Criminal Psychology

    OCR
    GCSE

    This study area necessitates a critical analysis of the definition, measurement, and etiology of criminal behavior within the context of the UK and US judicial systems. Candidates must evaluate competing explanations for criminality—ranging from historical biological determinism to contemporary social psychological theories—and assess the efficacy of investigative techniques such as offender profiling and custodial rehabilitation. Mastery requires the synthesis of empirical research (AO1) with the application of psychological principles to forensic scenarios (AO2) and the evaluation of ethical and methodological issues (AO3).

    15
    Objectives
    12
    Exam Tips
    11
    Pitfalls
    11
    Key Terms
    12
    Mark Points

    Subtopics in this area

    Criminal Psychology
    Criminal Psychology
    Criminal Psychology

    Learning Objectives

    What you need to know and understand

    • Cooper and Mackie (1986): Sample of 84 children, ages 9-11, from New Jersey
    • Social Learning Theory: The four specific processes of Attention, Retention, Reproduction, and Motivation
    • Eysenck's Theory: The biological basis of Extraversion (under-active nervous system) and Neuroticism (over-reactive sympathetic nervous system)
    • Heaven (1996): Longitudinal study of 282 adolescents finding Psychoticism as the main predictor of delinquency
    • Synaptic Transmission: The role of Dopamine in the reward system reinforcing criminal behaviour
    • Cooper et al. (2002): Found 60% of sample had amygdala damage
    • Heaven (1996): Longitudinal study of 282 teenagers regarding delinquency
    • Eysenck's Dimensions: Psychoticism, Extraversion, Neuroticism (PEN)
    • Xyy Syndrome: Genetic abnormality in males linked to aggression
    • Social Learning Theory: Bandura's concept of Vicarious Reinforcement
    • Raine et al. (1997): Reduced activity in prefrontal cortex and amygdala in 41 NGRI murderers
    • Wilson & Kelling (1982): The concept of 'Broken Windows' leading to breakdown of community controls
    • Hall & Player (2008): Emotional context affects fingerprint analysis (observer bias)
    • Memon et al. (2010): No significant difference in recall between Cognitive Interview and Structured Interview
    • Dixon et al. (2002): 'Brummie' accent perceived as more guilty, especially for blue-collar crimes

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have described the theory well, but you must apply it to the specific character in the scenario to access AO2 marks"
    • "Your evaluation of Cooper and Mackie is accurate but generic; explain *why* the artificial setting reduces ecological validity regarding real-world aggression"
    • "When discussing Eysenck, explicitly link the personality traits to the underlying biological mechanisms (e.g., arousal levels)"
    • "Ensure your conclusion in the 13-mark question provides a final judgment on which theory offers the more compelling explanation"
    • "You have described the theory well; now apply it specifically to the character in the scenario"
    • "Your evaluation of Heaven (1996) needs to focus on the longitudinal nature of the study—why is this a strength?"
    • "Differentiate clearly between biological causes (nature) and upbringing (nurture) in your argument"
    • "When discussing punishment, explicitly link the method (e.g., prison) to its intended psychological effect (e.g., deterrence)"
    • "You have described the study well; now evaluate the generalisability of the sample to the wider criminal population"
    • "Explicitly link the theory of 'Broken Windows' to the specific vandalism described in the scenario"
    • "Strengthen your evaluation by discussing the social sensitivity of suggesting biological causes for crime"
    • "Differentiate clearly between the 'method' (how they did it) and the 'results' (what they found) of the Key Research"

    Marking Points

    Key points examiners look for in your answers

    • Credit precise definitions of key terms: Extraversion, Neuroticism, Psychoticism, and Socialisation
    • Award marks for explicit application of SLT stages (Attention, Retention, Reproduction, Motivation) to the provided scenario
    • Evaluation must go beyond generic statements; credit responses that link validity issues directly to the study's design (e.g., artificiality of the Bobo doll or video games)
    • For the 13-mark extended response, credit a balanced argument that juxtaposes biological determinism against social environmental factors
    • Accurate definition of key terms: Recidivism, Rehabilitation, Retribution, and Deterrence
    • Precise citation of findings from Cooper et al. (2002) regarding the percentage of sample with amygdala damage
    • Application of Social Learning Theory stages (Attention, Retention, Reproduction, Motivation) to novel scenarios
    • Evaluation of theories using specific criteria: Generalisability, Reliability, Application, Validity, Ethics (GRAVE)
    • Award marks for accurate citation of Key Research details: sample size (e.g., 41 NGRI), methodology (e.g., PET scans), and specific quantitative findings
    • Credit responses that explicitly link psychological theory (e.g., Eysenck's PEN model) to specific behaviours in the provided scenario (AO2)
    • Evaluation must go beyond generic critique; credit analysis of validity, reliability, and ethical issues specific to the forensic context
    • Candidates must structure 'Discuss' responses with balanced arguments, addressing both the strengths and limitations of the explanation or treatment

    Examiner Tips

    Expert advice for maximising your marks

    • 💡When evaluating studies, use the GRAVE acronym but ensure every point is contextualized to the specific study mentioned
    • 💡In 'Explain' questions based on a scenario, ensure 50% of your answer references the specific details of the character or situation
    • 💡Distinguish clearly between 'results' (quantitative data) and 'conclusions' (interpretation of data) when describing key studies
    • 💡Allocate approximately 15 minutes for the final 13-mark 'Discuss' question to ensure a conclusion is reached
    • 💡When applying Social Learning Theory, explicitly identify the 'Role Model' and the 'Vicarious Reinforcement' in the scenario
    • 💡For 13-mark 'Discuss' questions, structure the response with one third Description (AO1) and two thirds Evaluation (AO3)
    • 💡Memorise the specific sample sizes and demographics for Cooper et al. and Heaven to access top-band AO1 marks
    • 💡Use the 'PEEL' structure (Point, Evidence, Explain, Link) for evaluation paragraphs to ensure depth
    • 💡For 10-mark 'How' questions, focus entirely on the procedure and findings of the Key Research; do not evaluate unless asked
    • 💡In 'Assess' questions, structure paragraphs using the Point-Evidence-Comment (PEC) system, linking every critique back to the question stem
    • 💡Allocate 20 minutes for the 15-mark evaluation question; ensure you cover at least two distinct evaluation points (e.g., ethics and validity)
    • 💡When applying research to a scenario, quote the scenario directly to demonstrate explicit AO2 application

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing the specific findings of Heaven (1996) regarding self-esteem with those regarding psychoticism
    • Describing the procedure of Cooper and Mackie without linking it to the aim or conclusion
    • Providing generic evaluation points (e.g., 'it was unethical') without referencing specific BPS guidelines or study details
    • Conflating Eysenck's biological theory with social upbringing explanations
    • Confusing the specific findings of Heaven (1996) regarding the correlation between self-esteem and delinquency
    • Failing to distinguish between 'Psychoticism' (Eysenck) and general psychopathy
    • Providing generic evaluation (e.g., 'it is unethical') without specifying the breach (e.g., 'lack of informed consent')
    • Conflating Civil Law disputes with Criminal Law violations
    • Confusing the specific findings of Raine et al. (brain dysfunction) with general genetic explanations of crime
    • Providing generic methodological criticisms (e.g., 'small sample') without reference to the specific constraints of forensic research
    • Failing to distinguish between 'crime prevention' strategies (e.g., defensible space) and 'treatment' of offenders (e.g., anger management)

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Identify
    Describe
    Explain
    Calculate
    Evaluate
    Discuss
    Define
    Assess
    To what extent

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