Karteikarten
The Chicago School (ch. 3 )
Karten in diesem Stapel (21)
- 1Chicagos Rapid Growth was due to?Erie Canal (created ports)
Railroads
More jobs and movement of goods - 2The ProgressivesRejected the idea that poor people were biologically inferior, rather they were products of their environments
- 3The Progressives BelievedDont fix the people, but fix the enviornment
- 4Robert Park- The growth of cities follows the growth of wildlife
- Invasion, conflict, accommodation, assimilation
- Natural areas (chinatown, little Italy)
- Social processes can be learned through careful study of the city - 5Burgess- Concentric Zones -
1. Central business district
2. transitional zones
3. working class zone
4. residential zone
5. commuter zone
* all cities start at zone 1 and build outwards * - 6Shaw & McKay* Social Disorganization *
- Studied claims of Burgess
- Found: Zone II had highest crime rates (when people moved out crime decreased) - Race did not matter
- Crime is not innate - 7Three Main Causes of Social Disorganization Theory1. Poverty
2. Heterogeneity
3. Physical Dilapidation - 8Do poverty, heterogeneity, and physical dilapidation lead to crime?- NO! It leads to a breakdown in social order
- Crime goes up because peoples commitment to the community goes down - 9Sampson & Groves- Argued that Burgess model was never truly tested
- Communities with strong social ties & informal social control have lower rates of delinquency
- Sparse social friendship networks, unsupervised teen groups, low community organization = crime - 10Collective Efficacy- Moral & social cohesion of a community and their likelihood to intervene with the intention of maintaining public order
- 11What is Sutherland's theory called?* Differential Association *
(inspired by Shaw & McKay)
- Believed community organization impacted crime - 12Sutherland Differential Association- Nine points
- A person becomes delinquent because of an access of definitions favorable to violation to law over definitions unfavorable to law - 13Sutherland Differential Association- Happens through direct interaction
- Motivation
- Techniques - 14Main People in Learning Theory- Pavlov & Classical Conditioning
- Skinner & Operant Conditioning
- Aker & Social Learning - 15Pavlov Classical Conditioning- Assumes animals and people learn through associations between stimuli and responses
- Taught a dog to salivate to a bell and meat - 16Skinner Operant Conditioning- Humans seek out rewards and avoid punishment
- The rat in the skinner box - 17Four Main Parts of Skinner's Operant Conditioning- Positive Reinforcement: Get good for doing good
- Negative Reinforcement: Reward good behavior through the absence of punishment
- Positive Punishment: Get bad for doing bad
- Negative punishment: Lose good for doing bad - 18Akers Social Learning Theory- An expansion of Sutherland's differential association that also incorporates Skinner's Operant Conditioning
- 19Four Main Points of Akers Social Learning Theory1. Differential Association - interacting w/ others who are favorable/unfavorable to law
2. Definitions - Meanings one attaches to their behavior
3. Differential Reinforcement: Actual or anticipated consequences of a behavior
Imitation: Observing what others do - 20Policy ImplicationsLearning Theory
- Remove offenders from other offenders
- Cognitive-behavior therapy
- Teaching effective child raising techniques - 21—
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- Theories Karteikarten am The Chicago School (ch. 3 ), erstellt von Calli Ware am 02/02/2018.
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- Calli Ware
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