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The modality effect is a term used in experimental psychology, most often in the fields dealing with memory and learning, to refer to how learner performance depends on the presentation mode of studied items.
The process of learning criminal behavior by association with criminal and anti-criminal patterns involves all of the mechanisms that are involved in any other learning. 9. While criminal behavior is an expression of general needs and values, it is not explained by those needs and values, since non-criminal behavior is an expression of the same ...
Some focus on particular types of behaviour or offenders in social process-micro modelling, e.g. Wilson and Herrnstein (1985) concentrated on predatory street behavior using a social learning-behavioural choice model that relies on both positivist determinism and classical free will as it considers possible links between criminality and ...
A study in 2010 suggested that people with cavum septi pellucidi were prone to psychopathy, antisocial personality disorder, and had more charges and convictions for criminal offenses. This brain maldevelopment was especially linked to lifelong antisocial behavior, i.e. a reckless disregard for self and others, lack of remorse, and aggression.
The Deese–Roediger–McDermott (DRM) paradigm is a procedure in cognitive psychology used to study false memory in humans. The procedure was pioneered by James Deese in 1959, but it was not until Henry L. Roediger III and Kathleen McDermott extended the line of research in 1995 that the paradigm became popular.
When the adoptive environment was adverse and the genetic predisposition was present, 40% of the adoptees partook in criminal activity compared to only 12.1% with only genetic predispositions. In another study, significant heritability was found for crime, but one subsequent finding was that heritability was higher in individuals from high ...
Social learning theory is a theory of social behavior that proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. [1]
Historically, questions regarding the functional architecture of the mind have been divided into two different theories of the nature of the faculties. The first can be characterized as a horizontal view because it refers to mental processes as if they are interactions between faculties such as memory, imagination, judgement, and perception, which are not domain specific (e.g., a judgement ...