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The Criminal Mind > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

callous-unemotional traits

A
  1. lack of remorse or guilt
  2. lack of empathy
  3. unconcern about performance in important activities
  4. shallow or deficient affect
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2
Q

how are CU traits measured?

A

as set of traits, or diagnostically as a specifier of conduct disorder in the DSM

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3
Q

Conduct Disorder

A 
clinical diagnosis characterized by:
1. aggression
2. destruction of property
3. deceitfulness
4. serious rule violations
symptoms must occur before 18, unless in context of APD, before 16
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4
Q

ODD

A

pattern of negative, hostile, and defiant behavior

may have symptoms related to anger/irritability, may be argumentative/defiant/vindictive

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5
Q

ADHD

A

clinical diagnosis characterized by several inattentive or hyperactive-impulsive symptoms
comorbid with CD and ODD

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6
Q

adolescent limited CD

A

from Moffitt’s model; one pathway to CD where onset coincides with adolescence and is less likely to continue into adulthood; behavior may be exaggeration of normal adolescent rebellion process

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7
Q

life course persistent CD (5)

A

from Moffitt’s model; pathway where onset is early (6 years old) and continues into adulthood, where individuals are likely to have

  1. neuropsychological deficits
  2. cognitive deficits (IQ)
  3. temperament/personality risk factors
  4. genetic risk
  5. neural risk
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8
Q

ACC

A

neural area found to be important for flexible control of aversively motivated behavior; tracks outcomes of choices made in recent past and integrates reward info to allow adaptive modification of behavior

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9
Q

OFC

A

neural area found to be important for integrating signals and modulating activity of other brain regions. role in:

  1. representing affective value of reinforcers
  2. stimulus reinforcement learning
  3. decisionmaking
  4. executive function
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10
Q

amygdala

A

neural area found important for threat detection (“fear center”) and stimulus reinforcement learning, and esp as a salience motivation detector

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11
Q

ventral striatum

A 
portion of striatum including 
1. nucleus accumbens
2. olfactory tubercle
3. islands of Calleja
reward center
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12
Q

dlPFC

A

neural area essential for executive functions (maintain/shift set, planning, response inhib, working memory, organization, reasoning, problem solving, abstract thinking)

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13
Q

MAOA

A

enzyme affecting NTs dopamine, NE, and 5HT

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14
Q

serotonin genes (5HTTLPR)

A

codes for serotonin transporter

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15
Q

COMT

A

modifying gene; role in modulating PFC dopamine levels, associated with subtypes of antisocial behavior

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16
Q

heritability

A

statistic used in genetics that estimated how much variation in a phenotypic trait in a population is due to genetic variation among individuals in that population

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17
Q

culpability (3)

A

culpable if cause a negative event act

  1. act was intentional
  2. act and consequences could have been controlled (agent knew likely consequences, was not coerced, and overcame hurdles to make event happen)
  3. person provided no excuse or justification for actions
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18
Q

mitigation

A

circumstances that may be considered by a court in determining culpability of a defendant or extent of damages to be awarded to a plaintiff
do not justify or excuse offense, but may reduce severity of charge

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19
Q

high MAOA + ___ leads to (2)

A
  1. maltreatment

2. proactive aggression and CU traits

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20
Q

low MAOA + ___ leads to

A

aggressive/impulsive behavior

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21
Q

pathway for low MAOA leading to aggression/impulsivity

A

+ maltreatment, leads to increased amygdala and decreased cortical response (increased availability of 5HT activates amygdala)

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22
Q

pathway for high MAOA leading to callous/proactive aggression

A

+ maltreatment, leads to decreased amygdala response (decreased availability of 5HT)

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23
Q

homozygous long allele for 5HTTLPR + ___ leads to…

A

+ low SES; high CU and narcissistic traits

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24
Q

homozygous short allele for 5HTTLPR + ___ leads to…

A

impulsivity

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25
Q

COMT val/met gene variant leads to…

A

conduct disorder

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26
Q

reduced amygdala activity leads to deficient response during…

A

affective empathy

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27
Q

maltreatment + ___ leads to CU traits

A

high MAOA

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28
Q

maltreatment + ___ leads to impulsive traits

A

low MAOA

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29
Q

low SES + ___ leads to CU traits

A

homozygous long allele for 5HTTLPR

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30
Q

low SES + ___ leads to impulsive traits

A

homozygous short allele for 5HTTLPR

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31
Q

high level of conduct problem traits associated with ___ amygdala response during affective empathy

A

higher

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32
Q

high level of CU traits associated with ___ amygdala response during affective empathy

A

lower

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33
Q

what 4 neural aberrations do children with CP+CU display?

A
  1. reduced amygdala functioning
  2. reduced vmPFC activation
  3. reduced OFC activation
  4. poor amygdala-OFC connectivity
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34
Q

the unique variance associated with CU traits is related to ___

A

decreased amygdala activity

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35
Q

the unique variance associated with conduct problems is associated with ___

A

increased amygdala activity to affective theory of mind scenarios

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36
Q

in response to empathy-inducing film clips portraying sadness, anger, or happiness, people with high CU had…

A

less heart rate change from baseline, but no diff in resting HR or facial affect

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37
Q

in response to emotional pictures, people with high CU and high anxiety had ___

A

greater heart rate deceleration; sensitivity to negative stimuli

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38
Q

CD+CU tend to show blunted and attenuated ___ because of ___

A

autonomic reactivity, long allele for 5HTTLPR

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39
Q

dysfunctional parenting associated with ___ but not ___

A

CD-CU problems

not CD+CU problems

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40
Q

coercive parenting predicted greater conduct problems in ___

A

low CU groups

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41
Q

parental warmth predicted fewer CP in ___, but not ___

A

high and medium CU groups

not low CU group

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42
Q

autonomic differences or similarities in CD vs. CD+CU

A

CD: low resting HR, low electrodermal response

CD+CU: low resting HR, low electrodermal response

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43
Q

neural differences in CD vs. CD+CU

A

CD: decreased frontal activity, increased amygdala

CD+CU: decreased amygdala, poor connectivity

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44
Q

genetic differences/similarities in CD vs. CD+CU (3)

A

CD: low MAOA, homozygous short 5HTTLPR, COMT val/met

CD+CU: high MAOA, l/l 5HTTLPR, COMT val/met

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45
Q

expressive differences in CD vs. CD+CU

A

CD: reactive, impulsive

CD+CU: cold/unemotional, proactive

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46
Q

early patterns of coercive parent-child relations are thought to result from…

A

reciprocal influences between harsh parenting and dysregulated affect in overaroused children

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47
Q

5 parts of parental warmth

A
  1. positive parenting
  2. positive feedback
  3. engagement
  4. monitoring
  5. attachment
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48
Q

parenting: ___ as opposed to ___ is more important for socialization of under-aroused children

A

affective quality of parent child relationship

vs discipline

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49
Q

parenting: high CU children may be particular susceptible to influence of ___ for development of (2)

A

parental warmth

empathic concern/emotional responding; internalization of parental moral and rule-based values

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50
Q

COMT met/val variant results in ___, which increases risk of (4)

A

reduces dopamine PFC modulation

  1. conduct problems
  2. aggression
  3. criminal behavior
  4. CU traits
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51
Q

antisocial children have decreased ACC during processing of (4)

A
  1. negative pictures
  2. attention
  3. emotional words
  4. non-rewarded and rewarded tasks
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52
Q

antisocial children have ___ OFC reactivity during (2)

A

reduced

  1. decision making tasks
  2. rewarded continuous performance tasks
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53
Q

antisocial children have ___ activation in caudate when previously rewarded behavior is ___

A

increased

no longer rewarded

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54
Q

antisocial children have increased caudate and VS activation when ___

A

viewing others in pain

55
Q

antisocial kids have decreased activation in caudate during ___

A

early-stimulus reinforcement exposures

56
Q

antisocial kids have greater amygdala reactivity to (2)

A
  1. angry faces

2. animations of others in pain

57
Q

antisocial kids have reduced amygdala reactivity to (2)

A
  1. fearful faces

2. moral decision making tasks

58
Q

low resting HR is a biological correlate of ___

A

antisocial behavior in children and adolescents

59
Q

there is __ ERN in ___ when error has been made in ___

A

lower in ACC

kids with CD

60
Q

antisocial behavior is linked to what three individual risk factors?

A
  1. male gender
  2. EF deficits
  3. cognitive styles
61
Q

antisocial behavior is linked to what 2 parenting risk factors?

A

harsh/coercive patterns

lack of positive engagement

62
Q

antisocial behavior is linked to what 2 environmental risk factors?

A
  1. neighborhood dangerousness

2. low SES

63
Q

problem in social information processing of AS kids

A

ambiguous acts perceived as hostile -> aggression -> others retaliate -> further angry aggression towards others

64
Q

effect of corporal punishment

A

increases aggressive/AS behavior

65
Q

3 differential correlates of adolescent-onset AS

A
  1. endorses rebellious personality (rejects traditional status and hierarchy)
  2. acceptance of experimentation (trying things out, testing boundaries)
  3. social potency (enjoying being noticed, center of attention)
66
Q

Patterson’s model of early v late starters

A

influenced by different environmental situations

67
Q

main characteristics of early AS starters

A
  1. training starts in preschool years, first in family and then in late stages by deviant peers
  2. main influences: coercive cycles in early family
68
Q

main characteristics of late AS starters

A
  1. training primarily by deviant peers in adolescence, possibly result of disruption in parental monitoring
  2. main influences: deviant peers and poor parental monitoring
69
Q

adult-onset CD may be an ___

A

exaggeration of the normal adolescent rebellion process

70
Q

adolescent-onset CD is __ likely to continue into adulthood than child onset

A

less

71
Q

adolescent-onset CD usually has better ___ than child onset

A

home environment & parenting

72
Q

adolescent-onset CD less likely to have (3)

A
  1. neuropsychological deficits
  2. cognitive deficits (IQ)
  3. temperament/personality risk factors (dysregulation)
73
Q

4 problems that persist into adulthood in child onset AS

A
  1. psychopathology
  2. low education levels
  3. partner and child abuse
  4. violence
74
Q

6 differential correlates of child-onset/life-course persistent AS

A
  1. high physical aggression
  2. negative/argumentative behavior
  3. neuropsychological dysfunction
  4. cold, callous IP style
  5. high family dysfunction
  6. parental crime/psychopathology
75
Q

rebellious process is set up by ___

A

maturity gap between biological maturity and social acceptance of adult status

76
Q

snares

A

getting stuck in particular stage/pattern

77
Q

3 proposed mechanisms of child-onset AS

A
  1. transactional process of child with difficult temperament leading to failed parent-child interactions, prevent child from learning prosocial skills
  2. GxE and GrE
  3. enlarged/abnormal corpus callosum connectivity
78
Q

dispositional risk factors for life-course group (6)

A
  1. neurochemical (low 5HT)
  2. autonomic (low resting HR)
  3. neurocognitive (poor EF)
  4. social info processing (hostile attribution bias)
  5. temperament (poor emotion regulation)
  6. personality (impulsivity)
79
Q

5 contextual risks for life course group

A
  1. prenatal toxin exposure
  2. poor early child care
  3. ineffective family discipline
  4. deviant peer groups
  5. high neighborhood violence exposure
80
Q

do CD or CD+CU learn better from time-out anger management training?

A

CD-CU

81
Q

hostile attribution bias

A

seeing neutral events as hostile

82
Q

girls with CD+CU tend to have (4)

A
  1. more externalizing symptoms
  2. bullying
  3. relational aggression
  4. more global impairment than CD alone
83
Q

do CU youth show reduced anxiety?

A

relationship is unclear; increase in anxious-depression symptoms but not withdrawn-depressed symptoms when controlling for concurrent CD

84
Q

proactive environment structuring (4)

A
  1. limit setting
  2. contingency based reinforcement
  3. knowledge
  4. monitoring
85
Q

temperamental precursors of CU (2)

A

fearlessness

low IP affiliation

86
Q

4 predictors of CU traits, individual level

A
  1. anxiety
  2. neurocognitive problems
  3. heritability
  4. substance abuse
87
Q

CU traits are negatively correlated with (4)

A
  1. extraversion
  2. agreeableness
  3. conscientiousness
  4. openness
88
Q

CU traits negatively related to anxiety or neuroticism when ___

A

controlling for CD

89
Q

for boys, high CU+CP and ___ EF predicts more violent crimes

A

better EF

90
Q

evidence for effectiveness of medications (3)

A
  1. antipsychotics good for disruptive behavior disorders and psychotic disorders
  2. stimulants good for CD and ADHD
  3. nothing targets impulsive aggression, APD, or psychopathy
91
Q

psychopaths do __ when treated

A

worse

92
Q

psychopathic patients are as likely as non-psychopaths to benefit from ___ in terms of ___

A

adequate doses of treatment; violence reduction

93
Q

cognitive remeditation

A

trains individual in particular cognitive skills, e.g. paying attention to contextual cues, applying working memory, and sustained attention

94
Q

cognitive remediation strategy in psychopaths

A

attention to context tasks

95
Q

cognitive remediation strategy in externalizers

A

affective cognitive control tasks

96
Q

adults with pp have worse short term responses to ___

A

CBT

97
Q

___ is strongest predictor of noncompletion of treatment

A

psychopathy

98
Q

psychopaths appear to recidivate at a ___ level than other offenders post-treatment, but recidivism is worse if they ___

A

higher; worse if they drop out

99
Q

3 attention to contextual cues tasks

A
  1. reversal task; notice change in rules associated with earning and losing money
  2. context discrimination task: learn to attend to peripheral info to respond to a target
  3. gaze task: attend to both eye gaze and facial expression
100
Q

3 affective cognitive control tasks

A
  1. breath holding: say when you’re uncomfortable, keep holding, and then let go (measure diff between discomfort and let go time)
  2. Simon: basic cognitive control, press right red and left blue, but sometimes red occurs on left which creates conflict
  3. Go-Stop: left button when see circle, right when square, when tone plays don’t press
101
Q

externalizing individuals who got psychopathy treatment got ___

A

worse

102
Q

groups that got deficit-matched training exhibited ___ in ___ and ___ of conduct reports

A

reduction

  1. frequency
  2. severity
103
Q

4 aspects of parent management training

A
  1. define and record observations of child’s behavior
  2. provide positive reinforcement for good behavior
  3. select simple behaviors as initial focus, reward small steps towards larger goal (successive approximations)
  4. set limits using structured techniques in response to negative behavior
104
Q

efficacy of PMT for CD (how long?) (3)

A
  1. improvement in parent, teacher, direct ratings of delinquent behavior
  2. problematic behaviors in line with age-appropriate norms
  3. gains maintained for 1-3 years post treatment
105
Q

SNAP

A

3 month, multi modal, manualized treatment with group-based parent and child treatment settings

  1. child taught cog and behav skills and given practice applying to specific circ
  2. parents taught about behavioral strats, taught cog-behavioral self-control techniques that children are learning, discuss how to deal with partic child behavs and coping with their emotional reactions
106
Q

CU trait intervention efficacy

A

CU traits reduced, effortful control increased

107
Q

CU trait changes partially mediated by ___

A

change in negative/inconsistent parenting and parental distress; increasing emotional warmth and reduced physical punishment associated with decrease in CU traits up to a year later

108
Q

multisystemic treatment

A

blends CBT, behavior management training, family therapies, and community psychology; delivered in natural environment; 3-5 months

109
Q

focus of multisystemic treatment (6)

A

improving prosocial functioning

  1. improve caregiver discipline
  2. enhance family affective relations
  3. decrease association with deviant peers
  4. improve school/job performance
  5. prosocial recreational outlets
  6. indigenous support network of extended family, neighbors, friends
110
Q

efficacy of MST for CD (individual) (2)

A
  1. decrease in symptoms for youth and parent

2. decreased hospitalizations

111
Q

efficacy of MST for family (5)

A
  1. increased cohesion
  2. parental monitoring
  3. decreased stress
  4. increased supportiveness
  5. decreased youth noncompliance
112
Q

efficacy of MST for peers (3)

A
  1. smallest effect size
  2. increased social competence
  3. decreased association with deviant peers
113
Q

overall outcomes of MST (4)

A

decreased

  1. arrests
  2. arrest seriousness
  3. self-reported drug use
  4. days of incarceration
114
Q

MJTC treats ___, and is based on ___

A
  1. treatment of aggression through social skills and replacement of delinquency with prosocial relationships and activities
  2. theory of defiance and social control theory
115
Q

coercive cycle

A

one person uses negative behavior to control other person’s; person responds with negative behavior; continues until one ‘wins’

116
Q

children with high CU respond less well to ___

A

time out procedures

117
Q

theory of defiance

A

subgroup of offenders who react to punishments for crimes by increasing frequency or seriousness of criminal behavior

118
Q

social control theory

A

when social bonds that connect youth to conventional society are strained, delinquency arises

119
Q

efficacy of MJTC for violence

A

lower rates of violent offending

120
Q

emotion recognition/empathy training

A

mindreading program for training children to accurately perceive and interpret human emotion

121
Q

what was empathy training effective for? not effective for?

A
  1. little impact on conduct problems

2. significant improvement in kids with CU

122
Q

effectiveness of empathy training

A

little impact on main outcome of CP and behavioral difficulties, or facial emotion recognition empathy, but high CU children improved in affective empathy and CP

123
Q

what might have led to improvement in high CU males in empathy training?

A

parent-child exercises, b/c of influence of warmth for children with high CU traits

124
Q

is ADHD more common in boys or girls?

A

boys

125
Q

ADHD highly comorbid with ___ (2)

A

ODD, CD

126
Q

most kids with CD also meet __ criteria

A

ODD

127
Q

ODD and CD higher rates in ___ (3)

A
  1. urban areas
  2. high crime neighborhoods
  3. minority youth
128
Q

ACC: CD v CU

A

down in CD and CU

129
Q

dlPFC: CD v CU

A

down in CD, up in CU

130
Q

OFC: CD v CU

A

down in CD and CU

131
Q

VS: CD v CU

A

up in CD, down in CU

132
Q

effects of SNAP for CU

A

good; increases effortful control

133
Q

decreased ACC activation predicts ___

A

arrests

The Criminal Mind (2 decks)

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