Theories of Crime - Week 6

Question 1

Learning Theories School

Answer 1

Form of positivist school

- Causes of crime in factors that are outside of the individuals control

Question 2

Edwin Sutherland Theory Approach

Answer 2

Theory was influenced by the ecological approach

Question 3

Edwin Sutherland
Cultural Transmission
Two Primary Factors that Effects Transmission of Deviant Behaviour (1)

Answer 3

1. The degree to which the group is characterized by cultural traditions encouraging deviance and

Question 4

Edwin Sutherland
Cultural Transmission
Two Primary Factors that Effects Transmission of Deviant Behaviour (2)

Answer 4

2. The extent to which these traditions are passed on from generation to generation

Question 5

Sutherland What he Wanted to Explain vs. Shaw and McKay

Answer 5

Sutherland
wanted to explain why participation in deviant behaviour and crime varies from one person to the next and not everyone who grows up in a traditions that values deviant behaviour will go on to commit crime
Shaw and McKay
concerned with looking at particular groups of people

Question 6

Differential Association
Sutherland 9 Propositions of Differential Association Theory
(1-5)

Answer 6

1. Criminal behaviour is learned
2. Criminal behaviour is learned in interaction with other person through a process of communication
3. The principle part of learning criminal behaviour occurs in intimate personal groups
4. When criminal behaviour is learned, the learning includes (a) the techniques of committing the crime, which sometimes are very complicated and sometimes are very simple and (b) the specific direction of motives, drives, rationalizations, and attitudes
5. The specific directions of motives and drives are learned from definitions of legal codes as favourable or unfavourable

Question 7

Differential Association
Sutherland 9 Propositions of Differential Association Theory
(6-9)

Answer 7

6. A person becomes a criminal because of an excess to definitions favourable to violation of law over definitions unfavourable to violation of the law
7. Differential association varies in terms of frequency, duration, priority, and intensity
8. The process of learning criminal behaviour by association with criminal and anti-criminal patters involve all the mechanisms involved with any other type of learning
9. Although criminal behaviour is an expression of general needs and values, it cannot be explained by them because non-criminal behaviour is an expression of the same needs and values

Question 8

Daniel Glaser

Differential Identification Theory Criticisms of Sutherland

Answer 8

• Criticized Sutherland’s theory because it presents an overly deterministic image of criminality, in which individual is propelled into involvement with crime due to excessive association with criminal traditions
• Also said that Sutherland did not sufficiently emphasize the individuals role in making choices about their behaviour
• Also said that Sutherlands theory was developed when mass media was less influential than it later became

Question 9

Daniel Glaser

Differential Identification Theory

Answer 9

Glaser constructed a theory based on differential association but adds component that he called identification

Question 10

Daniel Glaser

Differential Identification Theory

Answer 10

• For individual to be influenced by criminal traditions they must identify with definitions of deviance conveyed by real or imagined others who deem non-conforming behaviour acceptable

Question 11

B.F Skinner

Answer 11

• studied animals in labs to understand what leads animals to engage in specific behaviours

Question 12

Skinners Six Principles of Operant and Social Learning

1-3

Answer 12

1. Positive Reinforcement
2. Negative Reinforcement
3. Positive Punishment

Question 13

Skinners Six Principles of Operant and Social Learning

4-6

Answer 13

4. Negative Punishment
5. Discriminative Stimuli
6. Schedule of Consequences

Question 14

Differential Reinforcement

Jeffery

Answer 14

• Used 6 principles of operant conditioning (B.F Skinner) but added satiation and deprivation