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Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

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Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation
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Page 1: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Theory Construction and Evaluation

1. Quiz # 12. Theory Evaluation

Page 2: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

What is Theory?

Theory is a set on interconnected statements or propositions that explain how two or more events or factors are related to one another

Page 3: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

The parts of Theory Concepts are building blocks of theory A concept is an idea expressed as a

symbol or in words S=d/t; height ;urbanization; poverty Concepts have two parts: A symbol (word

or term) and a definition

Page 4: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

The parts of Theory Assumptions are statements about the

nature of things that are not observable or testable

For example, the concept “book” assumes a system of writing, people who can read, and the existence of paper

Without such assumptions idea of a book makes little sense

Page 5: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

The parts of Theory “Racial prejudice” rests on several

assumptions People who make distinction among

individuals based on their racial heritage, attach specific characteristics to membership in a racial group, and make judgment about goodness of these characteristics

Page 6: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Relationships Theories contain concepts, their

definitions, and assumptions More specifically, theories specify how

concepts are related to one another R. Merton’s anomie theory of deviance

argues that people can understand nondeviance and deviance by considering two key concepts: the goals that a society defines as worth pursuing and the legitimate means to achieve these goals

Page 7: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Merton’s Theory Nondeviance occurs when people accept

cultural goals and use a socially legitimate means to reach them

Deviance occurs when this is not the case Merton made a causal statement

(proposition) about the expected relationship among concepts (variables)

Page 8: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

The aspects of Theory Direction of reasoning The level of social reality that it explains Whether it is substantial or formal

Page 9: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Direction of theorizing Deductive approach Inductive approach

Page 10: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Level of Theory Micro-level theory deals with small slices of time,

space , or number of people Social Bond Theory (Hirschi, 1969) Meso-level theory attempts to link macro and

micro levels or to operate at an intermediate level. Theories of social movements, organizations, or communities are often at this level (Merton’s theory)

Macro-level theory concerns the operation of larger aggregates such as social institutions. Entire cultural systems, and whole societies

Page 11: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Macro/Micro relationship Until recently, one the major division of

20th century in sociology theory was conflict between Macro/Micro

Many argued polemically that one level is more fundamental than the other

There is mutual interrelations between micro and macro levels

Page 12: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Social Structure and Social Learning Theory

Society

Community

Age Family

Sex Peers

Race School

Class Others

Differential Association

Definitions

Imitation

Other Learning Variables

Individual Behavior

Social Structure Social LearningCriminal Behavior

Conforming Behavior

Page 13: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Focus of Theory Substantive theory is developed for a

specific area of social concern, such as delinquent gangs, strikes, divorce, or race relationships

Formal theory is developed for a broad conceptual area in general theory, such as deviance, socialization, or power

Page 14: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Focus of Theory If you want to generate a substantive

theory, then you should think of cases within the same substantive area. You might compare several gangs, but you do not have to theorize about deviance in general

If you want to generate a formal theory, then you should compare cases within the same form area. You might examine various forms of deviance (medical, folkways, legal, etc)

Page 15: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Criteria for Evaluating Theory Logical consistency Propositions of a theory have to be

logically stated and internally consistent Theory that state that criminals are

biologically deficient cannot claim that socialization is the cause of criminal behavior

Page 16: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

The Scope of a theory refers to the range of phenomena which it proposes to explain

A theory that accounts only for the crime of check forgery may be accurate, but it is obviously very limited in scope

Criteria for Evaluating Theory

Page 17: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Criteria for Evaluating Theory Parsimony (simplicity of theory’s

structure). The theory based on fewest assumptions and requiring the fewest propositions is considered the superior theory

A theory which proposes that all crime are caused by low self-control is much more parsimonious than a theory that requires a set of multiple hypotheses to explain crime

Page 18: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Differential Association is based upon these nine postulates: 1. Criminal behavior is learned2. Criminal behavior is learned in interaction with others

persons in a process of communication3. The principal part of the learning of criminal behavior

occurs within intimate personal groups 4. When criminal behavior is learned, the learning includes

techniques of committing the crime, which are sometimes very complicated, sometimes simple and the specific direction of motives, drives, rationalizations, and attitudes

5. The specific direction of motives and drives is learned from definitions of the legal codes as favorable or unfavorable to committing deviant acts

Page 19: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

6. A person becomes delinquent because of an excess of definitions favorable to violation of law over definitions unfavorable to violation of the law

7. Differential associations may vary in frequency, duration, priority, and intensity.

Priority - the age of children when first understand criminal behavior

Intensity - the level of prestige associated with a person or group

Frequency - number of contacts a person has with groups that condone criminal behavior

Duration - the length of time the relationship will last and so its influence over the persons behavior

Differential Association is based upon these nine postulates:

Page 20: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

8. The process of learning criminal behavior by association with criminal and anticriminal 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 general needs and values, since non criminal behavior is an expression of the same needs and values

Differential Association is based

upon these nine postulates:

Page 21: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Testability by objective and repeatable evidence (theory which are untestable are not scientific)

Example: If we states that low-self control is the failure to refrain from crime, we cannot state that low-self control is a cause of law violation

Criteria for Evaluating Theory

Page 22: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Untestable theories Propositions are open-ended so that any

contradictory empirical evidence can be interpreted or re-interpreted to support the theory

A theory may propose that males who robe banks are motivated by an unconscious impulse to resolve their guilt over their childhood sexual attraction toward their mothers

Page 23: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Untestable theories If research finds enough bank robbers who

fit this description, then the theory is supported

If research uncover that bank robbers claim their only motive is money then that does not mean that the theory is rejected

Denial of these feeling by robbers supports the theory, because the same unconscious impulse that motivated them to rob also rendered them unconscious of their true motivation

Page 24: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Untestable Theories A theory may also be untestable because

its concepts are not measurable by observable events

If a theory proposes that people commit crimes because they are obsessed by invisible demons, there is no way to prove it

Imitation in social learning theory is observable thing

Page 25: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Empirical validity means that a theory has been supported by research evidence

None of the theories is found to be entirely true or false

The questions is, what degree of empirical support does the theory have (weak or strong)

Criteria for Evaluating Theory

Page 26: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

Usefulness and Policy implications Every criminological theory implies a

therapy or policy The better the theory explain the problem,

the better it is able to guide efforts to solve the problem

Criteria for Evaluating Theory

Page 27: Theory Construction and Evaluation 1. Quiz # 1 2. Theory Evaluation.

In class-assignment # 2(Extracredit)

Level of analysis (macro/micro/meso) Formal/Substantive Scope/Parsimony/logical consistency


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