Behavior
The brown bear is primarily nocturnal. In the summer, it gains up to 180 kg (400 lb) of fat, on which it relies to make it through winter, when it becomes very lethargic. Although they are not full hibernators and can be woken easily, both sexes like to den in a protected spot, such as a cave, crevice, or hollow log, during the winter months. Brown bears are mostly solitary, although they may gather in large numbers at major food sources and form social hierarchies based on age and size. Adult male bears are particularly aggressive and are avoided by adolescent and subadult males. Female bears with cubs rival adult males in aggression, and are more intolerant of other bears than single females. Young adolescent males tend to be least aggressive, and have been observed in nonagonistic interactions with each other. Dominance between bears is asserted by making a frontal orientation, showing off canines, muzzle twisting and neck stretching to which a subordinate will respond with a lateral orientation, by turning away and dropping the head and by sitting or lying down. During combat, bears use their paws to strike their opponents in the chest or shoulders and bite the head or neck. In his Great Bear Almanac, Gary Brown lists 11 different sounds bears produce in 9 different contexts. Sounds expressing anger or aggravation include growls, roars, woofs, champs and smacks, while sounds expressing nervousness or pain include woofs, grunts and bawls. Sows will bleat or hum when communicating with their cubs.
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Famous quotes containing the word behavior:
“To be told that our child’s behavior is “normal” offers little solace when our feelings are badly hurt, or when we worry that his actions are harmful at the moment or may be injurious to his future. It does not help me as a parent nor lessen my worries when my child drives carelessly, even dangerously, if I am told that this is “normal” behavior for children of his age. I’d much prefer him to deviate from the norm and be a cautious driver!”
—Bruno Bettelheim (20th century)
“There is a parallel between the twos and the tens. Tens are trying to test their abilities again, sizing up and experimenting to discover how to fit in. They don’t mean everything they do and say. They are just testing. . . . Take a good deal of your daughter’s behavior with a grain of salt. Try to handle the really outrageous as matter-of-factly as you would a mistake in grammar or spelling.”
—Stella Chess (20th century)
“Understanding child development takes the emphasis away from the child’s character—looking at the child as good or bad. The emphasis is put on behavior as communication. Discipline is thus seen as problem-solving. The child is helped to learn a more acceptable manner of communication.”
—Ellen Galinsky (20th century)