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Psych 230 > Chapter 3 > Flashcards

Chapter 3 Flashcards

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1
Q

3 general perspectives on crime:

A

psychdynamic, learning, social learning

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2
Q

behaviourism

A

focus on the study of observable processes - crime is learned by encoding processing and retaining information

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3
Q

psychodynamic theories

A

internal/unconscious psych forces

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4
Q

social learning theories

A

observing others - specific conditions that promote or inhibit learning

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5
Q

methods to testing biological origins of crime

A

longitudinal, cross sectional, metanaylsis

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6
Q

psychdynamic theory basis

A

humans are internally antisocial, pleasure seeking, and destructive impulses
internal psychic forces

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7
Q

where do sexual and self serving feelings come from

A

id

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8
Q

id

A

part of personality repersents unconscious primitive and instintual desires

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9
Q

id is run by

A

pleasure principle - immediate pleasure without consequences

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10
Q

id is combated by

A

ego

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11
Q

ego

A

mediate one;s primal needs and society’s needs

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12
Q

ego is run by

A

reality principle

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13
Q

ego is governed by

A

superego

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14
Q

superego

A

focuses on moral and displine

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15
Q

superego’s two components

A

consience (right and wrong)
ego ideal - social standards

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16
Q

propsoed three sources of criminal behaviour caused by

A

variance of superego

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17
Q

harsh superago -

A

neurotica= animals - unconscious guilt - invite punishment

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18
Q

weak superago

A

psychpathic personality

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19
Q

deviant superego

A

superego is developed but identification with deniant role mode;

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20
Q

bowlby’s theory of maternal deprivation

A

disruption to the mother-child relationship = long term effects = exhibit antisocial patterns of behaviour

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21
Q

glueck and glueck

A

causes of crime + asses the effectiveness of correctional treatment
conccluded based on parenting variables and superego

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22
Q

hirschi control theories

A

social control theory - people don’t violate the law because of social controls and 4 bonds to society

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23
Q

4 bonds to society according to hirschi

A

attachment, commitment, involvement, and belief

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24
Q

general theory of crime

A

self control - primary determinant of crime - 0.34 effect size - 19% variance of criminal behaviour

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25
Q

learning theories of crime

A

no natural inherent impulse to act antisocially, classical conditioning, operant condition

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26
Q

3 important factors of operant conditioning

A

no delay, consistency, level of consequent

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27
Q

social learning theory of crime

A

diffrential association theory
aker’s social learnign theory

28
Q

diffrential associaition theory

A

contacts with prosocial/ag
ntisocial attitudes
- CB is learning
- CB is learned interaction
- intimate personal groups
- learning tech and motive
- learn legal code
- learn excess of legal code
- associations vary in frequency, duration, priority, intensity
- association with criminal and anticriminal patterns
- expression of general needs and values

29
Q

aker’s social learning theory

A

watch and repeat rewarded behaviours
- personal interpersonal and community - reinforcement theory of crime

30
Q

damage to the orbitofrontal region can produce a syndrome called

A

pseudopsychopathy/acquired sociopathy

31
Q

pseudopsychpathy

A

immature behaviour, lack of tact/restraint, coarse language, promiscuous/sexual behaviour, lack of social grace

32
Q

brain imaging in criminals

A

bright colours show high levels of glucose metabolism - murders have little to no glucose metabolism in prefrontal cortex - but NO difference in posterior frontal regions

33
Q

neuropsychology

A

a branch of psychology that involved examining the structure and function of the brain (including damage to it) through noninvasive tests and activities

34
Q

what does neuropsychological tests say about deficits and delinquent behaviour

A

verbal deficits (vocal skills, facts, inability to define concepts) (left hemisphere) + executive functions (planning, sequencing, inhibiting responses) (frontal cortex)

35
Q

how do verbal and executive deficits work in antisocial behaviour

A
  • verbal deficits don’t allow to lesionout of conflict
  • unable to tell yourself you’re wrong verbally
  • these deficits are only relevant to those who engage in crime their whole life
36
Q

why is evolution relevant in crime

A
  • we are animals
  • provide a mechanism as to how biological differences in personality
37
Q

how does fitness play into antisocial behaviour

A

if it is adaptive someone can be predisposed or it can be inherited to some degree through biological hardware

38
Q

adaptation

A

any anatomical structure, physiological process, or behavioural pattern that enabled an organism to survive and reproduce in its ancestral enviroment

39
Q

antisocial behaviour as an evolved life history traits

A
  • low parental investment
  • high mating effort
  • short term mating
  • lots of biological offspring
  • low group alturism
  • decietful and manipulative tendencies
  • coercion
  • works if most people are not antisocial
40
Q

is antisocial behaviour/crime inherited

A

 Possibly a general predisposition for rule violations and seemingly, selfish, dishonest, exploitative behavior.
 Unlikely that specific antisocial behaviors are inherited (e.g., an armed robbery gene).
 Different biological markers (direct and indirect) likely exist
 Social environment would regulate the expression of a potential criminal genotype. Social experiences have potential to alter the course of brain development.
 No single biological marker is a necessary or sufficient cause of violence, aggression, or criminal behavior.

41
Q

how do biological and social forces interact

A

 Raine (1997): Biological determinants of antisocial behavior (e.g., prefrontal cortex dysfunction, low serotonin) assume greater importance when social forces that promote antisocial behavior are weak (e.g., high SES, intact home).

 However, social causes of criminal behavior may be more important in those exposed to adverse early home conditions.

42
Q

early social control theories

A

 Stresses the importance of personal controls, particularly those provided by the family.
 Social controls = ties to primary groups – family and friends, school, and work
 Personal controls = internalized individually – ethics and values
 Absence of S&P controls = criminality
family is significant

43
Q

general theory of crime (gottfredson and hirchi)

A

 Individuals with low self-control have a greater propensity to commit crimes when they have the opportunity to do so
 Low self-control = impulsive, present-oriented, unstable relationships, low remorse for harming others
 Poor self-control rooted in early childhood socialization
 Criticism: Simplistic and contradicted by findings showing that adults forming stable social bonds (e.g., marriage, stable job) are less likely to become involved in criminality.

44
Q

eysenck;s conditionality

A

some are more conditional than others
- deviant sexual arousal patterns
- pedophilia

45
Q

bf skinner

A

strong situationist -
reductionism

46
Q

situational bf skinner

A

environment will impact behaviour in regards to punishment and reward

47
Q

reductionism

A

complex human behavior can be broken down into more simple behavior

48
Q

operant conditioning

A

learning either to perform or withhold a particular response because of its consequences

49
Q

positive reinforcement

A

applying appetitive stimulus - candy, compliment etc

50
Q

negative reinforcement

A

taking away aversive stimulus - anxiety, stress

51
Q

positive punishment

A

giving aversive stimulus - prison

52
Q

negative punishment

A

taking away appetitive stimulus

53
Q

extinction

A

The frequency of a behavior becomes zero due to a lack of reinforcement - pen running out of ink

54
Q

poisitive reinforcment for criminal behaviour

A

material gain, thrill adrenaline, positive peer responses, social reinforces, sexual gratification, sexual arousal

55
Q

negative reinforcement in criminal behaviour

A

reduction of fear anxiety
removal of perceived obstacles or stressors
witness protection program
reducing conflict
feeling better about yourself

56
Q

interment enforcement

A

not every behaviour is enforced all the time but it is periodically

57
Q

why do simple learning principles not work well for animals

A

humans have complex cognitions that presumably influence behavior – we have a cortex that is modifiable – plays a mediating role in the acquisition of behavior

58
Q

what does social learning theory suggest

A

Suggests that to understand criminal behavior we must examine perceptions, thoughts, expectancies, competencies, and values

59
Q

reciprocal determinism

A

triarchic interaction of 3 types of components
impacts our behaviours - personal, enviroment, and behaviour
think of young individual robbing an older woman

60
Q

self efficacy and criminal behaviour

A

your sense of confidence in purusing a task is a reinforcement – might not want to build self-esteem/efficacy in criminals unless your reducing criminal attitudes

61
Q

vicarious learning

A

learn from seeing the experiences of others (seeing the traumatic experience of others, people going to jail) - you can learn in the absence of reward and punishment

62
Q

diffrential association theory (sutherland)

A

Development of attitudes favorable toward crime + behaviors for committing crime from chronic exposure to delinquent peers
- The more often it happens – the more positive to you – the more it pays off
- Someone needs exposing to the criminal attitudes and mindset that allows for criminal inclinations to run
- When criminal attitudes are representative of esteem and status

63
Q

differential association reinforcement theory

A

previous theory but WITH reinforcement that increase environment - Essentially people learn to commit deviant acts through interpersonal interactions in their social environment Group interactions and observational and vicarious learning is key
 Differential reinforcement for antisocial vs. prosocial behavior
 Pro-criminal attitudes also formed
Anti social options become more appealing than conventional attitudes

64
Q

general personality and social psychological perspective on criminal conduct

A

tie everything together – intergrates social learning, behaviourism, personal characteristics, and biology

Criminal behaviour is learned through vicarious learning, social learning, and consequences
Biggest deterent of home robberies: big loud dog

65
Q

implications of GPSPC on forensics

A
  1.  Criminal/Antisocial behaviors have developed through the same principles as any other behavior
     Antisocial/Criminal behaviors have some adaptive basis; maintained because reinforced
     Criminals have different reinforcement strategies and contingencies
     If criminal behavior is learned, criminal behavior can be replaced with more adaptive strategies to reach goals.
     Theoretically, some deviant arousal patterns may be “re-conditioned.”
     Negative environmental factors can be modified to promote more prosocial behavior.

Psych 230 (4 decks)

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