Criminal psychology Study Guide

Cooper and Mackie (1986) conducted a laboratory experiment to investigate the immediate effects of playing aggressive versus non-aggressive video games on children's subsequent aggressive behaviour. The study involved 84 children, aged between 8 and 10 years old, who were randomly assigned to one of three conditions, ensuring that individual differences in pre-existing aggression levels were evenly distributed across groups. The first group played a pre-programmed aggressive video game, and the second group played a non-aggressive video game. The third group, a control group, did not play a video game but completed a puzzle. Following this, the children participated in a free-play session where their behaviour was observed. Researchers measured aggressive behaviour through several proxies, including the duration of time spent playing with an aggressive toy (a 'zapper gun') and the extent to which they popped balloons that supposedly belonged to another child (a measure of 'de-individuation' leading to aggression). They found that children who played the aggressive video game spent significantly more time with the aggressive toy and were more likely to pop balloons compared to those in the non-aggressive game group or the control group. This suggested a short-term increase in aggressive behaviour following exposure to aggressive video games. The study supported a 'copycat' effect, where children imitated the aggressive themes they encountered in the game, and also a 'de-sensitisation' effect, where they became less sensitive to aggressive cues, leading to more aggressive actions. However, criticisms of the study include its artificial laboratory setting, which may not reflect real-world aggression, and the ethical considerations surrounding exposing children to potentially aggressive content and measuring their aggressive responses.

In psychology, 'punishment', 'deterrence', and 'rehabilitation' are key concepts related to how societies and legal systems respond to offending behaviour. Punishment, in a psychological context, refers to applying an unwanted stimulus or removing a desired stimulus following an undesirable behaviour, with the aim of decreasing the likelihood of that behaviour recurring. Examples include fines, imprisonment, or community service. Deterrence is a specific goal of punishment, aiming to prevent future offending. General deterrence seeks to prevent the general public from offending by making examples of those who are punished. Individual deterrence aims to prevent the specific offender from re-offending. Rehabilitation, in contrast to punishment and deterrence, focuses on changing an offender's behaviour through therapeutic interventions, education, vocational training, or psychological support, with the goal of helping them become productive members of society. It seeks to address the underlying causes of offending rather than simply imposing a penalty. These three approaches represent different philosophies about how to manage and reduce crime. Psychologists evaluate their effectiveness by studying recidivism rates, changes in attitudes, and the long-term societal integration of offenders. The debate often centres on which approach is most ethical, effective, and conducive to a safer society.