“Genetics and crime: Integrating new genomic discoveries Into psychological research about antisocial behavior” 2 “Genetics and crime: Integrating new genomic discoveries Into psychological research about antisocial behavior” Sabrina Middleton Southern New Hampshire University Introduction Focus The aim of the study was to investigate if genetic tests might predict criminal conduct utilizing GPSs, which help predict hereditary illness risks and mental problems. The researchers start their investigation by saying that low academic achievement and truancy are indicators of antisocial conduct and may lead to criminal behavior. They get to come up with different ways of how one can end up engaging in crime activities which may end up leading them in trouble. It is evident that most of the crime taking place in the society is caused by some underlying factors. It is in this case where by the research seeks to unfold some of these factors that causes someone to engage in crime activities within the society. The best thing is to come up with different ways on how one can get to understand how academic can get to impact one into engaging in criminal activities. Th study will focus much in this area and come up with factors that makes one to engage in most of these activities. Population The study included two cohorts, as outlined in the paper. The first group evaluated environmental risk (E-risk), consisting of E-Risk Longitudinal Twin Study participants. The research comprised of 1,116 households with twins aged 5 years. Between 1999 and 2000, all the families lived in England or Wales, which was the course of the research. 56% of the twins were the same and the sex was even (49 percent male). There has been different socioeconomic status: 25.3% of families live in affluent suburbs, 5.3% in more urban locations, 13.4% in intermediate neighbourhoods and 20.7% in poor regions. Research Questions The study was performed by J. Wertz et al. to investigate whether genetic testing and GPSs might provide young children insights about their psyche. The hypothesis established at the beginning of the study was that polygenes that help to create phenotypes are indications of a criminal crime and therefore polygenic influences to educational achievement. The law enforcement together with the teachers have the mandate and role of ensuring that they raise better children who will not use their education to engage in any form of crime. Reference Feldman, D. B., & Crandall, C. S. (2007). Dimensions of mental illness stigma: What about mental illness causes social rejection?. Journal of social and clinical psychology, 26(2), 137-154. Malanchini, M., Rimfeld, K., Allegrini, A. G., Ritchie, S. J., & Plomin, R. (2020). Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association. Neuroscience & Biobehavioral Reviews, 111, 229-245. Smith-Woolley, E. (2018). Exploring individual di ...

1. “Genetics and crime: Integrating new genomic discoveries Into
psychological research about antisocial behavior” 2
“Genetics and crime: Integrating new genomic discoveries Into
psychological research about antisocial behavior”
Sabrina Middleton
Southern New Hampshire University
Introduction
Focus
The aim of the study was to investigate if genetic tests
might predict criminal conduct utilizing GPSs, which help
predict hereditary illness risks and mental problems. The
researchers start their investigation by saying that low academic
achievement and truancy are indicators of antisocial conduct
and may lead to criminal behavior. They get to come up with
different ways of how one can end up engaging in crime
activities which may end up leading them in trouble. It is
evident that most of the crime taking place in the society is
caused by some underlying factors. It is in this case where by
the research seeks to unfold some of these factors that causes
someone to engage in crime activities within the society. The
best thing is to come up with different ways on how one can
get to understand how academic can get to impact one into
engaging in criminal activities. Th study will focus much in this

2. area and come up with factors that makes one to engage in most
of these activities.
Population
The study included two cohorts, as outlined in the paper.
The first group evaluated environmental risk (E-risk),
consisting of E-Risk Longitudinal Twin Study participants. The
research comprised of 1,116 households with twins aged 5
years. Between 1999 and 2000, all the families lived in England
or Wales, which was the course of the research. 56% of the
twins were the same and the sex was even (49 percent male).
There has been different socioeconomic status: 25.3% of
families live in affluent suburbs, 5.3% in more urban locations,
13.4% in intermediate neighbourhoods and 20.7% in poor
regions.
Research Questions
The study was performed by J. Wertz et al. to investigate
whether genetic testing and GPSs might provide young children
insights about their psyche. The hypothesis established at the
beginning of the study was that polygenes that help to create
phenotypes are indications of a criminal crime and therefore
polygenic influences to educational achievement. The law
enforcement together with the teachers have the mandate and
role of ensuring that they raise better children who will not use
their education to engage in any form of crime.
Reference
Feldman, D. B., & Crandall, C. S. (2007). Dimensions of mental
illness stigma: What about mental illness causes social
rejection?. Journal of social and clinical psychology, 26(2),
137-154.
Malanchini, M., Rimfeld, K., Allegrini, A. G., Ritchie, S. J., &
Plomin, R. (2020). Cognitive ability and education: How
behavioural genetic research has advanced our knowledge and
understanding of their association. Neuroscience &

3. Biobehavioral Reviews, 111, 229-245.
Smith-Woolley, E. (2018). Exploring individual differences in
academic achievement: genetics, personality and the school
environment (Doctoral dissertation, King's College London).
MAT 133 Milestone Two Guidelines and Rubric
Overview: The final project for this course is the creation of a
research study report. Using your work from Milestone One,
you will now add a draft of the
second section of your report. It is recommended that you use
the extra help resource to assist you in organizing and
developing your thoughts.
Prompt: Draft the “Analysis” section of your final project.
Address the following critical elements:
how did the researchers test their hypotheses related to the
research questions? What, if
any, assumptions did the researchers make in order to conduct
their research?
outcomes of those tests. What were the major
findings (i.e., did they reject or fail to reject the hypotheses and
why)? Were the findings
statistically significant (i.e., what was the p-value)?
u
think the conclusions are valid based on the data and hypothesis
test results? Is there

4. sufficient data to support the researchers’ generalizations? Why
or why not?
Finally, be sure to incorporate any feedback that you received
from your first milestone into the “Introduction” section and
submit it along with the “Analysis”
section.
Post your Milestone Two submission to the graded discussion in
Module Four to receive peer and instructor feedback. Your
grade will be based on the timeliness
and quality of your initial post and the quality of the feedback
that you provide to your peers. For tips on how to effectively
engage in the peer review process,
review these guidelines.
For your initial post, you must do the following:
estone Two submission by Thursday at 11:59
p.m. of your local time zone.
For your response posts, you must do the following:
initial post thread by Sunday at 11:59 p.m. of your local time
zone.
“I agree” or “You are wrong.”
Rubric
Guidelines for Submission: Overall, your “Introduction” and
“Analysis” sections should be 2 to 3 pages in length (plus a

5. cover page and references) and must be
written in APA format. Use double spacing, 12-point Times
New Roman font, and one-inch margins. Cite all references in
APA format.
Note: This rubric is tailored to this assignment and awards full
points for “Proficient.” For the final project, you will need to
demonstrate “Exemplary”
achievement to earn full points. To see how you will be graded
on your final project, review the Final Project Guidelines and
Rubric document (in the Assignment
Guidelines and Rubrics section of the course).
https://learn.snhu.edu/content/enforced/660897-MASTER-MAT-
133-CEMAT-OL-
TRAD.21EW4/Course%20Documents/MAT%20133%20Final%2
0Project%20Extra%20Help.pdf?_&d2lSessionVal=wUPEBLAM
xVbnqen7eZntFbF9T&ou=660897
https://learn.snhu.edu/d2l/lor/viewer/view.d2l?ou=6606&loIdent
Id=22185
Critical Elements Exemplary Proficient Needs Improvement Not
Evident Value
Initial Post: Analysis:
Research Methods
Analyzes the research methods
of the study, including the
hypothesis tests and any
assumptions made (100%)
Analyzes the research methods
of the study, but fails to fully or

6. accurately address the
hypothesis tests and any
assumptions made (70%)
Does not analyze the research
methods of the study (0%)
10
Initial Post: Analysis:
Outcomes
Examines the outcomes of the
study, including the major
findings and their statistical
significance (100%)
Examines the outcomes, but
fails to fully or accurately
address the major findings and
their statistical significance
(70%)
Does not examine the
outcomes of the research study
(0%)
10
Initial Post: Analysis:
Conclusions
Evaluates the validity of the
conclusions drawn by the
researchers by determining the
extent to which they are

7. supported by the data (100%)
Evaluates the conclusions
drawn by the researchers, but
fails to fully or logically
determine their validity in
terms of the extent to which
they are supported by the data
(70%)
Does not evaluate the
conclusions drawn by the
researchers (0%)
10
Initial Post:
Incorporation of
Feedback from
Milestone One
Fully incorporates feedback
received from the first
milestone (100%)
Partially incorporates feedback
from the first milestone (70%)
Does not incorporate feedback
from the first milestone (0%)
10
Initial Post:
Articulation of

8. Response
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
(100%)
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas (70%)
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas (0%)
10
Initial Post:
Timeliness
Submits initial post on time
(100%)
Submits initial post one day late
(70%)
Submits initial post two or
more days late (0%)
10

9. Engagement: Peer
Feedback
Provides relevant and
meaningful response posts with
clarifying explanation and detail
(100%)
Provides relevant response
posts with some explanation
and detail (85%)
Provides somewhat relevant
response posts with some
explanation and detail (70%)
Provides response posts that
are generic with little
explanation or detail (0%)
30
Engagement:
Writing (Mechanics)
Writes posts that are easily
understood, clear, and concise
using proper citation methods
where applicable with no errors
in citations (100%)
Writes posts that are easily
understood using proper
citation methods where
applicable with few errors in
citations (85%)

10. Writes posts that are
understandable using proper
citation methods where
applicable with a number of
errors in citations (70%)
Writes posts that others are not
able to understand and does
not use proper citation
methods where applicable (0%)
10
Total 100%