MODULE 10

Behavioral Theory - This theory maintains that human behavior is developed

through learning experiences. The hallmark of behavioral theory is the notion that people alter or
change their behavior according to the reactions this behavior elicits in other people.

Social learning theory which is a branch of behavior theory, is the most

relevant to criminology.

 The most prominent social learning theorist is Albert Bandura (1978).

 Bandura maintains that individuals are not born with an innate ability to act violently. He
suggested that, in contrast, violence and aggression are learned through a process of
behavior modeling (Bandura, 1977).
 In other words, children learn violence through the observation of others. Aggressive acts are
modeled after three primary sources: (1) family interaction, (2) environmental experiences,
and (3) the mass media.

Cognitive Theory
Two subdisciplines of cognitive theory are worthy of discussion. The first subdiscipline is the moral
development branch, the focus of which is understanding how people morally represent and reason
about the world. The second subdiscipline is information processing. Here, researchers focus on
the way people acquire, retain, and retrieve information (Siegal, 2009).

Moral development theory of Lawrence Kohlberg

Kohlberg (1984) believed that individuals pass through stages of moral development. Most
important to his theory is the notion that there are levels, stages, and social orientation. The three
levels are Level I, preconventional; Level II, conventional; and Level III, postconventional. With respect
to the different stages, Stages 1 and 2 fall under Level I. Stages 3 and 4 fall under Level II, and
Stages 5 and 6 fall under Level III.
 Stage 1 is concerned about obedience and punishment. This level is most often found at the
grade levels of kindergarten through fifth grade. During this stage, individuals conduct
themselves in a manner that is consistent with socially acceptable norms (Kohlberg, 1984). 
 Stage 2 is characterized by individualism, instrumentalism, and exchange. Ultimately, the
characterization suggests that individuals seek to fulfill their own interests and recognize
that others should do the same. This stage maintains that the right behavior means acting in
one’s own best interests (Kohlberg, 1984).
 Stage 3, the individual recognizes that he or she is now a member of society. Coinciding with
this is the understanding of the roles that one plays. An important concept within this stage
is the idea that individuals are interested in whether or not other people approve or
disapprove of them (Kohlberg, 1984).
 Stage 4, the premise is based on law and order. In this stage, individuals recognize the
importance of laws, rules, and customs. This is important because in order to properly
function in society, one must obey and recognize the social pillars of society. Ultimately,
individuals must recognize the significance of right and wrong. Obviously, a society without
laws and punishments leads to chaos. In contrast, if an individual who breaks the law is
punished, others would recognize that and exhibit obedience. Kohlberg (1984) suggested that
the majority of individuals in our society remain at this stage, in which morality is driven by
outside forces.
 Stage 5 is referred to as the social contract. Here, individuals are concerned with the moral
worth of societal rules and values, but only insofar as they are related to or consistent with
the basic values of liberty, the welfare of humanity, and human rights. Fundamental terms
associated with this stage are majority decision and compromise.
  Stage 6 is often termed principled conscience. This stage is characterized by universal
principles of justice and respect for human autonomy. Most important to criminal justice and
criminology is the notion that laws are valid only if they are based on or grounded in justice.
It is important to recognize that justice is subjective. Thus, Kohlberg argued that the quest
for justice would ultimately call for disobeying unjust laws. He suggested that individuals
could progress through the six stages in a chronological fashion. Important for criminology is
that Kohlberg suggested that criminals are significantly lower in their moral judgment
development.

The next sub discipline is the information-processing branch. This area is predicated on the
notion that people use information to understand their environment.
 When an individual makes a decision, he or she engages in a sequence of cognitive thought
processes. To illustrate, individuals experience an event and encode or store the relevant
information so it can be retrieved and interpreted at a later date (Conklin, 2007).
 Second, these individuals search for the appropriate response, and then they determine the
appropriate action.
 Last, they must act on their decision.
There are some vital findings regarding this process.
 First, individuals who use information properly are more likely to avoid delinquent or criminal
behavior (Shelden, 2006).
 Second, those who are conditioned to make reasoned judgments when faced with emotional
events are more likely to avoid antisocial behavioral decisions (Siegal, 2008).
 Interestingly, an explanation for flawed reasoning is that the individual may be relying on a
faulty cognitive process; specifically, he or she may be following a mental script that was
learned in childhood (Jacoby, 2004).
 A second reason that may account for flawed reasoning is prolonged exposure
to violence.
 A third possibility of faulty reasoning is oversensitivity or rejection by parents
or peers. Contemplating the consequences of long-lasting rejection or dismissal is
likely to produce damage to an individual’s self-esteem. Research has demonstrated
that individuals who use violence as a coping mechanism are substantially more likely
to exhibit other problems, such as alcohol and drug dependency (Piquero & Mazarolle,
2001).