Cross-National Longitudinal Research on Human Development by Terrie E. Moffitt (auth.), Elmar G. M. Weitekamp,

By Terrie E. Moffitt (auth.), Elmar G. M. Weitekamp, Hans-Jürgen Kerner (eds.)

Background In July of 1992, nearly sixty students and researchers met for per week on the "Fritz Erler Akademie" in Freudenstadt, Germany, to take part in a workshop entitled "Cross-National Lon­ gitudinal study on Human improvement and felony Behavior". The individuals represented 15 international locations and forty five universities and learn facilities. even supposing longitudinal learn in criminology has a protracted heritage, this workshop represented the 1st one within the box of criminology within which it was once tried to social gathering the most students during this box from world wide. the most important crew of the workshop represented American students (19), a mirrored image of the truth that longitudi­ nal examine in criminology is predominantly carried out in North the US. This quantity is the results of the workshop procedure and particularly of the invites to contributors to organize pre­ or convention papers. The chapters during this quantity have been chosen from a bigger set of pre- or convention papers. As workshop conveners and quantity editors, it falls to us to set many of the context for this input­ prise. Longitudinal examine in criminology turned an incredible process after the booklet of the land­ mark learn by way of Wolfgang, Figlio, and Sellin "Delinquency in a delivery Cohort" in 1972. round the related time, while Wolfgang, Figlio, and Sellin begun their Philadelphia cohort learn, have been longi­ tudinal stories, even if diversified in scope and objective, introduced by way of Shannon within the united states, West in England, Janson in Sweden, and Goppinger in Germany.

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Extra info for Cross-National Longitudinal Research on Human Development and Criminal Behavior

Sample text

The concept of evocative person/environment interaction was called upon to describe how children's difficult behaviors might affect encounters with their parents. Two additional types of interaction may help to explain how the Life-CoursePersistent individual's personality might promote its own continuity and pervasiveness throughout the life course. Reactive interaction occurs when different youngsters exposed to the same environment experience it, interpret it, and react to it in accordance with their particular style.

BEGINNINGS: MOTIVATION, MIMICRY, AND REINFORCEMENT Why do Adolescence-Limited delinquents begin delinquency? The answer advanced here is that their delinquency is social mimicry of the antisocial style of Life-Course-Persistent youths. The concept of social mimicry is borrowed from ethology. Social mimicry occurs when two animal species share a single niche and one of the species has cornered the market on a resource that is needed to promote fitness (Moynihan, 1968). In such circumstances, the "mimic" species adopts the social behavior of the more successful species in order to obtain access to the valuable resource.

By age 40, their occupational status was indistinguishable from that of men born into the working class. A majority of them held jobs of lower occupational status than those held by their fathers at a comparable age. Did these men fail occupationally because their earlier iII-temperedness started them down a particular path (cumulative consequences) or because their current ill-temperedness handicapped them in the world of work (contemporary consequences)? Cumulative consequences were implied by the effect of childhood ill-temperedness on occupational status at midlife: Tantrums predicted lower educational attainment, and educational attainment, in turn, predicted lower occupational status.

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