Bobo Doll Experiment Social Learning Theory
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Bobo Doll Experiment Social Learning Theory
THEORIES OF CRIME.4 CR 4550 Dr. Lee Blackstone
Do people learn criminal behavior?
Social Learning Theory
Albert Bandura (1925- )
Although Bandura is associated with work in psychology, his findings concerning social learning theory are legendary.
The Bobo Doll Experiment
Bandura’s famous work showed that children could learn violence through observing a model’s behavior: http://www.youtube.com/ watch?v=hHHdovKHDNU
http://www.youtube.com/watch?v=hHHdovKHDNU
http://www.youtube.com/watch?v=hHHdovKHDNU
Edwin Sutherland (1883-1950)
Edwin Sutherland is considered the ‘father of American criminology’ Was interested, initially, in studying professional theft, and proposed a theory about white collar criminals
Edwin Sutherland
“White collar crime is crime committed by a person of respectability and high social status in the course of his occupation. “– from White Collar Crime (1949) Note the emphasis on a person’s status
Edwin Sutherland
Sutherland’s interest in white collar crime (and crime, more generally) came from the experience of the Great Depression (from 1929, to the early 1940’s). Sutherland saw friends and family have to struggle to survive – and commit acts that they might not have considered before.
Edwin Sutherland
Sutherland wrote the most important Criminology textbook of his era The first edition was in 1924, followed by revisions in 1934 and 1939 Only in his textbook did Sutherland state his Theory of Differential Association (the final version of which appeared in the 1947 edition of Principles of Criminology)
It could be argued that there are both ‘micro’ (processual) and ‘macro’ (structural) elements to Sutherland’s theory. The ‘micro’ level would have to do with how individuals learn to commit crimes; the ‘macro’ level would address structures (i.e., the economy; neighborhoods) that affect how people interact.
Theory of Differential Association
Sutherland’s Theory of Differential Association (1947)
Criminal behavior is learned. Criminal behavior is learned in interaction with other persons in a process of communication. The principal part of the learning of criminal behavior occurs within intimate personal groups.
Sutherland’s Theory of Differential Association (1947)
When criminal behavior is learned, the learning includes a.) the techniques of committing the crime, which are sometimes very complicated, sometimes very simple, and b.) the specific direction of motives, drives, rationalizations, and attitudes.
Sutherland’s Theory of Differential Association (1947)
The specific direction of motives and drives is learned from definitions of the legal codes as favorable or unfavorable. **A person becomes delinquent because of an excess of definitions favorable to violation of law over definitions unfavorable to violation of law. (This is the Principle of Differential Association.)
Sutherland’s Theory of Differential Association (1947)
Differential associations may vary in frequency, duration, priority, and intensity.
Sutherland’s Theory of Differential Association (1947)
The process of learning criminal behavior by association with criminal and anti-criminal patterns involves all of the mechanisms that are involved in any other learning. (These are ‘modalities’ of association.)
Sutherland’s Theory of Differential Association (1947)
Although criminal behavior is an expression of general needs and values, it is not explained by those general needs and values, because noncriminal behavior is an expression of the same needs and values.
Sutherland’s Theory of Differential Association (1947)
The first point Sutherland makes is that criminal behavior is learned (this is repeated over and over)… But learned where, and how? Emphasis on primary groups (i.e., the family), or ‘intimate’ groups. …Through a process of SYMBOLIC INTERACTION.
Sutherland’s Theory of Differential Association (1947)
The sixth proposition is the ‘principle of differential association’: a person has learned ‘definitions’ favorable to violation of law that outweigh the definitions in support of obeying the law.
Sutherland’s Theory of Differential Association (1947)
Sutherland’s theory isn’t about associating with ‘bad people’; it doesn’t assume that you are surrounded by particular types of people. The main aspect is learning criminal behavior through communication – and the balance of criminal and non- criminal ‘definitions.’ How do others’ definitions of the law, of deviance, of conformity — affect you?
Sutherland’s Theory of Differential Association (1947)
What is the balance?
Sutherland’s Theory of Differential Association (1947)
Keep in mind: a person can learn conformist behavior, even from an individual (or individuals) who have broken the law.
Sutherland’s Theory of Differential Association (1947)
Proposition Seven of the Theory: ‘Modalities of Association’
Sutherland’s Theory of Differential Association (1947)
PROBLEMS with theory? * What does an ‘excess of definitions’ mean? How many definitions does it take before a person might choose to deviate/violate the law?
Sutherland’s Theory of Differential Association (1947)
How might the theory explain judges’ and police officers’ behavior – people who are surrounded by individuals with different ‘definitions’ regarding the law on a daily basis?
Sutherland’s Theory of Differential Association (1947)
Does the theory actually explain how people learn to commit criminal/deviant acts? Point Eight of the theory states that “all mechanisms of learning are involved in criminal behavior.” What does this mean?
Ronald Akers (1939 – ) and Robert Burgess’ ‘Differential Association Reinforcement’ Theory
Akers and Burgess proposed a more expansive theory, keeping Sutherland’s differential association principles, but adding in additional elements. Also agreed with importance of ‘symbolic interaction’ – leading the theory towards a ‘soft behaviorism.’
Ronald Akers
Akers and Burgess
Classical Conditioning Operant Conditioning
‘Differential reinforcement’ – rewards/ punishments – condition and shape
voluntary (operant) behavior
Akers and Burgess: Social Learning Theory
Criminality OR Conformity has to balance these different behavioral influences.
Akers’ Social Learning Theory
Akers’ Social Learning Theory
! Process of being exposed to normative definitions favorable or
unfavorable to breaking law
A KEY difference from Sutherland: Akers believed that you could either learn in DIRECT interaction with others – or with
INDIRECT ASSOCIATION and IDENTIFYING with a role model or group not immediately present.
Akers’ theory keeps Sutherland’s ‘modalities of association’
Akers’ Social Learning Theory
!Your own attitudes/meanings attached to a particular behavior.
Includes how you rationalize an act – it is a MORAL orientation about an act as right/wrong, justified/unjustified.
‘Definitions’ may be ‘general’ (i.e., in the sense of a broad religious world- view), or specific (in regards to a particular act).
The more you approve of an act: the more likely you are to do it; the more you disapprove, the less likely.
‘Neutralizing’ definitions justify/approve of an act.
Akers’ Social Learning Theory
!Your own attitudes/meanings attached to a particular behavior.
Some definitions favoring deviance are strongly held – almost ‘requiring’ a person to violate the law. (For example: radical ideologies of revolutionary groups.)
Akers’ Social Learning Theory
Refers to the ANTICIPATED or ACTUAL rewards (or punishments) related to a behavior. ”
! Such as…money, love…or even avoiding punishment.
Akers’ Social Learning Theory
Akers added the idea of ‘modalities of reinforcement’ – amount, frequency, and probability of reinforcement.
Reinforcement can also be ‘nonsocial’ – that is, it can come through the effects of things, such as alcohol…which the individual may discover to be pleasurable (or not).
Reinforcement means people CAN learn without ‘direct contact.’
Akers’ Social Learning Theory
Reinforcement may therefore refer to actual – or anticipated – rewards.
As such, reinforcement carries great symbolic value.
Akers’ Social Learning Theory
Imitation occurs AFTER observing a behavior in others.
It is an important step when first learning a new behavior…but is not really necessary once the behavior has been learned/ mastered.
Akers’ Social Learning Theory: A Process
Depends on: Person’s ‘learning history,’ and the CONTEXT in which there is an opportunity to commit a crime
Akers states that there are ‘reciprocal’ and ‘feedback’ effects…a time sequence by which a person acts in a deviant manner, or violates the law
Akers’ Social Learning Theory
Definitions do not always come before an act…they can be applied retroactively to excuse/justify a behavior. Excuses/justification can become the basis for repeating an act in the future.
Akers’ Social Learning Theory
Nonetheless…the theory would predict that people are more likely to be attracted to delinquency FIRST because of delinquent associations (family, friends) – rather than becoming delinquent on one’s own, and then seeking out delinquent associations.
Akers’ Social Structure and Social Learning Model
These affect the learning context for individuals – and describe the structures that can have an impact on whether a person is exposed to deviance or
conformity.
Problems with/Strengths of Learning Theory?
Somewhat tautological… why? Importance of family and peer groups (esp. family, as the place where self-control is learned) BUT — Can deviance be learned within the family? In light of the theory…what would make for effective parenting?
Primary Group Influence
Children who experience crime/delinquent behavior at home are more likely to act in deviant/criminal ways. Deviance at home may be exacerbated by differential peer association. (This is one of THE best-known findings in criminology.) In light of the theory – gangs provide primary, intense, and frequent contact with
crime and deviance.
How would you utilize Social Learning Theory to decrease crime?
How would you utilize Social Learning Theory to decrease crime?
‘Teaching Family’ Model
‘Retroactive Reformation’ (a
concept from Donald Cressey)
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!