Ch13 | Verified Test Bank – Developmental/Life-Course - Essentials of Anatomy Physiology Nursing Practice Set by Pamela J. Schram. DOCX document preview.
Test Bank
Chapter 13: Developmental/Life-Course Perspectives on Criminality
Multiple Choice
1. Sampson and Laub’s developmental model is considered a more specified form of ______.
a. social learning theory
b. Moffitt’s taxonomy
c. theory of drift
d. social control theory
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Sampson and Laub’s Developmental Model
Difficulty Level: Easy
2. ______ refers to how often the individual offends at certain times.
a. Onset
b. Duration
c. Intensity
d. Frequency
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
3. The ______ of offending refers to when the offender first begins offending, and desistence refers to when an individual stops committing crime.
a. onset
b. duration
c. intensity
d. frequency
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
4. ______ refers to when the criminal career of an individual ends and he or she opts out of offending (or at least doesn’t get caught again).
a. Onset
b. Desistance
c. Intensity
d. Frequency
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
5. Chronic offending often starts with ______ offenses, such as truancy, smoking, and underage drinking, but then escalates to more serious offenses, such as burglary, robbery, and assault.
a. major
b. minor
c. violent
d. felony
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
6. The general theory of crime, proposed by Gottfredson and Hirschi, assumes that self-control must be established by age ______.
a. 18
b. 10
c. 15
d. 5
Learning Objective: 13.3: Identify some of the primary criticisms or weaknesses of the life-course/developmental perspective as well as which theories are clearly “antidevelopmental.”
Cognitive Domain: Knowledge
Answer Location: Antidevelopmental Theory: Low Self-Control Theory
Difficulty Level: Easy
7. Thornberry combined ______ and ______ models when developing interactional model.
a. social control; social learning
b. routine activities; social learning
c. social control; rational choice
d. routine activities; social control
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Comprehension
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Medium
8. Commitment to school and attachments to ______ are some of the most essential predictors of delinquency, according to Thornberry’s interactional model.
a. siblings
b. teachers
c. friends
d. parents
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Easy
9. The most significant and effective interventions can occur during what stages of life?
a. prenatal and adolescence
b. prenatal and perinatal
c. perinatal and nanogenarian
d. adolescence and nanogenarian
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Comprehension
Answer Location: Policy Implications
Difficulty Level: Medium
10. Assigning special caseworkers for high-risk pregnancies, such as those involving ______, is another possible policy implication related to developmental theories.
a. low birth weight
b. C-section births
c. fibromyalgia
d. breech births
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Knowledge
Answer Location: Policy Implications
Difficulty Level: Easy
11. Sampson and Laub strongly emphasize the importance of ______, or specific events, that are important in altering long-term trends in behavior.
a. alterations
b. transitions
c. reparations
d. interventions
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Sampson and Laub’s Developmental Model
Difficulty Level: Easy
12. Compared to transitions, ______ are more nonspecific, longitudinal patterns of behavior either toward or away from committing crime and are typically the cumulative result of many transitions.
a. interventions
b. stages
c. trajectories
d. anomalies
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Sampson and Laub’s Developmental Model
Difficulty Level: Easy
13. Developmental theories tend to look at the ______ as the unit of analysis.
a. family
b. nation
c. individual
d. peer group
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
14. The length of an individual’s criminal career ______.
a. onset
b. frequency
c. intensity
d. persistence/duration
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
15. All of the following committed at an early age can be considered “red flags” for determining the likelihood of an individual becoming a chronic offender EXCEPT ______.
a. loitering
b. fire-setting
c. cruelty to animals
d. history of bed wetting
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Comprehension
Answer Location: Applying Theory to Crime: Arson
Difficulty Level: Medium
16. According to the general theory of crime, once low self-control is set at an early age, there is no way to develop it afterward. Developmental theory believes that ______.
a. people can change over time
b. people cannot change over time
c. people will always remain the same in their beliefs
d. actions may change, but beliefs do not
Learning Objective: 13.3: Identify some of the primary criticisms or weaknesses of the life-course/developmental perspective as well as which theories are clearly “antidevelopmental.”
Cognitive Domain: Comprehension
Answer Location: Antidevelopmental Theory: Low Self-Control Theory
Difficulty Level: Medium
17. ______ was not seriously considered an Index crime until around 1978 by the Federal Bureau of Investigation.
a. Aggravated assault
b. Rape
c. Burglary
d. Arson
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Applying Theory to Crime: Arson
Difficulty Level: Easy
18. ______ developmental theory or taxonomy distinguishes two types of offenders: life-course persistent and adolescence-limited offenders.
a. Sampson and Laub’s
b. Thornberry’s
c. Moffitt’s
d. Gottfredson and Hirschi’s
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Moffitt’s Developmental Taxonomy
Difficulty Level: Easy
19. Before 1970, criminological theories did not attempt to explain the ______ of individual criminal careers.
a. factors
b. variables
c. stages
d. development
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Easy
20. Gottfredson and Hirschi believe that socialization controls are established ______.
a. in the first years of life
b. during adolescence
c. around puberty
d. at the age 18
Learning Objective: 13.3: Identify some of the primary criticisms or weaknesses of the life-course/developmental perspective as well as which theories are clearly “antidevelopmental.”
Cognitive Domain: Knowledge
Answer Location: Antidevelopmental Theory: Low Self-Control Theory
Difficulty Level: Easy
21. Virtually all studies on the life-course/developmental perspective show that most individuals who get arrested ______.
a. continue committing minor-status offenses
b. graduate to higher level petty crimes
c. subsequently commit serious criminal acts
d. are never arrested again
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Comprehension
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Medium
22. Thornberry places the level of attachment and commitment to conventional society ahead of the degree of ______ that an individual holds regarding criminal offending.
a. pressures
b. associations
c. moral beliefs
d. corrupt values
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Easy
23. Self-selection refers to ______.
a. selecting where an individual will live
b. picking friends based on their previous delinquent behavior
c. learning criminality from delinquent associations
d. selecting who the individual will marry
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Comprehension
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Medium
24. Lambda is another word for offender ______.
a. frequency
b. onsent
c. persistence/duration
d. intensity
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
25. Which theory assumes that individuals are born predisposed toward selfish, self-centered activities and that only effective child rearing and socialization can create self-control?
a. life-course
b. trait
c. low self-control
d. feminist
Learning Objective: 13.3: Identify some of the primary criticisms or weaknesses of the life-course/developmental perspective as well as which theories are clearly “antidevelopmental.”
Cognitive Domain: Knowledge
Answer Location: Antidevelopmental Theory: Low Self-Control Theory
Difficulty Level: Easy
26. According to Moffitt, adolescent-limited offenders ______.
a. make up a very small percentage of the population
b. usually grow up to be career criminals
c. make up most of the general public
d. are almost always male
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Moffitt’s Developmental Taxonomy
Difficulty Level: Easy
27. According to Moffitt, life course persistent offenders usually suffer from ______.
a. neurological problems
b. a disadvantaged background
c. a and b
d. neither a or b
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Moffitt’s Developmental Taxonomy
Difficulty Level: Easy
28. Thornberry’s interactional model was the first major perspective to emphasize ______.
a. reciprocal effects in the causal modeling of the theoretical framework
b. gender as a predictive factor of future criminality
c. race as an element of data to be analyzed in causal modeling
d. that geographic elements should be analyzed in causal modeling
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Easy
29. What is not one of Thornberry’s five primary theoretical constructs that are synthesized in a comprehensive framework to explain criminal behavior?
a. commitment to school
b. rejection of a delinquent peer group
c. attachment to parents
d. belief in conventional values
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Medium
30. Many criminologists contend that policymakers should ______ pregnant women, as well as their newborn infants, through the first few years of life in order to reduce early risk factors for criminality.
a. provide universal healthcare for
b. initiate investigations on
c. conduct mandatory genetic testing on
d. distribute nutritional information to
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Comprehension
Answer Location: Policy Implications
Difficulty Level: Medium
31. What do most experts agree we need to do for pregnant women who are addicted to drugs and/or alcohol?
a. mandate that custody of their children be turned over to the state
b. require interventions, such as mandatory rehabilitation/supervision
c. incarcerate them for the duration of their pregnancy
d. conduct genetic testing for predisposition to addiction
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Comprehension
Answer Location: Policy Implications
Difficulty Level: Easy
32. What is the prominent toxin mentioned in the text that has a causal connection to persistent criminality?
a. fluoride
b. parabens
c. phthalates
d. lead
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Comprehension
Answer Location: Policy Implications
Difficulty Level: Easy
33. Although a variety of policy implications can be derived by life-course and developmental perspectives, most focus on a specific stage of life, which is ______.
a. the teenage years
b. early adulthood
c. infancy and toddlerhood
d. middle age
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Application
Answer Location: Policy Implications
Difficulty Level: Easy
34. Which theorist is associated with the low self-control theory?
a. Hirschi
b. Thornberry
c. Moffitt
d. Laub
Learning Objective: 13.3: Identify some of the primary criticisms or weaknesses of the life-course/developmental perspective as well as which theories are clearly “antidevelopmental.”
Cognitive Domain: Comprehension
Answer Location: Antidevelopmental Theory: Low Self-Control Theory
Difficulty Level: Medium
35. Which theorist would be most likely to contend that an individual can change and stop offending, especially when positive transitions occur?
a. Hirschi
b. Thornberry
c. Moffitt
d. Laub
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Sampson and Laub’s Developmental Model
Difficulty Level: Easy
36. Thornberry was the first theorist who pointed out ______.
a. key factors tend to influence or interact with each other and cause “feedback loops” or reciprocal effects
b. parental neglect can cause trauma, which can later lead to criminal behavior
c. certain toxins can cause criminal behavior, especially lead and certain pesticides
d. there are numerous trajectories or pathways that can lead to a life of crime
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Comprehension
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Medium
37. Moffitt proposed that ______ offenders were more chronic offenders who start early and continue throughout life, and that ______ offended only during teenage years to early 20s and then grew out of it.
a. adolescent-limited; life-course
b. life-course; adolescent-limited
c. propensity; intermediate
d. intermediate; propensity
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Moffitt’s Developmental Taxonomy
Difficulty Level: Easy
38. What percentage of the population never offends at all during the adolescent years?
a. 1% to 3%
b. 5% to 10%
c. 20% to 30%
d. 40% to 50%
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Moffitt’s Developmental Taxonomy
Difficulty Level: Easy
39. What percentage of all offenders are life-course persistent offenders?
a. 2% to 4%
b. 4% to 8%
c. 8% to 12%
d. 12% to 16%
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Moffitt’s Developmental Taxonomy
Difficulty Level: Easy
40. Thornberry’s theoretical model is based on reciprocal effects, meaning that what is an outcome variable can also become a ______ variable.
a. prospective
b. conventional
c. predictive
d. converse
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Comprehension
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Medium
True/False
1. Developmental theories are explanatory models of criminal behavior that follow individuals throughout their life course of offending, thus explaining the development of offending over time.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Comprehension
Answer Location: Introduction
Difficulty Level: Medium
2. Virtually all studies on the life-course/developmental perspective show that most individuals who get arrested are never arrested again.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
3. Offender frequency is referred to as lambda.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
4. The general theory of crime assumes that self-control must be established by age 13.
Learning Objective: 13.3 Identify some of the primary criticisms or weaknesses of the life-course/developmental perspective, as well as which theories are clearly “antidevelopmental.”
Cognitive Domain: Knowledge
Answer Location: Antidevelopmental Theory: Low-Self-Control Theory
Difficulty Level: Easy
5. Sampson and Laub emphasized the importance of certain events and life changes that can alter an individual’s decisions to commit (or not commit) criminal actions.
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Knowledge
Answer Location: Sampson and Laub’s Developmental Model
Difficulty Level: Easy
6. Transitions are specific events such as marriage or stable employment that can be important in altering long-term trends in behavior.
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Comprehension
Answer Location: Sampson and Laub’s Developmental Model
Difficulty Level: Medium
7. Life-course persistent offenders are estimated to account for 4% to 8% of all offenders—albeit the most violent and chronic offenders.
Learning Objective: 13.2: Explain how factors that are important in life-course/developmental perspectives, such as onset, frequency of offenses, duration of offending, seriousness of the offenses, and desistance of offending, play key roles in when individuals offend and why they do so at certain times in their lives.
Cognitive Domain: Knowledge
Answer Location: Moffitt’s Developmental Taxonomy
Difficulty Level: Easy
8. Onset refers to when the criminal career of an individual ends and he or she opts out of offending.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Comprehension
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Medium
9. A great example of persistence in offending is represented by the story of a 41-year-old man named Kevin Holder in Lincoln, Nebraska, who has been arrested 226 times.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
10. Early onset offending is one of the most important predictors of any of the measures for determining who is most at risk for developing serious, violent offending behavior.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Application
Answer Location: Introduction
Difficulty Level: Hard
11. Thornberry’s model puts the level of attachment and commitment to conventional society ahead of the degree of moral beliefs that individuals hold regarding criminal offending.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Application
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Hard
12. Inadvertent exposure to toxins, such as lead, has no causal connection to persistent criminality.
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Application
Answer Location: Policy Implications
Difficulty Level: Hard
13. Studies have shown that universal preschool leads to better performance, both academically and socially, once children enter school.
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Knowledge
Answer Location: Policy Implications
Difficulty Level: Easy
14. Developmental theories suggest the teenage years of life are likely the most important in determining whether an individual will engage or not engage in criminal activity throughout life.
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Knowledge
Answer Location: Policy Implications
Difficulty Level: Easy
15. The text states that there are very few policy implications that can be derived from developmental theories of criminality.
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Knowledge
Answer Location: Policy Implications
Difficulty Level: Easy
16. Transitions are nonspecific, longitudinal patterns of behavior either toward or away from committing crime.
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Application
Answer Location: Sampson and Laub’s Developmental Model
Difficulty Level: Easy
17. Research has shown that marriage and full-time employment can significantly reduce recidivism.
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Comprehension
Answer Location: Sampson and Laub’s Developmental Model
Difficulty Level: Easy
18. The life-course approach places a special emphasis on looking at changes (or lack thereof) in the trajectories of large groups and their tendency to engage in criminal behavior.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
19. Although most people arrested as youths do not reoffend, for those who do, the offenses tend to start out as serious felonies, and then the crimes tend to lessen in severity.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Easy
20. There is no consensus among experts regarding the cut-off age for early onset.
Learning Objective: 13.2: Explain how factors that are important in life-course/developmental perspectives, such as onset, frequency of offenses, duration of offending, seriousness of the offenses, and desistance of offending, play key roles in when individuals offend and why they do so at certain times in their lives.
Cognitive Domain: Comprehension
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Medium
21. Low Self-Control theory assumes that individuals are born predisposed toward selfish, self-centered activities and that only effective child rearing and socialization can create self-control.
Learning Objective: 13.3: Identify some of the primary criticisms or weaknesses of the life-course/developmental perspective as well as which theories are clearly “antidevelopmental.”
Cognitive Domain: Knowledge
Answer Location: Antidevelopmental Theory: Low-Self-Control Theory
Difficulty Level: Easy
22. Life-course theory solely looks at an individual offender’s personality traits, including risk taking, impulsiveness, self-centeredness, short-term orientation, and quick temper.
Learning Objective: 13.3: Identify some of the primary criticisms or weaknesses of the life-course/developmental perspective as well as which theories are clearly “antidevelopmental.”
Cognitive Domain: Application
Answer Location: Antidevelopmental Theory: Low-Self-Control Theory
Difficulty Level: Easy
23. Life course persistent offenders make up a minority of the population.
Learning Objective: 13.2: Explain how factors that are important in life-course/developmental perspectives, such as onset, frequency of offenses, duration of offending, seriousness of the offenses, and desistance of offending, play key roles in when individuals offend and why they do so at certain times in their lives.
Cognitive Domain: Knowledge
Answer Location: Moffitt’s Developmental Taxonomy
Difficulty Level: Easy
24. Thornberry’s most important claim was that social learning and social control theories had no relevance.
Learning Objective: 13.2: Explain how factors that are important in life-course/developmental perspectives, such as onset, frequency of offenses, duration of offending, seriousness of the offenses, and desistance of offending, play key roles in when individuals offend and why they do so at certain times in their lives.
Cognitive Domain: Knowledge
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Easy
25. Most experts contend that it is difficult to derive any policy implications from life-course or developmental theories.
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Knowledge
Answer Location: Policy Implications
Difficulty Level: Easy
Essay
1. What is the general theory of crime proposed by Gottfredson and Hirschi?
Learning Objective: 13.3: Identify some of the primary criticisms or weaknesses of the life-course/developmental perspective as well as which theories are clearly “antidevelopmental.”
Cognitive Domain: Comprehension
Answer Location: Antidevelopmental Theory: Low-Self-Control Theory
Difficulty Level: Medium
2. What is the “chicken-or-egg” debate presented by Thornberry?
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Analysis
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Medium
3. List three of the five primary theoretical constructs of Thornberry’s interactional model.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Easy
4. Why does the text state that policies emphasizing the prenatal and perinatal stages of life are the most important?
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Comprehension
Answer Location: Policy Implications
Difficulty Level: Medium
5. Discuss three policies your text discusses that can help reduce criminality according to the theories in this chapter.
Learning Objective: 13.5: Summarize some of the key policy implications of developmental/life-course theories.
Cognitive Domain: Application
Answer Location: Policy Implications
Difficulty Level: Hard
6. Give one reason why the Glueck Harvard study conducted on 1,000 boys may have some methodological issues?
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Application
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Hard
7. What are the two types of offenders explained in Moffitt’s developmental theory or taxonomy? Explain how they differ and how this taxonomy is considered developmental theory.
Learning Objective: 13.2: Explain how factors that are important in life-course/developmental perspectives, such as onset, frequency of offenses, duration of offending, seriousness of the offenses, and desistance of offending, play key roles in when individuals offend and why they do so at certain times in their lives.
Cognitive Domain: Knowledge
Answer Location: Moffitt’s Developmental Taxonomy
Difficulty Level: Medium
8. Explain how the general theory of crime established by Gottfredson and Hirschi explains serial killers and how they differ (or not) from the average criminal (e.g., a burglar).
Learning Objective: 13.3: Identify some of the primary criticisms or weaknesses of the life-course/developmental perspective as well as which theories are clearly “antidevelopmental.”
Cognitive Domain: Analysis
Answer Location: Antidevelopmental Theory: Low-Self-Control Theory
Difficulty Level: Medium
9. Describe adolescence-limited offenders and provide an example.
Learning Objective: 13.2: Explain how factors that are important in life-course/developmental perspectives, such as onset, frequency of offenses, duration of offending, seriousness of the offenses, and desistance of offending, play key roles in when individuals offend and why they do so at certain times in their lives.
Cognitive Domain: Analysis
Answer Location: Moffitt’s Developmental Taxonomy
Difficulty Level: Medium
10. Explain the self-selection versus social learning debate as related to Thornberry’s interactional model.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Analysis
Answer Location: Thornberry’s Interactional Model of Offending
Difficulty Level: Medium
11. What is the difference between transitions and trajectories, and how do these relate to the developmental model proposed by Sampson and Laub?
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Analysis
Answer Location: Sampson and Laub’s Developmental Model
Difficulty Level: Medium
12. How can you relate Sampson and Laub’s transitions and trajectories to a reformed prisoner pleading for parole?
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Analysis
Answer Location: Sampson and Laub’s Developmental Model
Difficulty Level: Medium
13. Why does the text state that more can be learned from looking at the years prior to the age of 12 as compared to the teenage or young adult years?
Learning Objective: 13.2: Explain how factors that are important in life-course/developmental perspectives, such as onset, frequency of offenses, duration of offending, seriousness of the offenses, and desistance of offending, play key roles in when individuals offend and why they do so at certain times in their lives.
Cognitive Domain: Comprehension
Answer Location: Moffitt’s Developmental Taxonomy
Difficulty Level: Medium
14. Explain how an individual’s siblings or peers can decrease their likelihood for delinquency.
Learning Objective: 13.4: Identify which specific theoretical frameworks in the developmental/life-course genre seem best to account for specific transitions or trajectories either toward or away from crime.
Cognitive Domain: Application
Answer Location: Sampson and Laub’s Developmental Model
Difficulty Level: Hard
15. Define developmental theory.
Learning Objective: 13.1: Discuss how developmental or life-course theories differ from other theoretical perspectives presented in this book.
Cognitive Domain: Knowledge
Answer Location: Basic Concepts and Early Developmental Theory
Difficulty Level: Medium
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