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Social Cognition of CrimeAttribution theoryLocus of Control ImpulsivityLearned HelplessnessCognitive ScriptsCommunication model
Social Cognition/Attribution Theory
Everyone is a naïve psychologist (Heider) Internal/External attributions
Fundamental Attribution Error (Ross) Actor/Observer Difference (Jones & Nisbett) Effects of Attributions (Jones, Rock et al.) Self-fulfilling Prophecy
Social Cognition/Attribution Theory
Everyone is a naïve psychologist (Heider) Internal/External attributions
Fundamental Attribution Error (Ross) Actor/Observer Difference (Jones & Nisbett) Effects of Attributions (Jones, Rock et al.) Self-fulfilling Prophecy
Everyone is a naïve psychologist Internal (dispositional) attributions
personality characteristics beliefs
External (situational) attributions situational pressure/influence
Example: Student turns in papers late Internal:
Everyone is a naïve psychologist Internal (dispositional) attributions
personality characteristics beliefs
External (situational) attributions situational pressure/influence
Example: Student turns in papers late Internal:lazy, partying all the time
Everyone is a naïve psychologist Internal (dispositional) attributions
personality characteristics beliefs
External (situational) attributions situational pressure/influence
Example: Student turns in papers late Internal:lazy, partying all the time External:
Everyone is a naïve psychologist Internal (dispositional) attributions
personality characteristics beliefs
External (situational) attributions situational pressure/influence
Example: Student turns in papers late Internal:lazy, partying all the time External:family problems, working, girlfriend
Social Cognition/Attribution Theory
Everyone is a naïve psychologist (Heider) Internal/External attributions
Fundamental Attribution Error (Ross) Actor/Observer Difference (Jones & Nisbett) Effects of Attributions (Jones, Rock et al.) Self-fulfilling Prophecy
Social Cognition/Attribution Theory
Everyone is a naïve psychologist (Heider) Internal/External attributions
Fundamental Attribution Error (Ross) Actor/Observer Difference (Jones & Nisbett) Effects of Attributions (Jones, Rock et al.) Self-fulfilling Prophecy
Actor/Observer Difference
OBSERVER-->Internal attributionACTOR-->External attributionWhat is salient in the perceptual field?For OBSERVER: The actorFor ACTOR: Everything but the actor
(i.e., the situation)
Social Cognition/Attribution Theory
Everyone is a naïve psychologist (Heider) Internal/External attributions
Fundamental Attribution Error (Ross) Actor/Observer Difference (Jones & Nisbett) Effects of Attributions (Jones, Rock et al.) Self-fulfilling Prophecy
Effects of Attributions
Jones, Rock et al. (1968) Subject is teacher; confederate is learner
I.V. Pattern of correct answers 1. Does well initially, finishes poorly (15 right) 2. Does poorly initially, finishes well (15 right) 3. Randomly gets correct and incorrect (15 right)
D.V. Intelligence ratings of learner
Effects of Attributions
Jones, Rock et al (1968) Subject is teacher; confederate is learner
I.V. Pattern of correct answers 1. Does well initially, finishes poorly HIGHEST
2. Does poorly initially, finishes well LOWEST
3. Randomly gets correct and incorrect MIDDLE
D.V. Intelligence ratings of learner Result: Primacy effect
Our initial explanations about the world can affect:Our perception of others’ behavior (as
we have seen)Also:Our perception of new informationOur perception of chance events
Initial attributions are persistent BEHAVIOR (Jones, Rock et al.) ATTITUDES (Lord, Ross, & Lepper)
Students’ attitudes on death penalty determined Favored or Opposed
Shown two “new” studies on death penalty Deterred crime or Didn’t
New opinions more extreme in initial direction CHANCE EVENTS (Langer & Roth)
Flipped coin/successful in first 10 flips or not Early success group: Higher prediction of
accuracy in next 100 flips
Why are these biases important?
We may be totally wrong (false beliefs) For example:
Fundamental Attribution Error
These beliefs persist, resist disconfirmation For example: Jones,
Rock et al. Our incorrect beliefs
may create a new reality For example: Self-
fulfilling Prophecy
Social Cognition/Attribution Theory
Everyone is a naïve psychologist (Heider) Internal/External attributions
Fundamental Attribution Error (Ross) Actor/Observer Difference (Jones & Nisbett) Effects of Attributions (Jones, Rock et al.) Self-fulfilling Prophecy
Components of Self-fulfilling Prophecy
False belief (Expectation)Actions, based on that beliefNew reality created
Palmer and Hollin (2000)Palmer and Hollin (2000) found that
self-reported delinquency in young offenders was associated not only with lower levels of moral reasoning but also with increased tendencies to inaccurate attributions of hostility, especially in ambiguous situations where it may be difficult to accurately ascertain intentions.
Dodge (1986) Dodge (1986) has
argued that much violence comes from Hostile Attributional Bias. Ambiguous actions, like accidentally standing on a person's foot, are interpreted as threatening and must be countered with action.
Personal Control
Internal Locus of ControlInternal Locus of ControlYou pretty much control your own destiny
External Locus of ControlExternal Locus of ControlLuck, fate and/or powerful others control your destiny
Methods of StudyMethods of Study• Correlate feelings of control with behaviorCorrelate feelings of control with behavior• Experiment by raising/lowering people’s sense ofExperiment by raising/lowering people’s sense ofcontrol and noting effectscontrol and noting effects
Locus of Control A number of studies have shown that
offenders tend to external control, that is they explain their behaviour as being controlled by influences beyond their personal control (Beck and Ollendick 1976; Kumchy and Sayer 1980).
other studies have failed to show any difference in locus of control between offender and non-offender samples (Drasgow et al. 1974; Groh and Goldenberg 1976);
Lefcourt and Ladwig (1965) found offenders to be more internally controlled than non-offenders.
Locus of Control The varied findings are probably due to two
unfounded assumptions: that locus of control is a unitary concept, and that offenders form a homogeneous population.
a number of studies have shown that there are several dimensions to locus of control, such as belief in control over one's immediate environment as opposed to belief in control over political events (Mirels 1970).
Locus of Control locus of control within an offender
population may be a function of race (Griffith et al. 1981); type of offence, for example, violent offenders tend to external control (Hollin and Wheeler 1982); or time spent in prison (Kiessel 1966).
ImpulsivityFailure in self-controlUnable to delay rewarda failure to learn to stop and think; a failure to learn effective thinking'; a failure to generate alternative
responses;a reflection of hopelessness.
ImpulsivityStudies designed to find a link between
impulsivity and crime give mixed resultsThe difference between studies may be
due to differing definitions and measures of
impulsivity, and the heterogeneity of the offender
population.
ImpulsivityUncontrolled episodes of anger may
result from impulsivity or a tendency to follow impulses instinctively and without thought for the consequences.
It has been suggested that this is a common characteristic of most offending behaviour, i.e. the satisfaction of immediate needs.
Impulsivity Impulsivity is
strongly associated with psychopathy and anti-social personality (Blackburn, 1993)
can be measured using the Minnesota Multi-phasic Inventory (MMPI)
Cognitive-Social Learning Learned Helplessness
• Seligman (1975)• Learned helplessness
• the expectancy that one cannot escape aversive events & the motivational & learning deficits that result from the belief.
• Human depression• Explanatory style
• pessimistic explanatory style• causes of misfortune internal rather than external • stable & global
• positive illusions• Optimism
cognitive scripts (Huesmann, 1988). A script is the details of how people should
behave in a certain situation and what will happen if they behave that way.
These are learnt from the environment in direct experience and from watching others, and from the media.
But each script is unique to an individual, yet resistant to change.
cognitive scripts (Huesmann, 1988). They become more resistant with use
and rehearsal over time. For example, if insulted, a man with an ‘aggressive script' will respond violently. He will justify this behaviour by seeing the insult as aggression, and aggression must be faced by aggression.
cognitive scripts (Huesmann, 1988). During high levels of physiological
arousal, people resort to largely unthinking behaviour, and thus well-rehearsed scripts' take over.
So to teach non-aggressive scripts' will reduce violence in situations of high arousal (Zillmann (1988))
McGuire (1969) – Matrix of communication
The source – effective from another socially powerful offender
The message – agreeable information presented first. Immunisation against persuasion – weak arguments against crime easily countered – e.g. “Yes, you could be caught, but the odds in your favour are 20 to 1, and only mugs get caught”.
McGuire (1969) – Matrix of communication
The channel – face to face, in a pleasant context
The receiver – recent failure – uses cognitive rehearsal – e.g. “sleep on it”
The destination.
Incentives Primary food, drink, sex Sensory boredom, seeking new experiences
important at the beginning of a career and for person crimes
Monetary important for late in career, property crimes
Social increase in social contacts Status/power built up from a series of
successful crimes Self-evaluative professional pride.
The targetpropinquity (the targets being close to
where the criminal lives) payoff vulnerability ability to defend access to law enforcement policing,
unlikely to be reported
Opportunity to obtain same objective by legal means relevant to acquisition stage, those at performance stage combine
legitimate and criminal activities
Criminogenic factors Alcohol/drugs, possession of firearms,
factors that increased the likelihood of a criminal act. Override rational thinking
Drugs, need to steal to pay for drugs. Alcohol, this inhibits behaviour. More
confident but less capable. Higher crime but also higher chances of being caught. Also increases helplessness in potential victims. Cohen et al (1956), bus drivers more optimistic about driving buses through small gap but were less successful.
Cognitive consequences and distortions. It is central to much of social
psychology that people try to maintain cognitive consistency between their attitudes and their actions, and that they experience a subjective sense of discomfort when there is inconsistency. It is easier to resolve this by changing one’s cognitions than one’s behaviour (Berkowitz 1969).
Moral justification. This operates on the nature of the behaviour
itself. “What is culpable can be made honourable through cognitive restructuring... reprehensible conduct is made personally and socially acceptable by portraying it in the service of moral ends” (Bandura 1986, p. 376). As an example, Bandura points to military training: people who have been taught to deplore killing as immoral can be transformed rapidly into skilled combatants. In the criminological context moral justification is likely to be associated with political crimes.
Attribution of blame. Offenders seek to exonerate themselves by
attributing the blame for their actions to the victim.
The most obvious example is that of rape — a claim that in the past was frequently accepted by the courts.
It will be found also in other person crimes and to some extent in property crimes.