Module 7: Criminal Psychology

Question 1

Describe operant conditioning as an explanation for criminality

Answer 1

• 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)

Question 2

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

Answer 2

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

Question 3

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

Answer 3

• 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

Question 4

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

Answer 4

• 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)

Question 5

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

Answer 5

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

Question 6

Explain genes as a biological explanation for criminality

Answer 6

• 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

Question 7

Explain personality theory as a biological explanation for criminality

Answer 7

• 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)

Question 8

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

Answer 8

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

Question 9

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

Answer 9

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

Question 10

Explain prison as a form of punishment

Answer 10

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

Question 11

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

Answer 11

Reassure public / keep public safe

Question 12

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

Answer 12

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

Question 13

Explain community sentencing as a form of punishment

Answer 13

• Unpaid community work
• Curfew and area restrictions

Question 14

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

Answer 14

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

Question 15

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

Answer 15

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

Question 16

Explain restorative justice as a form of punishment

Answer 16

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

Question 17

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

Answer 17

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

Question 18

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

Answer 18

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

Question 19

Explain token economy programs as a form of rehabilitation

Answer 19

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

Question 20

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

Answer 20

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

Question 21

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

Answer 21

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

Question 22

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

Answer 22

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

Question 23

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

Answer 23

• 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

Question 24

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

Answer 24

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

Question 25

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

Answer 25

• 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

Question 26

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

Answer 26

• 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

Question 27

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

Answer 27

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

Question 28

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

Answer 28

• Standardised procedure
• Groups matched according to normal aggression levels

Question 29

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

Answer 29

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

Question 30

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

Answer 30

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

Question 31

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

Answer 31

• 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

Question 32

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

Answer 32

TV had very little influence on behaviour, was not imitated

Question 33

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

Answer 33

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

Question 34

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

Answer 34

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