psychological explanations of crime learning criminal behaviour

Psychological Psychological Explanations Explanations

of Crimeof Crime

Learning Criminal BehaviourLearning Criminal Behaviour

Psychodynamic TheoriesPsychodynamic Theories

Humans are engaged in pleasure seeking Humans are engaged in pleasure seeking behaviors and destructive impulsesbehaviors and destructive impulses

Impulses are not regulated due to traumatic Impulses are not regulated due to traumatic childhood experienceschildhood experiences

Inner drives, traumatic situations, defensesInner drives, traumatic situations, defenses5 levels of personality development (oral, anal, 5 levels of personality development (oral, anal,

phallic, latent, genitalphallic, latent, genital

Psychodynamic theoriesPsychodynamic theories

Id = present at birth; unconscious, primitive, Id = present at birth; unconscious, primitive, instinctual drives PLEASURE PRINCIPLE, no instinctual drives PLEASURE PRINCIPLE, no consideration of consequencesconsideration of consequences

Ego = developed to mediate primal needs with Ego = developed to mediate primal needs with society’s demands, REALITY, represses primal society’s demands, REALITY, represses primal needs until a suitable time arises to express itneeds until a suitable time arises to express it

Superego = internalization of group standards, Superego = internalization of group standards, morality, overseeing our choices CONSCIENCEmorality, overseeing our choices CONSCIENCE

Psychodynamic theoriesPsychodynamic theories

Crime is explained by inner impulsesCrime is explained by inner impulses

impulses are not adequately controlledimpulses are not adequately controlled

harsh, weak or deviant superegoharsh, weak or deviant superego

people are not born criminal it is not due to brain injury neurochemistry or hormonal imbalances are not

major factors mental health problems not a result of biological

factors

Learned Behaviour Learned Behaviour

Assumptions: Assumptions:

Learned BehaviorLearned Behavior

Behaviorism is a scientific process, a scientific Behaviorism is a scientific process, a scientific strategy as much as a theoretical orientationstrategy as much as a theoretical orientation

Classical ConditioningClassical ConditioningDefinition:Definition:

Type of learning in which an organism develops Type of learning in which an organism develops associations among different events.associations among different events.

STIMULUS STIMULUS RESPONSE RESPONSE

Classical ConditioningClassical Conditioning

Ivan PavlovIvan PavlovThe The SalivarySalivary ConditioningConditioning of of DogsDogs

Dog FoodDog Food SalivationSalivation Dog Food (Unconditioned Stimulus; UCS)Dog Food (Unconditioned Stimulus; UCS) Salivation (Unconditioned Response; UCR)Salivation (Unconditioned Response; UCR)

Dog Food + ToneDog Food + Tone Salivation SalivationToneTone Salivation Salivation

Tone (Conditioned Stimulus; CS)Tone (Conditioned Stimulus; CS) Salivation (Conditioned Response; CR)Salivation (Conditioned Response; CR)

Classical ConditioningClassical Conditioning

UCSPunished by Parent

UCRDiscomfort

UCSPunished by Parent

UCRDiscomfort

CSSteal a Cookie

CSThought of Stealing Cookie

CRDiscomfort

So… according to this theory if you have associated So… according to this theory if you have associated a bad feeling to acts of theft, future acts of theft are a bad feeling to acts of theft, future acts of theft are decreaseddecreased

Behaviorism - Skinner (1904-1990) Behaviorism - Skinner (1904-1990)

Operant conditioningOperant conditioningCriminal behavior is learned and strengthened Criminal behavior is learned and strengthened because of the reinforcements it brings (we notice because of the reinforcements it brings (we notice the consequence of what happens).the consequence of what happens).

People are ultimately determined by the People are ultimately determined by the consequences of their environment. consequences of their environment.

Definition of Operant ConditioningDefinition of Operant ConditioningLearning in which behaviour is strengthened by reinforcement, or Learning in which behaviour is strengthened by reinforcement, or

diminished if followed by punishment.diminished if followed by punishment. Stimuli can be added Stimuli can be added or subtracted from learner’s environment.or subtracted from learner’s environment.

Reinforcement is a contingency between response(s) and Reinforcement is a contingency between response(s) and consequences.consequences.

1.1. Positive ReinforcementPositive Reinforcement

2.2. Negative ReinforcementNegative Reinforcement

3.3. Positive PunishmentPositive Punishment

4.4. Negative PunishmentNegative Punishment

Extinction – no reinforcement or punishment (most effective Extinction – no reinforcement or punishment (most effective way to eliminate behavior according to Skinner).way to eliminate behavior according to Skinner).

Reinforcement and PunishmentReinforcement and Punishment

REMEMBER: REMEMBER:

Any event that increases responding is called reinforcement.Any event that increases responding is called reinforcement.Any event that decreases responding is called punishment.Any event that decreases responding is called punishment.

Any event that is presented is called positive.Any event that is presented is called positive.Any event that is removed is called negative. Any event that is removed is called negative.

Comparison of Positive and Negative Comparison of Positive and Negative ReinforcementReinforcement

PositivePositive NegativeNegative

Follows a behavior Follows a behavior

Increases behavior Increases behavior

Involves the presentation of a desirable stimulus

Involves the removal or avoidance ofan unpleasant stimulus

Comparison of Positive and Negative Comparison of Positive and Negative PunishmentPunishment

PositivePositive NegativeNegative

Follows a behavior Follows a behavior

Decreases behavior Decreases behavior

Involves the presentation of a nondesirable stimulus

Involves the removal or avoidance of a pleasant stimulus

Process in operant conditioning

Behaviour

Reinforced Punished

Positively Negatively Positively Negatively

Behaviour occurs Behaviour occurs

more frequently less frequently

Types of Operant Conditioning (humans)

Positive Negative

Pleasant Stimulus Produced Aversive Stimulus Removed

Reinforcement Student Receives a Put on Buzzer

(increases completes good grade seatbelt stops

responding) assignment

Aversive Stimulus Produced Pleasant Stimulus Removed

Punishment Motorist Receives Teenager Privileges

(decreases speed a ticket stays out removed

responding) too late (grounded)

Operant ConditioningOperant Conditioning

TwoTwo basic schedules of reinforcement basic schedules of reinforcementContinuous Continuous

BBehaviour is reinforced each time it occurs.ehaviour is reinforced each time it occurs.

IntermittentIntermittentBasedBased on either the passage of time or the number of responses. on either the passage of time or the number of responses.

Intermittent conditioning is the hardest to extinguish (e.g. gambling Intermittent conditioning is the hardest to extinguish (e.g. gambling is based on this principle)is based on this principle)

Operant ConditioningOperant Conditioning Antisocial Behaviour and ReinforcementAntisocial Behaviour and Reinforcement

Prisoners and behaviorPrisoners and behaviorPositive ReinforcementPositive Reinforcement

Following the rules to gain access to spousal visitsFollowing the rules to gain access to spousal visitsNegative ReinforcementNegative Reinforcement

Breaking out to escape the aversiveness of being locked up.Breaking out to escape the aversiveness of being locked up. BullyingBullying

Positive ReinforcementPositive ReinforcementAttention from peer onlookersAttention from peer onlookersTangible reward from victim (e.g., toy)Tangible reward from victim (e.g., toy)

Negative ReinforcementNegative ReinforcementA provocative victim withdrawing or ceasing verbal tauntsA provocative victim withdrawing or ceasing verbal taunts

Behaviorism…plus the Behaviorism…plus the adoption of cognition = social adoption of cognition = social

learning theorylearning theory Cognitive learningCognitive learning

formation of concepts, schemas, theories, attitudes, beliefs, and formation of concepts, schemas, theories, attitudes, beliefs, and other mental or abstract versions of the world.other mental or abstract versions of the world.

Social learning theorySocial learning theory Behaviorism is too simple.Behaviorism is too simple.

Must examine perceptions, thoughts, expectancies, competencies and Must examine perceptions, thoughts, expectancies, competencies and values to understand criminality.values to understand criminality.

we learn from observing environment we learn from observing environment reinforcement maintains behaviorreinforcement maintains behavior place greater emphasis on cognitive variables than behavioristsplace greater emphasis on cognitive variables than behaviorists social learning theory emphasizes cognition!social learning theory emphasizes cognition!

Social CognitionSocial Cognition

Defining social cognitionDefining social cognitionSocial cognition concerns how people make sense of Social cognition concerns how people make sense of

other people and themselves other people and themselves Processing, interpreting, and communicating information Processing, interpreting, and communicating information

Thoughts and AttitudesThoughts and AttitudesMoral ReasoningMoral ReasoningAttributional ProcessesAttributional Processes

Moral DevelopmentMoral Development

KohlbergKohlberg’s’s Theory ofTheory of Moral Development Moral DevelopmentCognitiveCognitive growth growthreasoning versus behaviourreasoning versus behaviourWeWe actively construct moral judgments through actively construct moral judgments through

experiences of social interaction.experiences of social interaction.

Moral DevelopmentMoral Development

The Case of Heinz and the Druggist:The Case of Heinz and the Druggist:

Mr. Heinz's wife is dying. There is one drug that will Mr. Heinz's wife is dying. There is one drug that will save her life but it is very expensive. The druggist will save her life but it is very expensive. The druggist will not lower the price so that Mr. Heinz can buy it to save not lower the price so that Mr. Heinz can buy it to save his wife's life. What should he do? More importantly, his wife's life. What should he do? More importantly, why?why?

KohlbergKohlberg’’s Stagess Stages

Level ILevel I StageStage OrientationOrientation

Pre-ConventionalPre-Conventional 11 PunishmentPunishment Orientation Orientation

Right & wrong is determined by what is Right & wrong is determined by what is punished.punished.

22 Instrumental HedonismInstrumental Hedonism

Right & wrong is determined by what is Right & wrong is determined by what is rewarded.rewarded.


Level IILevel II StageStage OrientationOrientation

ConventionalConventional 33 ““Good Boy/Good Boy/GoodGood GirlGirl””

Right & wrong is determined by close others’ Right & wrong is determined by close others’ approval or disapproval.approval or disapproval.

44 ““Law & Order” OrientationLaw & Order” Orientation

Right and wrong is determined by society’s Right and wrong is determined by society’s rules and law, which should be obeyed rigidly.rules and law, which should be obeyed rigidly.


Level IIILevel III StageStage OrientationOrientation

Post-ConventionalPost-Conventional 55 Social ContractSocial Contract Orientation Orientation

Right and wrong is determined by society’s Right and wrong is determined by society’s rules, which are viewed as fallible rather than rules, which are viewed as fallible rather than absolute.absolute.

66 Universal Ethical PrincipleUniversal Ethical Principle

Right and wrong is determined by abstract Right and wrong is determined by abstract ethical principles that emphasize equity and ethical principles that emphasize equity and justice.justice.

Moral Reasoning in Moral Reasoning in Non/DelinquentsNon/Delinquents

(adapted from Jennings, Kilenny & Kohlberg, 1983)(adapted from Jennings, Kilenny & Kohlberg, 1983)

Non-Delinquents (%)Non-Delinquents (%) Delinquents (%)Delinquents (%)

StudyStudy Pre-Pre- ConventionalConventional Pre-Pre- ConventionalConventional

Kohlberg (1958)Kohlberg (1958) 2525 7575 8080 2020

Hickey (1972)Hickey (1972) 77 9393 5353 4747

Kohlberg (1958)Kohlberg (1958) 5858 4242 9292 88

Critchley (1961)Critchley (1961) 1515 8585 8787 1313

Hudgins & Prentice (1977)Hudgins & Prentice (1977) 3030 7070 8080 2020

Moral Reasoning & Moral Reasoning & recidivismrecidivism

Connecticut Reformatory Study Connecticut Reformatory Study (Jennings et al., 1983)(Jennings et al., 1983)

Follow up (12 – 18 months) of delinquents released from a Follow up (12 – 18 months) of delinquents released from a reformatoryreformatory

Preconventional reasoners – 66% recidivatedPreconventional reasoners – 66% recidivatedConventional reasoners – 40% recidivatedConventional reasoners – 40% recidivated

Gibbs (1995)Gibbs (1995) Delinquents randomly assigned to treatment program with or Delinquents randomly assigned to treatment program with or

without moral reasoning educationwithout moral reasoning education Followed up for 12 monthsFollowed up for 12 months

Treatment with moral reasoning – 15% recidivismTreatment with moral reasoning – 15% recidivismTreatment without moral reasoning – 41% recidivismTreatment without moral reasoning – 41% recidivism

Observational LearningObservational LearningBanduraBandura

Vicarious conditioning, what we see others doing, how they are Vicarious conditioning, what we see others doing, how they are reinforced or punished and imitating their actionsreinforced or punished and imitating their actions

Four steps in modelling process:Four steps in modelling process:1.1. AttentionAttention2.2. RetentionRetention3.3. ReproductionReproduction4.4. MotivationMotivation

Observational LearningObservational Learning

Bobo Doll Experiments Bobo Doll Experiments (Bandura 1960(Bandura 1960’’s)s) Modeling of AggressionModeling of Aggression

Model-rewarded ConditionModel-rewarded Condition Model-punished ConditionModel-punished Condition No-consequences ConditionNo-consequences Condition No ModelNo Model

Induces frustrationInduces frustration Opportunity to Play with Toys (incl. Opportunity to Play with Toys (incl.

Bobo Doll)Bobo Doll) https://www.youtube.com/watch?https://www.youtube.com/watch?

v=hHHdovKHDNUv=hHHdovKHDNUWhat happens?


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The Bobo Doll Study

Results on Bobo the Clown studyResults on Bobo the Clown studyChildren in the aggressive condition imitated a good Children in the aggressive condition imitated a good

deal of the model’s behaviour, both physical and deal of the model’s behaviour, both physical and verbal aggressionverbal aggression

Children in the non-aggressive and control groups Children in the non-aggressive and control groups exhibited practically none (70% had zero scores). exhibited practically none (70% had zero scores).



Observational/Imitational Learning or Vicarious learning (Bandura)Observational/Imitational Learning or Vicarious learning (Bandura) People learn from observing the behaviour of others, and observing People learn from observing the behaviour of others, and observing

the outcomes of that behaviour.the outcomes of that behaviour. ModelingModeling::

This is where viewers learn behaviours from watching others This is where viewers learn behaviours from watching others and may imitate them.and may imitate them.

the more respected the model, the greater the impact on our the more respected the model, the greater the impact on our behaviourbehaviour

It’s not what they say but what they It’s not what they say but what they dodo that is important and the that is important and the consequences of those actionsconsequences of those actions

the behaviour of model is more likely to be imitated if observer sees the behaviour of model is more likely to be imitated if observer sees model get a rewardmodel get a reward

DON ANDREWS – DON ANDREWS – Risk, Needs, Responsivity, Treatment ModelRisk, Needs, Responsivity, Treatment Model Developed the Personal, Interpersonal and Community-Reinforcement Developed the Personal, Interpersonal and Community-Reinforcement

Model (PIC-R) (Andrews and Bonta)Model (PIC-R) (Andrews and Bonta) Belief that to truly understand criminal behaviors, we must look at:Belief that to truly understand criminal behaviors, we must look at: Antecedents: EVENTS that PRECEDE behaviorsAntecedents: EVENTS that PRECEDE behaviors ANDAND Consequences: EVENTS that FOLLOW behaviorsConsequences: EVENTS that FOLLOW behaviors

Both elements signal rewards and costs for different behaviorsBoth elements signal rewards and costs for different behaviors

You must look at the big picture!You must look at the big picture!

Media Violence & Media Violence & AggressionAggression

Violence in the mediaViolence in the media Friday the 13Friday the 13thth film franchise (Body Count = 179) film franchise (Body Count = 179) First-person shooter games (First-person shooter games (DoomDoom, , HaloHalo))

Case Studies:Case Studies: 14yr old shoots three classmates, inspired by 14yr old shoots three classmates, inspired by The Basketball DiariesThe Basketball Diaries Seven yr old boy accidentally kills his 3 yr old sister by mimicking professional Seven yr old boy accidentally kills his 3 yr old sister by mimicking professional

wrestling move seen on TVwrestling move seen on TV John Hinckley attempted to assassinate President Ronald Reagan after he John Hinckley attempted to assassinate President Ronald Reagan after he

watched the movie "Taxi Driver" fifteen times. watched the movie "Taxi Driver" fifteen times. A gang in Manchester, England, tortured a 16-year-old girl, set her afire and A gang in Manchester, England, tortured a 16-year-old girl, set her afire and

left her dying, while one of the attackers repeated a line from Child’s Play 3: left her dying, while one of the attackers repeated a line from Child’s Play 3: "I’m Chucky– wanna play?" ("I’m Chucky– wanna play?" (The New York TimesThe New York Times, July 10, 1994) , July 10, 1994)


The Catharsis HypothesisThe Catharsis Hypothesis Viewing violence reduces acting out on aggressive impulsesViewing violence reduces acting out on aggressive impulses Aristotle - - Aristotle - - katharsis—katharsis—

Thought drama allows viewers to identify with the aggression on stage, Thought drama allows viewers to identify with the aggression on stage, releasing their own impulses, reducing pressurereleasing their own impulses, reducing pressure

Freud—good to have an outlet for aggressive drivesFreud—good to have an outlet for aggressive drives ““blowingblowing off steam off steam””;; ““getgettingting it out of your system it out of your system..””

Notion of “blowing off steam” by performing an aggressive act, watching Notion of “blowing off steam” by performing an aggressive act, watching others engage in aggression, or engaging in a fantasy of aggression.others engage in aggression, or engaging in a fantasy of aggression.

Is this true?Is this true?


Correlational EvidenceCorrelational EvidenceMeta-analytic Meta-analytic ReviewsReviews

AverageAverage effect sizes ranging from effect sizes ranging from r r = .11 to = .11 to rr = .31. = .31. All reviews have found a positive relationshipAll reviews have found a positive relationship

Greater exposure linked to increases in aggression.Greater exposure linked to increases in aggression.The relationship equivalent to the relationship between The relationship equivalent to the relationship between

smoking and lung cancersmoking and lung cancerSmall to moderate relationshipSmall to moderate relationship


Correlational EvidenceCorrelational EvidenceEffects of media violence are especially strong in those whoEffects of media violence are especially strong in those who::

Are dispositionally aggressive, hostile or irritableAre dispositionally aggressive, hostile or irritableLack empathyLack empathyYounger viewersYounger viewersCan identify strongly with the aggressive characterCan identify strongly with the aggressive characterViolent scenes are realisticViolent scenes are realisticViolence is portrayed as being justifiedViolence is portrayed as being justifiedViewers parents do not interveneViewers parents do not intervene


Longitudinal Studies:Longitudinal Studies: Johnson (2002) tracked 700 families for 17 years.Johnson (2002) tracked 700 families for 17 years.

Significant relationship between time spent watching Significant relationship between time spent watching television during adolescence and criminal behavior television during adolescence and criminal behavior and interpersonal violenceand interpersonal violence

Independent of parental education, family income, or Independent of parental education, family income, or neighborhood violenceneighborhood violence


How does exposure influence aggression?How does exposure influence aggression? Influence values and attitudes toward aggressionInfluence values and attitudes toward aggression

Legitimize aggressionLegitimize aggression Make aggression seem necessary to solve problemsMake aggression seem necessary to solve problems

Habituation or DesensitizationHabituation or Desensitization Physiological and psychological responses reducedPhysiological and psychological responses reduced Desensitizes viewers to pain and discomfort of victimsDesensitizes viewers to pain and discomfort of victims

In the short term, media violence increases aggressive thoughts, physiological arousal, and mimicking

In the long term, media violence leads to stable aggression-supporting beliefs, and an aggressive bias when interpreting stimuli/events/interpersonal interactions (Anderson et al., 2004) Anderson et al., 2004)

Social Information Social Information ProcessingProcessing

Human behaviour Human behaviour andand Social ContextSocial Context Competent performance in social contexts is a function Competent performance in social contexts is a function

of the skilful processing of social of the skilful processing of social cuescues Encoding and interpreting of cuesEncoding and interpreting of cues;;Script retrieval and evaluationScript retrieval and evaluation; and; andResponse enactment.Response enactment.A cue is A cue is

A stimulus that provides information about what to do in a particular A stimulus that provides information about what to do in a particular social situation.social situation.

WHAT SHOULD I DO?WHAT SHOULD I DO?


Attribution TheoryAttribution TheoryHow individuals use information to arrive at causal How individuals use information to arrive at causal

explanations for events.explanations for events. Hostile AttributionHostile Attributional Biasal Bias (Kenneth Dodge)(Kenneth Dodge)

The tendency to perceive hostile intent in others even when it The tendency to perceive hostile intent in others even when it is totally lackingis totally lacking..

Some individuals Some individuals DefineDefine social problems in hostile ways, social problems in hostile ways, AdoptAdopt hostile goals, hostile goals, SeekSeek few additional facts few additional facts and and generate generate fewerfewer alternative alternativess AnticipateAnticipate few consequences for aggression few consequences for aggression..


Cognitive Scripts Model Cognitive Scripts Model (L. Rowell Huesmann)(L. Rowell Huesmann)

What are scripts?What are scripts?Cognitive scripts are mental images or blueprints of how one Cognitive scripts are mental images or blueprints of how one

feels he or she should act in a variety of situations.feels he or she should act in a variety of situations.Role of Cues and Scripts in AggressionRole of Cues and Scripts in Aggression

Observation of aggression Observation of aggression WeWe encode encode

AggressivenessAggressiveness of the act of the act andand AnyAny relevant pieces of information in the surrounding environment. relevant pieces of information in the surrounding environment.


Cognitive Scripts Model Cognitive Scripts Model (L. Rowell Huesmann)(L. Rowell Huesmann)

CanCan violent media violent media ““cuecue”” aggressiveness? aggressiveness?Violent media provides us with scripts that outline - - Violent media provides us with scripts that outline - -

acceptable motives, targets, etc. acceptable motives, targets, etc.

An aggressive idea suggested by a violent movie can An aggressive idea suggested by a violent movie can ““primeprime”” other semantically-related thoughts.other semantically-related thoughts.

Priming is an increase in the speed or accuracy of a decision that Priming is an increase in the speed or accuracy of a decision that occurs as a consequence of a prior exposure to some of the occurs as a consequence of a prior exposure to some of the information in the decision context, without any intention or task information in the decision context, without any intention or task related motivation related motivation

Following Authority Following Authority FiguresFigures

Moral DisengagementMoral Disengagement Why do people do immoral acts against their own moral judgment Why do people do immoral acts against their own moral judgment when ordered to do so by higher authority or under high social when ordered to do so by higher authority or under high social pressures?pressures?

Through social learning, people internalize moral principles.Through social learning, people internalize moral principles. But, people act against these moral principles to commit But, people act against these moral principles to commit

crime crime They do this by “disengaging” from these moralsThey do this by “disengaging” from these morals e.g., justifying their behaviour, dehumanizing victimse.g., justifying their behaviour, dehumanizing victims

Considering the situation Considering the situation ANDAND the personal attributes of the the personal attributes of the person in understanding why people do what they do. person in understanding why people do what they do.

DeindividuationDeindividuation

Deindividuation (Zimbardo)Deindividuation (Zimbardo) process of losing ones identity and becoming part of a process of losing ones identity and becoming part of a

group, as a situational variablegroup, as a situational variable person loses self-awarenessperson loses self-awareness lowers restraints regarding antisocial behaviourlowers restraints regarding antisocial behaviour can be achieved through crowds, masks, uniform, darkness can be achieved through crowds, masks, uniform, darkness

because people more abusive/aggressive when their because people more abusive/aggressive when their identity is hiddenidentity is hidden

Situational DeterminantsSituational Determinants

Groups and Aggressive BehaviourGroups and Aggressive BehaviourDeindividuationDeindividuation

Social psychology of individual in the crowdSocial psychology of individual in the crowdDiminished sense of self and individualityDiminished sense of self and individuality

Zimbardo Prison StudyZimbardo Prison StudyPrisoners and GuardsPrisoners and GuardsUniforms, Prisoner numbers, BatonsUniforms, Prisoner numbers, Batons

Stanford Prison Stanford Prison ExperimentExperiment

The The Stanford prison experimentStanford prison experiment was a study of the was a study of the psychological effects of becoming a prisoner or prison guard. The experiment was conducted in 1971 by a team of researchers led by psychologist Philip Zimbardo at Stanford University. Twenty-four undergraduates were selected out of 70 to play the roles of both guards and prisoners and live in a mock prison in the basement of the Stanford psychology building.

Prisoners and guards rapidly adapted to their roles, stepping beyond Prisoners and guards rapidly adapted to their roles, stepping beyond the boundaries of what had been predicted and leading to dangerous the boundaries of what had been predicted and leading to dangerous and psychologically damaging situations. One-third of the guards and psychologically damaging situations. One-third of the guards were judged to have exhibited "genuine" sadistic tendencies, while were judged to have exhibited "genuine" sadistic tendencies, while many prisoners were emotionally traumatized and two had to be many prisoners were emotionally traumatized and two had to be removed from the experiment early. After sensing that everyone had removed from the experiment early. After sensing that everyone had been too absorbed in their roles, including himself, Zimbardo been too absorbed in their roles, including himself, Zimbardo terminated the experiment after six days. It was supposed to last 2 terminated the experiment after six days. It was supposed to last 2 weeks.weeks.

Authority As An Instigator Authority As An Instigator of Criminal Behaviourof Criminal Behaviour

““Crimes of Obedience” (Kelman & Hamilton) – Crimes of Obedience” (Kelman & Hamilton) – behaving in certain way b/c someone with power behaving in certain way b/c someone with power told them they must told them they must

An act performed in response to orders from An act performed in response to orders from authority that is illegal/immoral by larger community authority that is illegal/immoral by larger community (i.e. – Watergate)(i.e. – Watergate)

Stanley Milgram - electric shock experimentStanley Milgram - electric shock experiment


Obedience to AuthorityObedience to Authority Stanley MilgramStanley Milgram

Teacher-Learner ScenarioTeacher-Learner Scenario• Experimenter asks participant Experimenter asks participant

(“Teacher”) to administer (“Teacher”) to administer punishment in the form of electric punishment in the form of electric shocks to confederate (“Learner”).shocks to confederate (“Learner”).

• Level of shocks increased at each Level of shocks increased at each mistake by 15 volts, from 15 to mistake by 15 volts, from 15 to 450 volts.450 volts.


Stanley MilgramStanley Milgram Teacher-Learner ScenarioTeacher-Learner Scenario

Learner protests more and Learner protests more and more as shock increasesmore as shock increases

Experimenter continues to Experimenter continues to request obedience even if request obedience even if teacher balksteacher balks

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“Ugh! Hey this really hurts.”

“Ugh! Experimenter! That’s all. get me out of here. I told you I had heart trouble. My heart’s starting to bother me now.”

(agonized scream) “I absolutelyrefuse to answer any more.get me out of here You can’t hold me here. Get me out.”

“(intense & prolonged agonized scream) “Let me out of here. Let me out of here. My heart’s bothering me. Let me out, I tell you…”


ExperimenterExperimenter’’s Schedule of Prodss Schedule of ProdsProd 1: “Please continue” Prod 1: “Please continue” oror “Please go on” “Please go on”Prod 2: “The experiment requires that you continue”Prod 2: “The experiment requires that you continue”Prod 3: “It is absolutely essential that you continue”Prod 3: “It is absolutely essential that you continue”Prod 4: “You have no other choice, you Prod 4: “You have no other choice, you mustmust go on” go on”


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People will follow authority figures and commit acts that go against their moral compass

Social factors are very important

How do we apply this to gangs, wars, etc…

Differential Association Differential Association TheoryTheory

It depends on the norms present in the particular groups to which a person belongs.

These norms come from the group of friends or families

The difference between prosocial attitudes learnt and antisocial attitudes learnt

Impact depends on -how often the person interacts with the antisocial attitudes (frequency)-how long the person interacts with the antisocial attitudes (duration)-how early in life the person encounters the antisocial attitudes (priority)-the prestige of the persons who hold the antisocial attitudes (intensity)

The influence of peers on antisocial behaviour with respect to The influence of peers on antisocial behaviour with respect to three aspects of peer adaptation:three aspects of peer adaptation:

Seeking acceptance from the peer groupSeeking acceptance from the peer groupFriendship selectionFriendship selectionFriendship interactionFriendship interaction

PeersPeers

Peer interactionPeer interaction Modeling and reinforcement of antisocial behavior; Modeling and reinforcement of antisocial behavior;

Discouraging prosocial attitudes and behavior.Discouraging prosocial attitudes and behavior. Longitudinal research: associating with delinquent peers Longitudinal research: associating with delinquent peers

was one of strongest predictors of delinquency. was one of strongest predictors of delinquency.

PeersPeers

MID TERM EXAM IN TWO WEEKS

psychological explanations of crime learning criminal behaviour

Documents

primal needs

inner impulses impulses

future acts of theft

traumatic situations

decreasedbehaviorism

scientific strategy

scientific process

learners environment