SOCIOLOGY 419: FIRST EXAM EXAMINATION STUDY LISTThis study list catalogs some of the main terms and concepts that have been introduced in the course so far. Most questions on the First Exam will involve one or more of these concepts, either as part of the question or as part of the answer (or both). In using this list as a study guide, you should pay attention tothe application and interrelation of these items; merely memorizing "flash-card" definitions is probably not the most effective way to study from this list. Note: In addition to the items listed below, you should also be familiar with the required readings, since these are also "fair game" for exam questions.Rational/ Instrumental Decision-making- Rational choice theory assumes:o 1. Taste: we all want food, clothing, shelter Common metric “utility” (sum of all the things wanted)o 2. Stable incentives Rewarded behavior  increase Punished behavior  decreasesConsequential Action Model (4 Steps)A. Basic model- Four steps:1. Goal/preferences1. Consequences2. Alternatives1. Different ways to meet goals3. Mapping1. Alternative goals4. Maximization1. March: consequence Action2. What alternative maximizes goal attainment Behavioral ConsistencyB. Behavioral Consistency- Predict behavior- Rational choice theory assumes:o 1. Taste: we all want food, clothing, shelter Common metric “utility” (sum of all the things wanted)o 2. Stable incentives Rewarded behavior  increase Punished behavior  decreasesC. How it applies to sociology of law- People obey the law when obedience is in their self-interest- Deterrence theoryo Sanctions deter crimeTastes, IncentivesDeterrence TheoryMethodological problems with deterrence1. Methodological challengea. Sanctions: penalty; direct or symbolic constraintsb. Crime: any act that violates norms (agreed)Specific v. General Deterrencec. Deterrencei. Specific vs. general1. Specifica. One does bad behavior, once punishes the person doesn’t repeat the behavior2. Generala. One person is punished in front of others so they know not to do bad thingsb. Hard to studyAbsolute v. Restrictive Deterrencei. Absolute vs. relative3. Absolutea. After law went into effect, none of the bad behavior is seen4. Relativea. We see a lower frequency after law is set and at a high intensityExample: speeding/ $10,000 fineCertainty & Severity of Punishmenta. Characteristics of sanctionsii. Certainty and severity1. Deterrence = certainty x severity (D=CxS)iii. Findings1. Not average, but instances2. Certainty more important than severity3. Attunes and Hunt (1973)4. Certainty only; 3: c+(SxC) Expressive v. Instrumental Crimesexpressive vs. instrumentalGoal itself vs. Means to an endEx: smelling roses vs. Fixing your carB. Characteristics of Criminal Acts-Chamblis (1967)Chambliss’s findings- Sanctions deter instrumental acts more than expressive acts- Problematic: more violent crimes are expressiveHigh v. Low Commitment CriminalsD. Characteristics of Criminal Actors1. Low vs. High CommitmentEngage in crime sporadically crime is a way of lifeEx: Shoplifters ex: gang members2. Chambliss findingsa. Sanctions deter low-commitment criminals more than high commitment criminalsb. (2X2 table)12. Obligatory Action Model (4Steps)I. Obligatory Actiona. In contrast to rational choiceb. Normative, cognitive/ constructiveA. Identity a. What kind of person am I?B. Contexta. What kind of situation is this?C. Role a. What does a person like me do in a situation like this?D. Performancea. Do it Moral/Normative Decision-makingI. Moral Decision making “normative”a. Basic modeli. People do make conscious, systematic, decisions but not self- interested decisionsii. Instead, evaluate lines of action based on moral valuesNorms, Socialization, and Internalizationb. Behavioral consistencyi. Social norms1. Peoples values reflect socially established norms and rulesa. Ex: parents, teenagers, media school2. Socialization internalization3. (groups passing on its norms into members own person value system)(everyone now shares similar sense of right and wrong)Direct, Indirect, Mediating Effects of Moralitya. Implications for Soc of law:ii. Direct effects of morality1. Morality obedience iii. Indirect effects of morality:1. Morality legitimacy of authority obedience1. Direct effects of morality:a. Own moral beliefs conclude with the substantive commands of the lawi. Moralityobedienceii. Ex: Schwarts and Orleans- Tax complianceiii. Sent questionnaire on public Policy tor andomly selected tax payers 1. Placebo: standard survey: went down $872. Sanction group: question highlighted legal sanctions: went up $1813. Moral group: questions highlighted moral issues: went up $8042. Indirect effects of morality:a. Morality it’s more important to obey the legal authoritiesi. Legitimacy of authority1. Obediencea. Ex: Milgram experiment: (shock treatment)Moral SuasionCognitive/Constitutive Decision-making- Cognitive Decision Makingo “Culturally Necessary” Decisions What to wear to class  Guys wear pants to class instead of skirtsA. Basic Modela. Cultural Categories  Structure Behaviors, Limit Options, Direct Decision Makingb. Because our behavior is so culturally structured, we make choices without even perceiving the choicesc. Cognitive decision making relies on how the world works  obvious, necessary, and taken-for-granted decisionsi. Examples: Choosing to wear clothes to class, getting in the drivers seat instead of the back seat, drove on the right hand side of the road (default decisions) Reificationa. Reificationii. Treating a social construct as though it were a natural object1. Example: A deck of cards has 2 reds and 2 blacks, not other colors; you can’t stick your hand through a table because it’ssolidDramaturgical Metaphora. Dramaturgical Metaphoriii. Social life is like a giant play. Society has a specific ritual in order to set the scene and cast the parts  “Framing” and “Labeling”Political Discoursea. Law as Political Discourse (1)iv. People mobilize various symbols in order to define or re-define various social situationsv. Evidence1. Legal debates affect how people understand the worlda. Brown v Board of Education  Affected how peopleunderstood desegregation and schools and education in generalb. Roe v Wade  Affected how people understood issues of abortion, parenthood, and privacyLabeling Ritualsa. Law as Labeling Rituals