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iGCSE Psychology > Module 7: Criminal Psychology > Flashcards

Module 7: Criminal Psychology Flashcards

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1
Q

Describe operant conditioning as an explanation for criminality

A
  • Positive/negative reinforcement (receive something pleasant/unpleasant thing stops)
  • Positive/negative punishment (unpleasant thing given/pleasant thing taken away)
  • Reinforcers: primary (satisfies biological need) & secondary (associated with primary)
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2
Q

What are the strengths and weaknesses of operant conditioning as an explanation for criminality?

A
  • Strengths: explains many crimes, basis for justice system
  • Weaknesses: doesn’t consider other motivations, doesn’t explain all crimes
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3
Q

Explain the process of social learning theory as an explanation for criminality

A
  • Attention to behaviour
  • Retention of behaviour
  • Be capable of reproduction
  • Motivation to copy (intrinsic or vicarious)
  • Identification: temporarily adopting the beliefs/behaviours of a role model or group
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4
Q

What are the strengths of social learning theory as an explanation for criminality?

A
  • Evidence: Bandura (1960s) nursery children experiments
  • Explains behaviour learned in the absence of reinforcement
  • Explains why some exposed to criminality are not criminals (they lack the motivation)
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5
Q

What are the weaknesses of social learning theory as an explanation for criminality?

A
  • Cannot be ethically tested (long term effects)
  • Cannot explain all crimes (murder/fraud not commonly observed)
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6
Q

Explain genes as a biological explanation for criminality

A
  • Twin studies, higher % of identical twins both criminal than non-identical (could be nurture)
  • Adoption, connection found but other inherited trait could be common cause
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7
Q

Explain personality theory as a biological explanation for criminality

A
  • Hans Eysnck (1964), Eysnck Personality Questionnaire
  • Introversion/extroversion (E), Neuroticism (calm/nervous) (N), Psychoticism (lack of empathy) (P)
  • High PEN score = criminality
  • Combines genetic factors with socialisation (taught to behave)
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8
Q

What are the strengths of personality theory as a biological explanation for criminality?

A
  • Relationship between high P&N scores with criminality (not E)
  • Holistic, combines social and biological factors
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9
Q

What are the weaknesses of personality theory as a biological explanation for criminality?

A
  • Assumes personality is fixed/stable
  • Doesn’t consider situational factors
  • Unreliable (self-report, social desirability bias, only convicted criminals reported)
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10
Q

Explain prison as a form of punishment

A
  • Denied civil liberties
  • Positive punishment
  • Deterrent
  • Some find stability/friends/routine - positive reinforcement
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11
Q

What are the strengths of prison as a form of punishment?

A

Reassure public / keep public safe

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12
Q

What are the weaknesses of prison as a form of punishment?

A
  • Recidivism 25%
  • Exposed to criminal role models
  • Can’t find jobs with a criminal record
  • Ethical issues - civil liberties denied
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13
Q

Explain community sentencing as a form of punishment

A
  • Unpaid community work
  • Curfew and area restrictions
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14
Q

What are the strengths of community sentencing as a form of punishment?

A
  • Not exposed to criminal role models
  • Less likely to reoffend (to avoid prison)
  • Second chance for minor offences
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15
Q

What are the weaknesses of community sentencing as a form of punishment?

A
  • Recidivism >30%
  • 10% fail to complete sentence (break curfew, don’t show up, commit another crime, etc)
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16
Q

Explain restorative justice as a form of punishment

A
  • Offender communicating with victim (in person/letter)
  • Mediator present to alleviate distress
17
Q

What are the strengths of restorative justice as a form of punishment?

A
  • Victim satisfaction 85%
  • 14% reduction in recidivism (may be because program is voluntary)
  • More beneficial for victim than reducing recidivism
18
Q

What are the weaknessses of restorative justice as a form of punishment?

A
  • May cause distress to victim/offender (mediator in place to minimise distress)
  • Time consuming/costly (however less costly than reoffending)
19
Q

Explain token economy programs as a form of rehabilitation

A
  • Positive reinforcement for pro-social behaviour
  • Tokens (secondary reinforcers) exchanged for luxuries
20
Q

What are the strengths of token economy programs as a form of rehabilitation?

A
  • Increases pro-social behaviour (evidence)
  • Economical/easily implemented
21
Q

What are the weaknesses of token economy programs as a form of rehabilitation?

A
  • Limited to prison setting
  • Limited rehabilitative value
  • Requires prison staff to be on board
22
Q

Explain the process of anger management programs as a form of rehabilitation

A
  • Cognitive preparation (identify triggers, understand emotions)
  • Skills acquisition (relaxation techniques, assertiveness, etc)
  • Application practice (role-play triggering situations)
23
Q

What are the weaknesses of anger management programs as a form of rehabilitation?

A
  • Anger doesn’t cause all crimes (participants carefully selected)
  • VERY mixed evidence - educational benefit, but may not reduce recidivism
  • Participants must be motivated
  • Can help psychopaths manipulate others more effectively
24
Q

What was the aim of Bandura, Ross & Ross (1961) Transmission of Aggression study?

A

To investigate whether children would imitate aggressive behaviour observed from an unknown adult

25
Q

What was the procedure of Bandura, Ross & Ross (1961) Transmission of Aggression study?

A
  • 36 girls and 36 boys, nursery aged
  • Groups of six plus control group (no role model)
  • Role model aggressive or non-aggressive, male or female
26
Q

What were the results of Bandura, Ross & Ross (1961) Transmission of Aggression study?

A
  • Children with aggressive role model more aggressive than children with non-aggressive role model (true for physical and verbal aggression)
  • Boys copied physical aggression more than verbal
  • Verbal aggression of girls and physical aggression of boys equal
27
Q

What were the conclusions of Bandura, Ross & Ross (1961) Transmission of Aggression study?

A
  • Evidence for social learning theory
  • Children can learn from any role model, but especially imitate same-sex role models
28
Q

What are the strengths of Bandura, Ross & Ross (1961) Transmission of Aggression study?

A
  • Standardised procedure
  • Groups matched according to normal aggression levels
29
Q

What are the weaknesses of Bandura, Ross & Ross (1961) Transmission of Aggression study?

A
  • Unfamiliar environment, demand characteristics
  • Ethical issues (unpredictable long term effects)
30
Q

What was the aim of Charlton et al. (2000) Children’s Playground Behaviour and TV?

A

Investigate the effect of the introduction of TV on children’s behaviour

31
Q

What was the procedure of Charlton et al. (2000) Children’s Playground Behaviour and TV?

A
  • Natural experiment: island of St Helena, mainland TV to be introduced
  • Cameras recorded pro/anti-social behaviour 4 months before and 5 years after TV’s introduction
32
Q

What were the conclusions of Charlton et al. (2000) Children’s Playground Behaviour and TV?

A

TV had very little influence on behaviour, was not imitated

33
Q

What are the strengths of Charlton et al. (2000) Children’s Playground Behaviour and TV?

A
  • Same schools used (different children, same environment)
  • Cameras, no demand characteristics
34
Q

What are the weaknesses of Charlton et al. (2000) Children’s Playground Behaviour and TV?

A
  • Results limited to community (high levels of adult supervision, other studies found differing results)
  • Programmes watched on island different to programmes watched on mainland

iGCSE Psychology (10 decks)

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