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criminal Flashcards

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1
Q

5 types of crime

A
  • acquisitive
  • antisocial
  • violent
  • drug related
  • sexual
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2
Q

acquisitive crime

A

an offence where the offender derives material gain from the crime

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3
Q

antisocial crime

A

behaviour by a person which causes, or is likely to cause, harassment, alarm or distress to others

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4
Q

sexual crime

A

crimes of a sexual nature

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5
Q

drug related

A

offences related to drug misuse

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6
Q

violent crime

A

a crime in which an offender or perpetrator uses or threatens to use harmful force upon a victim.

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7
Q

issues with how crime is measured

A

may not be reliable as not all crimes are necessarily reported

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8
Q

how is crime measured

A

using the self report method

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9
Q

deviation from norms

A

when an act or behaviour goes against what is expected of society

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10
Q

social construct in terms of criminal behaviour

A

criminal behaviour is determined by what society considers it to be so it is relative to time and place

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11
Q

criminal behaviour

A

any act that goes against the law

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12
Q

selfish accountants drew velvet acrobats

A

sexual
antisocial
drug related
violent
acquisitive

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13
Q

role of culture in determining criminal behaviour

A

culture is a collective set of norms that determines a way of life for a group of people as culture changes so do their norms and thus also what is considered criminal or deviant behaviour

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14
Q

how do prisons reduce antisocial behaviour

A
  • take away freedom , rights and privileges
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15
Q

how do fines reduce antisocial behaviour

A
  • money can be an incentive to committing crimes like theft so risk of losing it may act as a deterrance
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16
Q

how do community sentences reduce antisocial behaviour

A
  • offenders pay back to society while also giving up their time
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17
Q

how does restorative justice promote pro social behaviour

A
  • the victim of the crime will meet the criminal
  • the offender has to take responsibility for their crime and are encouraged to apologize and complete community service bringing them back into the community
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18
Q

how do positive role models promote prosocial behaviour

A
  • offenders observe the actions of prosocial role models so they can learn how to behave
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19
Q

name two methods of rehabilitation

A
  • restorative justice
  • positive role models
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20
Q

four methods of reducing antisocial behaviour

A
  • prison
  • fines
  • community sentences
  • deterrence
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21
Q

Eyesencks criminal personalities theory

A

There are traits associated with people who commit crimes. Something that is inherited through genetic inheritance & innate (born with it).

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22
Q

What dies eyesenck believe about criminal personalities

A

They are genetically inherited and innate

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23
Q

Extraversion

A
  • High E score = sociable, lively and sensation seeking
  • BRAIN: extroverts have a low level of arousal in their cerebral
    cortex (as stimuli is restricted by RAS) and therefore need
    more stimulation from their environment, leading to risky & anti-social behaviour.
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24
Q

In eyesencks theory what causes extraversion

A

extroverts have a low level of arousal in their cerebral
cortex (as stimuli is restricted by RAS) and therefore need
more stimulation from their environment, leading to risky & anti-social behaviour.

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25
Q

Traits of an extravert

A

sociable, lively and sensation seeking

26
Q

Neuroticism

A
  • High N scores = anxious & react very strongly to aversive stimuli.
  • BRAIN: the ANS becomes over-aroused and affects the
    limbic system, causing violent & unstable behaviour.
27
Q

Neuroticism traits

A

High N scores = anxious & react very strongly to aversive stimuli

28
Q

Neuroticism cause

A

the ANS becomes over-aroused and affects the
limbic system, causing violent & unstable behaviour.

29
Q

Psychoticism

A
  • High P score = aggressive & egocentric.
  • BRAIN: due to an excess of dopaminergic neurons, which causes an overproduction of dopamine and leads to less inhibitions & more aggressive behaviour.
30
Q

Psychoticism cause

A

due to an excess of dopaminergic neurons, which causes an overproduction of dopamine and leads to less inhibitions & more aggressive behaviour.

31
Q

Psychoticism traits

A

High P score = aggressive & egocentric.

32
Q

How did eyesenck believe criminality developed

A

Eysenck believed that criminality develops mainly due to genetics but early socialisation and difficulties in conditioning can also play a part.

33
Q

Eyesencks limitations

A
  • Ignores individual differences- Unlikely criminals who commit different crimes all share a similar personality.
  • Too deterministic as it ignores free will.
  • merely identifies certain characteristics that may link to criminality. It does not inform us why individuals commit criminal acts
34
Q

Aim of heaven’s study

A

To test the correlation between Eysenck’s personality traits and delinquency.

35
Q

Heavens sample

A

282 ( just under 300) teenagers (aged 13-15) from two Catholic schools in Australia.

36
Q

Heavens Research method

A

Questionnaire and longitudinal study

37
Q

Heavens procedure

A
  • Participants completed questionnaires at Time 1
    (around 14 years old)
  • and 2 years later at Time 2 (around 16 years old).
  • 1) measured psychoticism, extraversion & self-esteem (better measure than neuroticism).
  • 2) used self-report to measure delinquency (looked at violence, vandalism & theft).
38
Q

Heavens findings

A
  • Males were more likely than females to be involved delinquency at Time 1 & Time 2.
  • There was found to be a positive correlation between psychoticism & delinquency at Time 1 & Time 2. But traits only explain a part of criminal behaviour.
39
Q

Heavens conclusion

A

Psychoticism is linked to delinquency.

40
Q

Heavens limitations

A
  • Sample culturally biased (unrepresentative & can’t be generalised).
  • Limited by social desirability as it was self-report..
41
Q

Babduras social learning theory

A

Bandura suggested that all behaviour is learnt through observation & children are particularly influenced by what they see, this includes criminal behaviour

42
Q

What are rge stages whithin banduras social learning theory

A
  • role models
  • identification
  • observation
  • vicarious reinforcement
  • imitation
  • direct reinforcement
  • internalisation
43
Q

Role models and identification

A

Children will identify with role models - people we look up to and respect who model behaviour for us. They will decide they want to be like these people.

44
Q

Observation and imitation

A

A child may observe a criminal act - creates a mental representation in their mind, because they have seen this particular behaviour they are more likely to copy it.

45
Q

Vicarious reinforcement

A

A role model is observed being rewarded for their criminality; financially or through an increased status. More ikely to lead to criminality being imitated if positive

46
Q

Direct reinforcement

A

Observer engages in criminal act and receives reward, is likely to continue.
reinforcement can also be negative & can deter

47
Q

Internalisation

A

The behaviour becomes part of us & no longer needs to be reinforced for it to continue - will repeat behaviour despite consequences (e.g. punishment, harm)

48
Q

Social learning theory limitations

A
  • Ignores the role of nature - e.g. brain dysfunction & genetics
  • Doesn’t explain how criminal behaviour starts in the first place (first wave criminals)
  • If it’s correct, should be easier to reduce crime through conditioning.
49
Q

Cooper and nackie study aim

A

To see if aggressive video games would lead to increased aggression

50
Q

Cooper and mackie sample

A

84 children, aged 9-11 from schools in New Jersey, USA

51
Q

Coooer and nackie experimental design

A

Lab experiment, independent measures design

52
Q

Cooper and mackie procedure

A
  • 1) Two groups - played or observed either missile command (high agg.), pacman (low agg.), or maze (control).
  • 2) Playroom - observed which
    toys each child played with (aggressive, active, quiet, skill).
  • 3) Asked questions about reward/punishment using buzzer*
53
Q

Cooper and mackie findings

A
  • Children playing aggressive game spent longer playing with aggressive toy. Esp. with girls
  • Boys preferred to play.
  • Type of game had no effect on
    interpersonal aggression (buzzer qus.)
54
Q

Cooper and mackie conclusion

A

Playing or watching an aggressive video game had an impact on aggressive behaviour of girls but not boys.

55
Q

Cooper and mackie limitations

A

Sample was culturally biased - cannot be generalised.
Lacks ecological validity as it was a lab experiment (artificial conditions)

56
Q

3 stages of restorative justice

A
  • criminal meets victim of crime
  • criminal takes responsibility for crime
  • criminal does community service to reintegrate into society
57
Q
  • how do prisons punish people
A
  • poor conditions and take away freedoms rights and privileges
58
Q
  • how do community sentences rehabilitate / punish people
A
  • offenders pay back society often by giving up own time to contribute to the community ( example from extract)
  • often made to wear specific clothes that make it obvious they are serving community sentence - psychological punishment of shame
59
Q
  • what type of crimes are fibes used for
A
  • minir ones like property damage
60
Q
  • how do prosocial rolemodels help reform
A
  • observe people behave in prosocial ways
61
Q

Using the source:
(a) Explain one way that punishment could be used with ____ to try to stop their involvemer with __crime____.

A
  • appropriate punishment i.e community sentence, prison, fines, positive rolemodel ( not punishment but rehab)
  • ** explain what punishment is in association to punishment or something else in the source**
  • example of punishment related to source

Psychology (6 decks)

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