Eysenck's personality theory and aggression Flashcards
main idea of the theory
we are born with some key biological differences
that criminal behaviour results from a failure to learn that certain immature tendencies need to be controlled
certain personality types are less susceptible to conditioning
neuroticism
biological predisposition to respond physiologically to a stressful situation
extroversion
the amount of stimulation an individual needs from their environment in order to keep a conscience
how does a child’s socialisation work
it is based on associations and conditioning between social behaviours and punishment
What will under-arousal of the CNS lead to?
poor conditioning and higher extroversion
ascending reticular activating system
balances excitation and inhibition processes in order to maintain the optimum level of arousal
part of the CNS
what causes extroversion
if the CNS is under aroused due to ARAS strongly inhibiting incoming sensations - the person has poor conditioning - will act in ways to increase arousal - will look for excitement
what causes introversion
if the CNS is over aroused due to lack of inhibition from the ARAS - sign of poor conditioning - the person will find ways to reduce this
Psychoticism
cold, uncaring, solitary and aggressive
linked to those who committed violent crimes
assumed to be linked to hormones serotonin and testosterone
Eysenck - sample
156 ppts
18-38 years old
classified prisoners into 4 types of crime (property, fraud, residual and inadequate)
Eysenck - results
Residual crimes - prisoners who did not fit other catagories - high N and low E scores
Inadequate crimes - a lot of convictions over a short time for non violent crimes or robbery - high N and low E score
fraud criminals - low P score
Property - violent crimes - low n and high E scores
Eysenck conclusion
criminal behaviour can be predicted by personality type
EPI gathers quantitative data
subjectivity isn’t required when gathering data
strength - holistic view of behaviour
Supporting research - McGurk and McDougal (1981)
compared 100 delinquent with 100 non delinquent college students
delinquent students had higher PEN scores
Non- delinquent had low E and N scores