
v
en
tu
ally
s
elec
ted
f
o
r
th
e
s
tu
d
y
b
ased
o
n
th
eir
p
r
e
-
test
s
co
r
es.
T
h
is
o
u
tlier
’
s
p
r
esen
ce
m
ig
h
t
h
av
e
also
m
o
d
if
ied
th
e
s
tu
d
y
’
s
r
esu
lts
.
T
h
e
p
o
s
t
co
m
p
letio
n
f
in
d
in
g
s
,
wh
ich
r
e
v
ea
led
a
d
ec
lin
e
in
ag
g
r
ess
io
n
am
o
n
g
th
e
p
u
p
ils
in
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
wer
e
also
co
n
s
is
ten
t
with
Gö
k
k
a
y
a
an
d
Sü
tc
ü
[
2
7
]
wh
o
r
e
p
o
r
ted
th
at
ac
co
r
d
i
n
g
to
m
o
n
ito
r
in
g
d
ata,
th
e
ex
p
er
im
en
tal
g
r
o
u
p
’
s
r
ed
u
ctio
n
in
b
u
ll
y
in
g
-
r
elate
d
co
g
n
itio
n
s
was m
ain
tain
ed
af
ter
f
o
u
r
m
o
n
th
s
o
f
th
e
s
tu
d
y
.
A
s
tu
d
y
h
as
y
et
to
b
e
d
o
n
e
in
C
r
o
s
s
R
iv
er
State
u
s
in
g
co
g
n
itiv
e
r
estru
ct
u
r
in
g
as
a
p
an
ac
ea
f
o
r
m
alad
ap
tiv
e
b
e
h
av
io
r
s
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
c
h
ild
r
en
.
T
h
is
s
tu
d
y
b
ec
o
m
es
s
ig
n
if
ican
t
s
in
ce
ea
r
ly
ch
ild
h
o
o
d
ex
p
er
ien
ce
s
ca
n
af
f
ec
t
ch
ild
r
e
n
in
t
h
eir
later
li
v
es.
As
n
o
ted
b
y
Op
ar
ad
u
r
u
an
d
Uk
wu
ez
e
[
1
]
,
n
ea
r
ly
all
o
f
a
ch
ild
’
s
ex
p
e
r
ien
ce
s
o
cc
u
r
at
t
h
is
ag
e,
c
o
m
b
in
e
d
with
d
ev
e
lo
p
m
en
tal
a
n
d
atten
tio
n
-
s
ee
k
i
n
g
c
h
allen
g
es
th
at
m
u
s
t
b
e
ef
f
ec
tiv
ely
a
d
d
r
ess
ed
,
th
er
e
b
y
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
t
h
is
s
tu
d
y
’
s
f
o
cu
s
o
n
p
r
im
ar
y
s
ch
o
o
l
ch
ild
r
en
.
I
n
ad
v
o
ca
tin
g
th
e
u
s
e
o
f
c
o
g
n
itiv
e
r
estru
ctu
r
in
g
,
p
r
e
v
io
u
s
r
e
s
ea
r
c
h
[
3
9
]
o
p
in
e
d
th
at
to
c
h
an
g
e
a
clien
t
’
s
b
eh
av
io
r
,
th
e
c
o
g
n
it
iv
e
s
tr
ateg
y
o
f
co
u
n
s
elin
g
wo
r
k
s
o
n
th
e
clien
t'
s
co
n
s
cien
ce
an
d
ir
r
atio
n
al
b
eh
av
io
r
s
.
C
o
n
v
i
n
cin
g
s
tu
d
en
ts
th
r
o
u
g
h
d
id
ac
tic
teac
h
in
g
t
o
r
ep
lace
illo
g
ical
co
n
ce
p
ts
an
d
s
ee
r
ea
s
o
n
s
f
o
r
ad
o
p
tin
g
n
ew
way
s
o
f
r
esp
o
n
d
in
g
to
ac
ce
p
ta
b
le
b
eh
a
v
io
r
s
in
clu
d
es r
ef
o
cu
s
in
g
p
r
esen
t f
o
r
c
es to
f
av
o
r
c
h
an
g
e
.
5.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
s
u
g
g
est
th
at
co
g
n
itiv
e
r
estru
ctu
r
in
g
is
an
ef
f
ec
tiv
e
in
ter
v
en
tio
n
s
tr
ateg
y
f
o
r
ad
d
r
ess
in
g
m
alad
ap
tiv
e
b
eh
a
v
io
r
s
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
p
u
p
ils
.
T
h
e
in
ter
v
en
tio
n
ac
h
iev
e
d
its
in
ten
d
ed
g
o
al
o
f
im
p
r
o
v
in
g
ch
ild
r
en
’
s
b
eh
a
v
io
r
an
d
p
r
o
v
i
d
ed
a
f
r
am
ew
o
r
k
f
o
r
m
o
r
e
s
u
s
tain
ab
le
b
eh
av
io
r
m
an
a
g
em
en
t
s
tr
ateg
ies.
I
t
is
r
ec
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1
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J.
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2
6
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:
v
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c
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m
.
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