The authors are very well known in this small but growing subfield of criminology.They discuss biological and genetic research associated with criminality, as well as discuss research into specific environmental agents that cause, facilitate, or maintain criminal propensity. This text is geared for upper level undergraduate and graduate students in criminal justice and criminology, sociology, and psychology programs. Features and Benefits □ Introduces the reader to the life-course perspective, a “hot topic” in criminology theory □ Integrates both studies in life-course and research involving biological and genetic factors in crime behavior/propensity with discussions of cutting edge research □ Includes boxes on “Stanley,” a life-course persistent thief, in each chapter. □ Illustration program contains diagrams of the brain and nervous system, photos, etc. to aid students' understanding of the biological content. □ Includes pedagogical features such as a number of special interest boxes on topics such as the influence of lead on brain development, and the limitations of parental influences New to this Edition: • Two new chapters ‘Special Topics in the Life Course: Psychopathy, Early Onset, and Drug Influences on Criminality’ and ‘Special Topics in the Life Course: Families and Crime’ • Updated and revised chapters due to major research developments in this fast moving field • This edition incorporates findings from over 160 new studies that were not included in the first edition • Review questions at ends of chapters • Incorporates policy discussions

The Stability of Criminal and Analogous Behaviors
The stability of criminal and analogous behaviors

Sixty years of social science research has converged to show that many human characteristics remain relatively stable from birth to death. Various human factors, including intelligence (IQ), extraversion, impulsivity, and risk seeking, become apparent, visible, and measurable at very young ages. These factors, in turn, have been shown to continue to define individuals as they grow older. Take, for example, the emergence of IQ, or the general ability to learn. By age 4, people vary considerably, with some youths scoring fairly high and others scoring low. By the time they become adults, the differences between those who ...

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