PSC 153 Lecture Notes - Lecture 3: Information Processing, Seventh Amendment To The United States Constitution, Jury Trial
4 views6 pages
Criminal Behavior Jury System
● Reminder Criminal Behavior: Psychological Theories
○ Validity of the theories varies greatly
○ No theory explains it all
○ Most concentrate on men (not women)
○ Most concentrate on violent crime
● Is it true that child maltreatment is associated with crime?
○ Does violence beget violence?
■
● Social Information Processing
○ Kenneth Dodge
■ Is aggressive behavior caused by biased social information processing?
■ Attributions to others of hostile intent
■ Is biased social information processing related to experiences of violence
in childhood?
○ Attributions of hostile intent
■ Aggressive children overattribute hostile intent to others
■ They access many aggressive responses & evaluate aggression
positively
○ Kenneth Dodge’s Model
■ Child physical harm
● Leads to
■ Maladaptive social information processing
● Leads to
■ Aggression
○ Dodge’s hypotheses
■ The experience of severe physical harm increases the risk of later
aggressive behavior
■ Severe physical harm in childhood is associated with biased/ deficient
social information processing
■ biased/ deficient social information processing will predict chronic
aggressive behavior
● How does one process social information?
○ Encode relevant cues
○ Interpret cues
○ Access behavioral responses from LTM
○ Evaluate consequence of possible behavior
○ Select & enact behavior
● Kenneth Dodge’s study
○ N = 309 4-year-olds
○ 3 types of info
■ Mother report of physical harm to child, early life expeirences, & other
possible factors/ contributors (ex: SES, temperament)
■ Child social information processing at 5 years
■ Child aggressive behavior 6 months later (5 to 6 years)
● Kenneth Dodge’s Task
○ Social Information Processing
■ 1. Child presented with cartoon vignettes
■ 2. Child told to imagine being the main character; peer does something
negative either with intention of being hostile, benign, or ambiguous
■
■ 3. Child asked to recall vignette (attention to cues)
■ 4. Ask cild why peer did it (ambiguous most important)
■ 5 child asked how s/he would respond
■ 6. Child asked to generate solutions
■ 7. Child asked to evaluate probable outcome of various responses (
aggressive, nonaggressive)
○ Dodge’s Research
■ Compared physically harmed group (n-44) with Not harmed group
(n=255)
■ CBCL (teacher) aggression scale
■ Per nomination
■ Direct observation