Compare and contrast Sampson and Laub’s Age-Graded Theory with Moffitt’s Dual Taxonomy

1)Critical Thinking Exercise-Social Learning Theory Real-World MaterialConsider the basic assumption in Sutherland’s nine propositions that everything is learned, ranging from behaviors to internal motives and values. Provide an argument for the following statement: All behaviors are representative of one’s values. Provide a real-world example that supports your argument (either a true-crime case or the opposite, a philanthropic act).2)Critical Thinking Exercise-Social Control Theory Interview/Field ObservationTravis Hirschi’s research shows that juvenile delinquents tend to lack the same level of attachment to their community and others that non-delinquent juveniles hold. Interview a positive social agent on her perspective of the influence she has on her local juveniles. Do you agree or disagree with the agent’s perspective? Do you think the influence of the social agent is positive?1 pts3)Critical Thinking Exercise-CTE Social Development Theories Compare/ContrastSocial development theories examine the concepts of persistence and resistance regarding criminal offending. Compare and contrast Sampson and Laub’s Age-Graded Theory with Moffitt’s Dual Taxonomy (found in Chapter 4) regarding how each theory explains the persistence and/or resistance to criminal behavior.