1. and Eleanor Glueck are today considered founders of the developmental branch
of criminological theory.
ANSWER: Sheldon
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.01 - Discuss the History of Developmental Theory
KEYWORDS: Bloom's: Remember
2. Integrating , social, and psychological elements, the Gluecks’ research suggested that the
initiation and continuity of a criminal career was a developmental process influenced by both internal and
external situations, conditions, and circumstances.
ANSWER: biological
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.01 - Discuss the History of Developmental Theory
KEYWORDS: Bloom's: Remember
3. Those who study attempt to provide a more global vision of a criminal
career, encompassing its onset, continuation, and termination.
ANSWER: developmental criminology
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.01 - Discuss the History of Developmental Theory
KEYWORDS: Bloom's: Remember
4. , in his Philadelphia cohort research, identified a small group of chronic offenders
who engaged in frequent and repeated criminal activity across their life spans.
ANSWER: Marvin Wolfgang
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.01 - Discuss the History of Developmental Theory
KEYWORDS: Bloom's: Remember
,5. Wolfgang found that while many offenders commit a single criminal act and thereafter desist from crime, a
small group of engage in frequent and repeated criminal activity and continue to do so
across their life span.
ANSWER: chronic offenders
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.02 - Compare and contrast life course, latent trait, and
trajectory theories
KEYWORDS: Bloom's: Remember
6. The concept of assumes that the propensity of an individual to participate in antisocial and/or
criminal behaviors is a relatively stable trait, unchanging over their life course.
ANSWER: population heterogeneity
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.02 - Compare and contrast life course, latent trait, and
trajectory theories
KEYWORDS: Bloom's: Remember
7. A is a stable feature, characteristic, property, or condition present at birth or soon
after that makes some people crime-prone over the life course.
ANSWER: latent trait
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.02 - Compare and contrast life course, latent trait, and
trajectory theories
8. Life course theories recognize that as people mature the factors that influence their behaviors change. At
first, family relations may be most influential. In later adolescence, and relations
dominate.
ANSWER: school,
peer peer,
school
POINTS: 1
REFERENCES: Life Course Fundamentals
LEARNING OBJECTIVES: CTPT.SIEG.16.09.03 - Enumerate the principles of the life course theory
KEYWORDS: Bloom's: Remember
, 9. Building –positive relations with individuals and institutions that are life sustaining
supports conventional behavior and inhibits deviant behavior.
ANSWER: social capital
POINTS: 1
REFERENCES: Theories of the Criminal Life Course
LEARNING OBJECTIVES: CTPT.SIEG.16.09.06 - Outline the basic principles of Sampson and Laub's
age- graded theory
KEYWORDS: Bloom's: Remember
10. According to the principles of age-graded theory, repeated negative life experiences create a condition called
.
ANSWER: cumulative disadvantage
POINTS: 1
REFERENCES: Theories of the Criminal Life Course
LEARNING OBJECTIVES: CTPT.SIEG.16.09.06 - Outline the basic principles of Sampson and Laub's
age- graded theory
KEYWORDS: Bloom's: Remember
11. When Elaine Eggleston Doherty and Margaret Ensminger analyzed the relationship between marriage and
official
arrest, they found strong evidence of a .
ANSWER: marriage effect
POINTS: 1
REFERENCES: Theories of the Criminal Life Course
LEARNING OBJECTIVES: CTPT.SIEG.16.09.06 - Outline the basic principles of Sampson and Laub's
age- graded theory
KEYWORDS: Bloom's: Remember
12. Most theories focus on why people get involved in crime. In an important 1993
work, , Robert Sampson and John Laub instead focus on whether there are
trails back to conformity
ANSWER: Crime in the Making
POINTS: 1
REFERENCES: Theories of the Criminal Life Course
LEARNING OBJECTIVES: CTPT.SIEG.16.09.06 - Outline the basic principles of Sampson and Laub's
age- graded theory
KEYWORDS: Bloom's: Remember
of criminological theory.
ANSWER: Sheldon
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.01 - Discuss the History of Developmental Theory
KEYWORDS: Bloom's: Remember
2. Integrating , social, and psychological elements, the Gluecks’ research suggested that the
initiation and continuity of a criminal career was a developmental process influenced by both internal and
external situations, conditions, and circumstances.
ANSWER: biological
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.01 - Discuss the History of Developmental Theory
KEYWORDS: Bloom's: Remember
3. Those who study attempt to provide a more global vision of a criminal
career, encompassing its onset, continuation, and termination.
ANSWER: developmental criminology
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.01 - Discuss the History of Developmental Theory
KEYWORDS: Bloom's: Remember
4. , in his Philadelphia cohort research, identified a small group of chronic offenders
who engaged in frequent and repeated criminal activity across their life spans.
ANSWER: Marvin Wolfgang
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.01 - Discuss the History of Developmental Theory
KEYWORDS: Bloom's: Remember
,5. Wolfgang found that while many offenders commit a single criminal act and thereafter desist from crime, a
small group of engage in frequent and repeated criminal activity and continue to do so
across their life span.
ANSWER: chronic offenders
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.02 - Compare and contrast life course, latent trait, and
trajectory theories
KEYWORDS: Bloom's: Remember
6. The concept of assumes that the propensity of an individual to participate in antisocial and/or
criminal behaviors is a relatively stable trait, unchanging over their life course.
ANSWER: population heterogeneity
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.02 - Compare and contrast life course, latent trait, and
trajectory theories
KEYWORDS: Bloom's: Remember
7. A is a stable feature, characteristic, property, or condition present at birth or soon
after that makes some people crime-prone over the life course.
ANSWER: latent trait
POINTS: 1
REFERENCES: Foundations of Developmental Theory
LEARNING OBJECTIVES: CTPT.SIEG.16.09.02 - Compare and contrast life course, latent trait, and
trajectory theories
8. Life course theories recognize that as people mature the factors that influence their behaviors change. At
first, family relations may be most influential. In later adolescence, and relations
dominate.
ANSWER: school,
peer peer,
school
POINTS: 1
REFERENCES: Life Course Fundamentals
LEARNING OBJECTIVES: CTPT.SIEG.16.09.03 - Enumerate the principles of the life course theory
KEYWORDS: Bloom's: Remember
, 9. Building –positive relations with individuals and institutions that are life sustaining
supports conventional behavior and inhibits deviant behavior.
ANSWER: social capital
POINTS: 1
REFERENCES: Theories of the Criminal Life Course
LEARNING OBJECTIVES: CTPT.SIEG.16.09.06 - Outline the basic principles of Sampson and Laub's
age- graded theory
KEYWORDS: Bloom's: Remember
10. According to the principles of age-graded theory, repeated negative life experiences create a condition called
.
ANSWER: cumulative disadvantage
POINTS: 1
REFERENCES: Theories of the Criminal Life Course
LEARNING OBJECTIVES: CTPT.SIEG.16.09.06 - Outline the basic principles of Sampson and Laub's
age- graded theory
KEYWORDS: Bloom's: Remember
11. When Elaine Eggleston Doherty and Margaret Ensminger analyzed the relationship between marriage and
official
arrest, they found strong evidence of a .
ANSWER: marriage effect
POINTS: 1
REFERENCES: Theories of the Criminal Life Course
LEARNING OBJECTIVES: CTPT.SIEG.16.09.06 - Outline the basic principles of Sampson and Laub's
age- graded theory
KEYWORDS: Bloom's: Remember
12. Most theories focus on why people get involved in crime. In an important 1993
work, , Robert Sampson and John Laub instead focus on whether there are
trails back to conformity
ANSWER: Crime in the Making
POINTS: 1
REFERENCES: Theories of the Criminal Life Course
LEARNING OBJECTIVES: CTPT.SIEG.16.09.06 - Outline the basic principles of Sampson and Laub's
age- graded theory
KEYWORDS: Bloom's: Remember
