Discuss and evaluate the evidence for a hereditary basis to criminal behaviour. Parents can pass on genes (for example the MAO-A variant) that shape both the structure and functioning of the nervous system, that in turn are expressed as shared personality characteristics
Discuss and evaluate the evidence for a hereditary basis to criminal behaviour. Parents can pass on genes (for example the MAO-A variant) that shape both the structure and functioning of the nervous system, that in turn are expressed as shared personality characteristics
1. Discuss and evaluate the evidence for a hereditary basis to criminal behaviour.
Answer following 2 questions and write separately
Discuss and evaluate the evidence for a hereditary basis to criminal behaviour.
500 words
Outline of Key Issues
A good answer will describe key findings from longitudinal, twin and/or adoption studies. It will demonstrate an understanding of the complexities of the interpretation of these facts in a way that suggests they grasp person-environment interactions over the life course. Parents can pass on genes (for example the MAO-A variant) that shape both the structure and functioning of the nervous system, that in turn are expressed as shared personality characteristics (impulsiveness, negative emotionality). These basic styles of relating to the world can interact with environmental risk (toxins, abuse and neglect, ineffective parenting practices relating to attachment, learning and supervision) to raise the risk of childhood anti-social behaviour. The work of Terrie Moffit is key. Childhood intervention can reduce but not eliminate environmental risk and can be stigmatic if poorly applied.
Discuss the importance of EITHER or BOTH of the following for understanding the crime event:
internal (cognitive) processes
external (social and environmental) factors.
500 words
Outline of Key Issues
This question asks the student to demonstrate a knowledge of the key situational determinants of offending, for example attribution theory, moral disengagement, or perceptual deterrence (cognitions); conformity or obedience to authority (social) or ambient temperature, and living conditions. Higher marks will be awarded to students who integrate this knowledge with other lecture materials, for example cognition with personality, or the lifecourse development of attitudes and expectancies.
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