Topic 6 Criminal - Content Flashcards

1
Q

What effects can brain injury have?

A
  • Brain injury in the frontal lobes can lead to aggressive behaviour
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2
Q

What can lead to brain injury?

A
  • Illness
  • Long term alcohol/drug use -> has a toxic effect on the central nervous system & interferes with absorption of vitamin B1 (thiamine) & impairs balance & decision making which means it increases likelihood of fall damage.

Consequences of brain injuries ->

  • dependent on the brain that has been injured
  • personality of an individual may change
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3
Q

What is (TMI) traumatic brain injury caused by?

A

Trauma to the brain -> car accident, falling or injuring the head.

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4
Q

What are the strengths for Brain Injury?

A

Williams et al. (2010) -> Longitudinal study

  • Found 60% of 196 prisoners they investigated had received some form of TBI due to car accidents, falling & sports activities
  • Found those with TBI were younger at entry in prisons than those without brain injury & higher rates of repeat offending (continue to commit the same act)

Raine et al. (1997) -> Found differences in brain structure & function of murderers (pleaded not guilty by reasons of insanity)
- Murderers had less activity on prefrontal cortex, more active on the right side (less activity on prefrontal cortex -> can’t control impulsivity)

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5
Q

What are the weaknesses for Brain Injury?

A
  • Reductionist - other factors might contribute to criminal behaviour
  • Comorbidity occurred as many criminals have a history of substance abuse/exposed to violence as a kid
  • Too simplistic
  • Hard to control all potential extraneous variables
  • Lacks internal validity - cause & effect between brain injury & criminal behaviour can’t be established
  • there are individual differences in brain injury and differences between individuals in behaviour that is affected.
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6
Q

What is the Amygdala & what happens if damaged?

A
  • Controls human behaviour/emotions
    Damage:
  • unemotional or react excessively
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7
Q

What strengths are there for amygdala?

A

Pardini et al. (2014) -> using brain scanning techniques comparing a control group (men with normal size amygdala) with men with psychopathic personalities
- found psychopathic men with lower volumes of amygdala -> more aggressive/violent

Cannon & Britton: Shame Rage -> emotional state found in animals

  • removed cerebral cortex of cats -> showing rage/aggression (emotional behaviour) -> demonstrated by erect hair, growling & baring of teeth
  • called behaviour sham rage as it occurred without cognitive influence, e.g. control of cerebral cortex

Raine study: - murderers less activity in prefrontal cortex -> impulsivity

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8
Q

What weaknesses are there for amygdala?

A

James Fallon: possible having a smaller amygdala may not cause someone to act in a psychopathic way

  • looked at brain scans & identifies those brains that belong to psychopathic individuals
  • BUT identified one brain scan as psychopathic -> was his own brain -> he had a smaller amygdala but didn’t show any psychopathic behaviour

Sham Rage study:
- Conducted on animals -> lacking generalisability to humans
BUT -> Narabayashi et al. (1963) removed amygdala from aggressive patients -> had a mood-stabilising effect

Robert Hare: his book Snakes in suits -> psychopaths not only found in the criminal population
- Psychopathic traits: need for stimulation & lack of fear engages psychopaths in skydiving - lack of empathy -> suitable in high lvl management positions/jobs

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9
Q

What does The Hypothalamus do?

A
  • Involved in homeostasis which regulates hormones
  • Leads to increased aggression in males via testosterone as elevated lvls of testosterone are associted with higher lvls of aggression
  • Regulates neurotransmitter which are the chemicals that trigger a response in the brain
  • Seretonin - body’s natural happy chemical -> low lvls increases aggression
  • Dopamine - plays a key role in the brain reward system -> increased lvls associated with increased aggression
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10
Q

What does The Prefrontal Cortex do?

A
  • Controls Impulsivity -> damage can cause increased impulsivity as person cannot suppress or control thoughts -> leads to AGGRESSION
  • Controls problems solving & decision making
  • DAMAGE to this area means less able to make effective decisions & think of effective solutions
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11
Q

What’s the XYY syndrome?

A

XYY Syndrome = Chromosomal activity
- Males = X & Y Chromosomes
- Females = 2X Chromosomes
- XXY Syndrome means a male has an extra (Y) chromosome at birth -> (given by the father) -> 47 chromosomes instead of the usual 46 (23 pairs)
- more aggressive & lack empathy
- taller than normal
- reduced intelligence -> study: witkin et al (1976) found lower intelligence compared to XY males
- development issues
EXAM Q——
- Describe XYY syndrome as an explanation of crime and anti-social behavior. (4)
1 in 1000 males are born with an extra Y chromosome so they have 47 chromosomes (1). This leads to the males being slightly taller than their siblings, and having a slightly lower intelligence than their siblings (1). XYY can also lead to the males being more
impulsive, and having behavioural problems (1). Some XYY males are also more physically active, all of these can lead to anti-social behaviour (1).

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12
Q

What’s the study for XYY syndrome?

A

Theilgaard -> small presence of XYY among criminal population

  • Suggests it cannot be the only reason for criminal behaviour among men -> other factors contribute to male criminality
  • women engage in criminal behaviour but don’t have Y chromosomes-> XYY fails to take in account for criminal behaviour among women

Twin studies: MZ share all genes while DZ share 50% - if MZ twins are more alike in aggressive behaviour than DZ -> aggression likely to be due to genes than env
Slutske -> higher conduct disorder in twins than singletons

Adoption studies: change in env -> same behaviour - if this happens, behaviour is due to genetics
Hutchings & Mednick -> 85.7% of males with criminal offences had a criminal father 31.1% -> link between criminal behaviour & genetics

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13
Q

What are the 4 main Personality types? (PEN personality)

A
Extraversion (E):
Outgoing, sociable & active behaviour
Introversion (I): 
Reserved & Reflective
Neuroticism (N):
Emotional Instability associated with anxiety, fear, depression & envy
Stability (S):
Emotionally calm, unreactive & unworried
Psychoticism (P):
Lack empathy, aggressive impersonal & cold
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14
Q

What’s the arousal theory, who proposed it & how does this link to personality types?

A

Eysenck (1990)
- Individuals are motivated to act in a way to maintain a certain level of physiological arousal.
- When arousal lvls drop below our personal optimal lvl -> we engage in stimulating behaviour to increase arousal
———-
Ascending reticular activating system (ARAS) -> system transmits messages to limbic system, triggering hormones & neurotransmitters
- activity in ARAS stimulates cerebral cortex -> higher cortical arousal
- Introverts -> higher cortical arousal -> less outgoing & risk-taking
- Extroverts -> less cortical arousal -> require greater external stimulation
- Neuroticism -> in hippocampus, amygdala & hypothalamus -> fear & aggression is regulated, responsible for fight or flight response. Have greater activation lvls & lower thresholds in limbic system. They’re easily upset of minor stresses
- Stability -> calm under stresses -> low activation levels & higher thresholds

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15
Q

Eysenck believed that a criminal personality displayed the following 3 personality dimensions, what are they?

A
  • High P scores are aggressive, antisocial, cold & egocentric
  • High E scores are sociable, active lively & sensation-seeking -> need more simulation from their env
  • High N scores are anxious, depressed & react very strongly to aversive stimuli & have high instability
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16
Q

What’s the linkage between anger management & offending & give a study as evidence?

A

Anger management assumes that an offender’s inability to control anger -> causes offending
Study:
Novaco (1975) -> offenders likely to see situations as threatening -> leads to aggression & irrational thinking

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17
Q

What type of distorted thinking do criminals show in situations?

A
  • blaming their victim or another external source
  • justifying their offender
  • misinterpreting social cues as potential threats
  • feelings of self-dominance & personal entitlement; being angry within the situation brings them feeling of control
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18
Q

What’s Cognitive Behavioural Technique? (CBT) - for anger management

A

3 phases:
Cognitive Preparation: working with a trained therapist
- offender reflects on situations that have triggered their anger in the past & considers whether they could have acted differently
- so, events in the past that may have been threatening -> can be perceived more rationally
Skill acquisition:
- offender taught behavioural techniques to cope more effectively with anger-provoking situations
- e.g. counting to ten to temper anger to a stressful event -> self talk promotes calmness -> can become automatic response if practice regularly
- self-talk, meditation & deep-breathing - control one’s emotions
Application & practice:
- offender demonstrates skills they’ve been taught
- reconstructing past events when offender lost control
- to see if the behavioural techniques have been internalised

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19
Q

What’s a study on CBT?

A

Ireland (2004) -> random allocation of male prisoners in treatment & control group

  • control group received no treatment until later
  • treatment group given 12 sessions & 3 measures; interview, questionnaire for pps & behaviour checklist from staff
  • Found 92% prisoners showed improvement in managing their anger -> techniques effective
  • control group showed no improvement
20
Q

What are the strengths & weaknesses of the study for anger management techniques (ireland 2004)?

A

Pro:

  • effective techniques - backed up by results
  • study: Holbrook (1977) -> male prisoners training in anger management
  • asked to fill out a scale of desire for revenge before treatment & after
  • shown reduction of revenge after treatment
  • suggests anger management techniques may have positive long term outcomes
  • anger management addresses diff aspects of offending through the 3 phrases; cognitive, behavioural & social -> acknowledges offending is more complex

Con:

  • Offenders may be dishonest through questionnaire
  • individual differences - if pps don’t display readiness -> unlikely to benefit from treatment - treatment works best with prisoners with a history of violent offending
  • counterpoint of holbrook study: - Blackburn argued anger management has positive outcomes on short term but not long term - due to no causal relationship between anger & offending
21
Q

What does labelling & self-fulfilling prophecy mean?

A

Labelling: This occurs when general & broad terms are used to describe members of a group

Self-fulfilling prophecy: A stereotype that leads someone to act in a manner consistent with the stereotype

22
Q

How does the study by Rosenthal & Jacobson support self-fulfilling prophecy?

A
  • wanted to find out if teachers would react differently towards particular students if they were told that some students would learn more info & more quickly than other students
  • students allocated into groups randomly, not based on intelligence
  • IQ measured of all students at the start & end of the year for educational performance
  • IQ higher if students were identified as ‘bloomers’ than the ‘non-bloomers’ even though the ‘bloomers’ had a low IQ in the beginning of the year
  • suggests beliefs of teachers can result in their prophecies about the students education coming true
23
Q

what are the strengths & weaknesses to Rosenthal and Jacobson study?

A

strengths:

  • controlled & helpful in explaining learning processes
  • replicable -> reliable

weaknesses:

  • unethical -> some students received less attention than others -> interfering with their education
  • > teachers deceived about about details within the study
24
Q

How does the study Jahoda (1954) support self-fullilling prophecy?

A
  • studied Ashanti ppl from Ghana
  • the ashanti have expectations for the personality of the boys born on each day -> Monday boys are quite whilst Wednesday boys are thought to be aggressive
  • Looked at 5 yrs of records at a juvenile court -> 22% of violent offences were born on wednesday whilst 6.9% were born on mondays
  • suggests cultural expectations about the boys natures & labels led to them being treated differently -> e.g. boys born on wednesday would have been treated with greater suspicion
25
Q

How does the study Madon et al (2004) look at self-fullfilling prophecy?

A
  • looked at it in a natural setting
  • investigated whether parents expectations about their childs alcohol use had any self-fulfilling effect on that child’s future drinking behaviour
  • Found those children who were expected to drink more alcohol did actually drink more when re-interviewed the following year
  • suggests negative self-fulfilling prophecies may have a greater effect on behaviour than the positive ones
26
Q

What are the cons of the self-fulfilling prophecy studies?

A
  • no direct link between a persons IQ lvl (Rosenthal & Jacobson) or drinking alcohol (Madon) to criminality
  • high ethical & moral issues surrounding this research -> prevents experiments in this area -> unlikely self-fulfilling prophecy as a cause of antisocial behaviour can be dis/proven -> only can suggest a correlation between the two -> another variable/factor may influence the antisocial behaviour
  • Most research done in education -> teacher & child relationship -> application for self-fulfilling prophecy limited
  • > difficult to study -> its a false belief - beliefs often studied using self-report measures which rely on individual insight, self-disclosure & honesty
27
Q

What’s Social Learning Theory?

A

Social-cognitive theory that explains criminal behaviour as being the result of modelling such behaviour from observing via the media/watching other ppl

28
Q

What are the stages involved in SLT (linked to crime)

A
  • Attention: observe offending behaviour/someone commit a crime -> peer/crime-related tv
  • Retention: must be able to retain memory & understanding behaviours observed
  • Reproduction: capable of repeating behaviour they observed
  • Motivation: results from vicarious our self-reinforcement
29
Q

What are the strengths for SLT?

A

MacBeth Williams (1986) -> introduction of tv to a small community in British Columbia Canada -> 16 ppl studied -> after two yrs, children twice as aggressive as two control groups that only receive tv in varying amounts

Comstock & Paik (1994) -> meta-analysis of correlation studies -> positive correlation between tv violence viewed & aggressive measures of behaviour recorded

Bandura (1961, 1963, 1965) -> found children more likely to copy aggressive acts if motivated vicariously by a role model

30
Q

What are the weaknesses for SLT?

A

Bandura studies:

  • > children are naive individuals -> easily influenced -> don’t fully appreciate the consequence of the behaviour -> need to be cautious in applying the findings of child exps to the decision making of non-naive adults
  • > experimental evidence can be criticised -> only examining short term effects of exposure to aggressive role models -> long term effects not been established
  • > SLT states behaviour not copied if a negative consequence for the criminal is observed -> high number of repeat offenders does not support this -> repeat offending better explained by frustration-aggression theory, which frustration at not being able to achieve a goal leads to aggression
  • > research into SLT & antisocial behaviour, there’s no convincing unequivocal evidence that criminality is a result of observational learning (observing violent media)
31
Q

How do neurotransmitters cause aggression/antisocial behaviour?

A

Neurotransmitters are chemicals that trigger a response in the brain

  • Serotonin -> body’s natural ‘happy’ chemical -> helps to relay messages from one part of the brain to another & regulate mood
  • > low serotonin -> increases aggression
  • > also inhibit our impulsive responses to stimuli -> low lvls of serotonin causes over-reaction in emotional situations (aggression)
  • Dopamine -> key role in learning & brains reward system -> produced in response to food, sex & certain drugs
  • > Also dopamine serves as a positive reinforcement for aggression -> aggression increases dopamine in the brain, which activates the dopamine reward system
32
Q

What is the evidence for neurotransmitters causing aggressive behaviour

A

Cleare & Bond (1997) -> even in males with no psychiatric problems, low serotonin lvls correlate with lvls of aggression

Coupis & Kennedy (2008) -> dopamine lvls in mice would increase & act as a reward during an aggressive act -> means that increased lvls of dopamine are not a cause of aggression but a consequence of it

Lavine (1977) -> increase in dopamine lvls through use of amphetamines -> increases aggression

33
Q

How do Hormones cause aggression/antisocial behaviour?

A

testosterone -> male hormone -> linked to aggression

  • > High testosterone in males between 15-25 -> esp during teenage years -> high aggression
  • > Dabbs et al (1995) -> found those with higher lvls of testosterone had a history of violent crime whereas those with low-testosterone committed non-violent crimes
  • > Beaver et al (2008) -> use of steroids elevates testosterone, more likely to engage in violent acts
  • > Soler et al (2000) -> male offenders that committed domestic violence had higher testosterone lvls than males with no domestic violence history
  • > Elevated lvls of testosterone may be as much as a result of violence, as they are a contributor -> cause & effect relationship cannot be fully established
34
Q

What is eye witness & why is it not reliable?

A

Eye witness:
-> individuals who see an event such as a crime occuring
Unreliable:
- Schema theory -> different people have diff perceptions of crime from past experiences
- Multi-store model -> paying attention to diff things, rehearse differently, different interference in LTM
- Tulving -> episodic memory is of events, crime is event, recalled more accurately if done in same context, accuracy depends on recall place

35
Q

Whats supporting evidence for ewt research?

A
  • Clifford & Scott -> ppl who saw a film of a violent attack remembered fewer of the 40 items of info about the event than a control group who saw a less stressful version -> witnesses to violent incidents generally recall less than witnesses to non-violent
  • Valentine & Mesouts -> pps were in a dungeon - ‘scary person’ stepped out in front of them - asked to identify scary person in a line up - higher anxiety = less recall
36
Q

How is stress and arousal linked to witness factors?

A

eyewitnesses are placed under great emotional stress when witnessing an event
->known as Yerkes-Dodson Law (1908) -> stressed about a situation, our performance declines

37
Q

What are the weaknesses for EWT research (being flawed/stressed)?

A

Loftus (1987) -> found that recall of an event was greater when participants approach by an experimenter holding a syringe than an experimenter holding a pen
Yuille & Cutshall (1986) -> greater arousal level -> more accurate of testimony

38
Q

what is post-event information?

A
  • It is information given after an event which alters witnesses’ memory for the event. Memories are fragile and subject to distortion by post-event information.
  • Time between event and trial, witness comes across more information and this affects their memory, e.g. leading questions coming from the police interview and from legal officials.
  • Post event information can be used unintentionally or purposefully in order to get the defendant, a verdict of ‘not guilty’ from the courts.
39
Q

what is the supporting evidence for post-event information?

A
  • Loftus & Palmer -> found that those pps who were asked how fast the cars were going when they ‘smashed’ into each other estimated a fasted speed (40.5mph) compared to those who were asked how fast the cars were going when they ‘contacted’ each other (31.8mph).
  • Poole & Lindsay -> investigated accuracy of recall of 5-7 year olds following presence of leading questions. Found that after 3 month delay, children were influenced by leading questions, resulting from misinformation effect.
40
Q

FINISH what are the criticising studies for post-event information?

A

• Yuille & Cutshall -> real life incident (a gun shooting outside a gun shop in Canada) had remarkable accurate memories of a stressful event involving weapons. A thief stole guns and money, but was shot six times and died. reinterviewed 5 months later -> inserted misleading questions which had little effect for witnesses to a real crime, suggesting EWT is reliable. 10/13 were not affected by leading questions.

-

41
Q

FINISH state 2 strengths of post-event information?

A

Some research used field experiments ☺
- Yuille & Cutshall did study on real witnesses to a real crime and only manipulated IV 4-5 months later, when pps were given misleading questions. T/f given difference in results between Loftus and Palmer and Yuille and Cutshall, this tells us that lab experiments are not a valid method to investigate effect of post-event information.

-

42
Q

what are the factors influencing the post-event information?

A
  • Ambiguity - Loftus -> found that if summary contained minor errors, these weren’t picked up, if contained major errors, witnesses contested this. T/f if information is clearly wrong, pps won’t create false memories. Only when information is ambiguous where false memories are created.
  • Time between event and EWT - Loftus -> found if there’s a time-lapse between viewing film and being asked questions about what they’d seen, pps were more open to post-event information and more likely to change their memories.
  • Central features VS peripheral features - Sutherland & Hayne -> found that pps who watched a short video clip and asked questions 24 hours later, more likely to answer correctly when given leading post-event information rather than misleading post-event information. Pps gave more correct answers when asked about central features than peripheral features.
  • Gender - Areh -> found females recalled more correct details, fewer false details than males and females were better than males at place description. Males had more confidence in their accuracy than females.
43
Q

What is the weapon focus effect?

A
  • The presence of a weapon decreases witnesses’ ability to remember details about the event
  • Attention is drawn towards the source of the threat, e.g. gun adds away from other aspects of the scene, meaning witnesses unable to correctly identify a suspect in a line up because they are too focussed on the gun.

Occurs due to:
stress
(presence of weapon causes stress, causing witness to remember details about weapon and forget other details about incident)

attention
(weapon is unusual, so focused on more closely at the expense of peripheral information).

44
Q

what are the supporting evidence tailored towards the weapon focus effect?

A
  • > Fawcett (2013) -> undertook a meta-analysis using studies that investigated weapon focus effect. Found that it has a negative effect on memory, pps less likely to remember correct details and make correct identification of suspect from line-up.
  • > Loftus (1987) -> showed pps series of slides of a customer in a restaurant. One holding a gun and other a chequebook. Pps who saw gun focused on the gun, so were less likely to identify customer in identity parade than those who saw chequebook.
45
Q

state 2 strengths of the weapon-focus effect?

A

Practical applications ☺
- Pickel found weapon focus effect can be overcome, through knowledge of weapon focus effect, increasing reliability of EWT for crimes involving a weapon. Has application to police officers who are more likely to experience such situations in their working roles. T/f has positive benefits to society, because more accurate convictions can be made.

Lot of research conducted in this area ☺
- Enough for meta-analysis to have been conducted as shown by Fawcett. T/f samples can be merged, meaning larger numbers are available for statistical analysis, which strengthens results.**

46
Q

state 2 weaknesses of the weapon-focus effect?

A

Most supporting research used lab experiment method ☹
- Loftus (1987) conducted a lab experiment where he showed pps a series of slides of a customer in a restaurant. This makes it easy to study experimentally as extraneous variables controlled. But underplays complexity and interaction of different factors of EWT. T/f reduces mundane realism of lab experiments investigating effect of post-event information.**

Supporting evidence use student samples ☹
There may be differences in bias towards weapon between students and adults, e.g. students may be more sensitive to weapons due to less exposure to them. This is an issue in psychological research into EWT – of 41 studies conducted b/w 1974-82, 92% tested students. T/f lacks generalizability

47
Q

Strengths of weaknesses of personality

A
  • Boduszeck- investigated personality traits in violent offending criminals - found high extra version and higher lvls of violent acts
  • Robert hare - personality not just within the criminal population -> Sky diving and high management jobs
  • reductionist
  • extraneous variables