Recall of “Right” and “Wrong” Responses as a Function of Instructions for Intentional Learning and Task Familiarization

1976 ◽  
Vol 38 (2) ◽  
pp. 619-624 ◽  
Author(s):  
Géry D'ydewalle
Keyword(s):  
Law School ◽  
Intentional Learning ◽  
First Year ◽  
Real Word ◽  
First Year Students ◽  
The Law ◽  
The Difference ◽  
Correct Translation ◽  
And Task

Subjects (100 first-year students of both sexes from the Law School at Leuven, Belgium) selected one of several nonsense words as a “translation” of a real word and were told whether their choice was “right” or “wrong.” Subjects who expected to have the whole series of items a number of times until the correct translation for each word was completely learned (multiple-trial condition) recalled more “right” responses than subjects who expected a single second trial (two-trial condition). A preliminary exposure to a similar but shorter task had a different influence according to the two conditions: there was a decrease in recall of response in the multiple-trial condition but an increase in the two-trial condition. The data suggest that conflicting conclusions about the difference in recall between “right” and “wrong” responses are related to differences in the instructions for intentional learning.

scholarly journals THE EFFECT OF BLINDFOLD GAME ON STUDENTS’ VOCABULARY ACHIEVEMENT AT SMP NEGERI 13 KENDARI

2020 ◽  
Vol 5 (3) ◽  
pp. 200
Author(s):  
Andi An-Nisaa Arfin ◽  
Kamaluddin Kamaluddin ◽  
Wa Ode Fatmawati
Keyword(s):  
Junior High School ◽  
Alternative Hypothesis ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Comparison Research ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Vocabulary Achievement

The purpose of conducting this research is to examine the difference NGain scores between students who learn vocabulary with Blindfold Game and students who learn vocabulary without Blindfold Game at the first year students of SMP Negeri 13 Kendari. The samples of this research are the first grade four (VII-4) and the first grade three (VII-3) which consists of 27 students for each class. This research is conducted in comparison research design that consists of experimental class (VII-4) and controll class (VII-3). The data of this research are collected by giving pre-test and post-test in two classes (VII-4 & VII-3). The result shows that there is an improvement of the students’ vocabulary achievement. Independent samples t-test shows that, there is a significant difference in the Ngain scores for experimental class ( M = 60.08,  SD = 9.36 ) and controll class ( M = 20.41, SD = 14.56 ), t (52) = 11.904, p (0.000) < 0.05. Therefore, it can be concluded that the value of Sig (2 tailed) is lower than the significance α value (0.000 < 0.05). In other words, alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. It means that the Blindfold game can enrich students’ vocabulary achievement for Junior High School Student.

Nurturing Commitment in the Legal Profession: Student Experiences with the Osgoode Public Interest Requirement

2009 ◽  
Vol 10 (6-7) ◽  
pp. 1087-1094 ◽  
Author(s):  
Janet Leiper
Keyword(s):  
Public Interest ◽  
Teacher Educator ◽  
Law School ◽  
Law Students ◽  
Student Experiences ◽  
First Year ◽  
Profession Student ◽  
Ethics Course ◽  
The Law ◽  
The Many

“Eye-opening,” “disheartening,” and “inspiring” are some of the words used by law students who met in 2008–2009 to discuss their mosaic of experience in the field doing public interest work. These students had returned from placements under the first mandatory public interest requirement to be introduced in a Canadian law school (the Osgoode Public Interest Requirement, OPIR). OPIR arose from questions about the relationship between what is learned in law school and what is required to be a professional. Academics have challenged each other to do more to instill an “ethos of professionalism” during law school. Others have suggested that law students who do not receive exposure to the world outside the walls of the law school carry an “idealized conception of the profession” and are often unaware of the many practice contexts available to them. Others have warned that if ethical and professional responsibilities are not modeled and articulated for students, that teaching only the “law of lawyering” does not prepare students for becoming ethical lawyers. Teacher-educator Lee Shulman has bluntly accused law schools of “failing miserably” at connecting its lessons in how to “think like a lawyer” with how to “act like a lawyer.” For years, there have been similar concerns raised about the decline of professionalism among lawyers, both in Canada and in the U.S. A survey of Osgoode graduates revealed that students wanted more opportunities to engage with the community and to experience non-traditional forms of law practice. Osgoode Hall Law School grappled with many of these questions, and in 2007 it approved changes to the curriculum, including a new first year Ethics course (Ethical Lawyering in a Global Community, ELGC) and OPIR. In addition to the more traditional first year mandatory course load, Osgoode Hall law students must also complete ELGC, a minimum of 40 hours of public interest work and then engage in a discussion or written exercise reflecting on their experiences. These reflections are a valuable lens for seeing the profession and the administration of justice through the eyes of first and second year law students. Their experiences remind us in the profession that learning can flow in both directions.

The Impact of Legal Education: An In-Depth Examination of Career-relevant Interests, Attitudes, and Personality Traits Among First-Year Law Students

1979 ◽  
Vol 4 (4) ◽  
pp. 791-868 ◽  
Author(s):  
James M. Hedegard
Keyword(s):  
School Environment ◽  
Law School ◽  
Law Students ◽  
Personality Characteristics ◽  
First Year ◽  
First Year Students ◽  
School Class ◽  
Career Plans ◽  
The Impact ◽  
Behavioral Styles

This article examines in detail patterns of change in career-relevant interests, attitudes, and personality characteristics among first-year students in one law school. The data presented suggest that a single entering law school class can be viewed as a varied group in terms of career plans and potential behavioral styles. Moreover, immersion in the law school environment may accentuate this initial variability. Although some studies have suggested that, overall, first-year law students experience a drop in law interests, including interests in altruistic and “socially conscious” career activities, the methods of analysis used in this study suggest alternative interpretations of some aspects of such changes. In addition, the author believes these methods shed greater light on the overall process of professional development in law school.

scholarly journals Research knowledge in undergraduate school in Brazil: a comparison between medical and law students

2010 ◽  
Vol 8 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Antonio José Souza Reis Filho ◽  
Bruno Bezerril Andrade ◽  
Vitor Rosa Ramos de Mendonça ◽  
Manoel Barral-Netto
Keyword(s):  
Medical Students ◽  
Educational Institution ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Research Experience ◽  
Research Knowledge ◽  
First Year Students ◽  
Research Activities ◽  
The Impact

ABSTRACT Objective: Exposure to science education during college may affect a student's profile, and research experience may be associated with better professional performance. We hypothesized that the impact of research experience obtained during graduate study differs among professional curricula and among graduate courses. Methods: A validated multiple-choice questionnaire concerning scientific concepts was given to students in the first and fourth years of medical and law school at a public Brazilian educational institution. Results: Medical students participated more frequently in introductory scientific programs than law students, and this trend increased from the first to the fourth years of study. In both curricula, fourth-year students displayed a higher percentage of correct answers than first-year students. A higher proportion of fourth-year students correctly defined the concepts of scientific hypothesis and scientific theory. In the areas of interpretation and writing of scientific papers, fourth-year students, in both curricula, felt more confident than first-year students. Although medical students felt less confident in planning and conducting research projects than law students, they were more involved in research activities. Conclusion: Medical graduation seems to favor the development of critical scientific maturity than law graduation. Specific policy in medical schools is a reasonable explanation for medical students’ participation in more scientific activities.

Certainty of career choice at the beginning of university studies - general strategies and attributions in achievement situations, and career motives

2012 ◽  
Vol 2 (2-3) ◽  
pp. 35-45 ◽  
Author(s):  
Laura Hirsto
Keyword(s):  
Career Choice ◽  
Stepwise Regression ◽  
First Year ◽  
Paper Sample ◽  
First Year Students ◽  
On Certainty ◽  
University Studies ◽  
Task Avoidance ◽  
Career Motives ◽  
And Task

Certainty of career choice at the beginning of university studies - general strategies and attributions in achievement situations, and career motives The focus of this paper is on certainty of career choice at the beginning of university studies, and how this relates to students' career motives and more general strategies and attributions in achievement situations. The paper sample comprised 137 first-year students of theology, who completed a questionnaire developed on the basis of earlier studies on motives for studying theology and certainty of career choice. The questionnaire included a section on strategies and attributions in achievement situations (SAQ), a section covering the reasons and motives for starting to study theology and a scale measuring uncertainty of career choice. According to the results, uncertainty of career choice related positively to being assured of a place to study, and negatively to having a spiritual calling, a helping orientation and self-fulfillment. In the first year of university studies it also related positively to task avoidance and social pessimism, and negatively to success expectation. Stepwise regression analysis showed that being assured of a place to study, having a spiritual calling and low self-fulfillment explained 57 percent of the total variance. The strategies and attributions the students used in achievement situations were very modest predictors of uncertainty in career choice. Success expectation and task avoidance explained nine percent of the variance.

Influence of Training on First-Year Nursing Department Students’ Attitudes on Death and Caring for Dying Patients: A Single-Group Pretest–Posttest Experimental Study

2017 ◽  
Vol 78 (4) ◽  
pp. 335-347 ◽  
Author(s):  
Birgül Cerit
Keyword(s):  
Student Attitudes ◽  
First Year ◽  
First Year Students ◽  
Attitudes Toward Death ◽  
Dying Patients ◽  
Study Results ◽  
Collection Data ◽  
The Difference ◽  
Students Attitudes ◽  
Nursing Department

The study examined the influence of training on first-year nursing department students’ attitudes on death and caring for dying patients. Utilizing the experimental model, the study sample consisted of 81 first-year students attending the nursing department of a university. Death Attitude Profile-Revised and Frommelt Attitude toward Care of the Dying Scale were used for data collection. Data analysis included means, standard deviation, and t test for related samples. Student attitudes toward death were measured as 146.43 (16.741) and 152.75 (15.132) for pre- and posttraining, respectively. Student attitudes toward caring for dying patients were established to be 103.02 (7.655) during pretraining period and 111.02 (10.359) at posttraining period. The difference between pre- and posttests for mean attitudes toward death and caring for the dying patient was statistically significant. Study results determined that training was effective in forming positive student attitudes toward death and caring for dying patients.

scholarly journals “If You Buy a Cup, Why Would You Not Use It?” Marital Rape: The Acceptable Face of Gender Based Violence

AJIL Unbound ◽  
2015 ◽  
Vol 109 ◽  
pp. 321-325
Author(s):  
Fareda Banda
Keyword(s):  
Medical Treatment ◽  
Criminal Law ◽  
Law School ◽  
First Year ◽  
Free Access ◽  
Marital Rape ◽  
Gender Based Violence ◽  
On Demand ◽  
The Law ◽  
Gender Based

There are cases that one never forgets. DPP v. Morgan is one of those for me. I read it as an eighteen-year-old in my first year of law school. It was in the criminal law class where we were being taught about rape. The facts left me shocked and outraged. Morgan went out drinking with his friends. At the end of the night, he invited the friends back to his house. He told them that they could have sex with his wife and added that they should not worry if she appeared to resist, because she liked it that way. The friends duly came over and helped themselves to his wife as per his instructions. Morgan also forced her to have sex with him despite her protestations. She experienced injuries which necessitated medical treatment. His friends were convicted of rape, but he was convicted of indecent assault. This seemed strange. Had they all not forced her to have sex with them despite her clearly expressed refusal? Why was he charged with a lesser crime? The reason was simple: he was her husband. Under the law as it then operated in England, there was no recognition of marital rape. Her consent to lifelong sex on demand, even if it was against her will, was taken as part of the contract of marriage. The words “I do” spoken at the time of the marriage, were taken to mean free access for the husband for as long as they both lived, or until the marriage was legally dissolved or a formal separation was in place.

One Point on the Lsat: How much is it Worth? Standardized Tests as a Determinant of Earnings

1998 ◽  
Vol 42 (2) ◽  
pp. 80-89 ◽  
Author(s):  
Ruth Berkowitz
Keyword(s):  
Standardized Tests ◽  
School Quality ◽  
Economic Value ◽  
Law School ◽  
First Year ◽  
Law Schools ◽  
Marginal Value ◽  
Future Success ◽  
Admission Test ◽  
The Law

This paper examines the market for certification of ability, specifically in the law profession. Economists have long discussed the problems of measurement and signaling in the imperfect market for labor, but there has been relatively little systematic work on the economic value of these signals. Using empirical evidence comparing Law School Admission Test scores to starting salaries, both across law schools and across individuals in one law school, I discuss the economic value of one point on the LSAT. I find that the marginal value of one point on the LSAT, without controlling for school quality, is over $2,600 in the first year alone, with the value increasing each year. However, when controlling for school quality, one point on the LSAT is worth only a small fraction of that amount. I conclude that the LSAT, while an important determinant of future success, exerts little weight beyond the law school application.

scholarly journals The Use of Learning Logs Strategy in Improving Students’ Ability in Writing Expository Paragraph

2019 ◽  
Vol 10 (2) ◽  
pp. 198-211
Author(s):  
Agung Prasetyo Wibowo ◽  
Vonnysa Febrinda
Keyword(s):  
Learning Strategies ◽  
T Test ◽  
Teaching Writing ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
Learning Logs

To see the difference in students' ability in writing expository paragraphs, this research uses a comparison between log learning and conventional learning strategies. Using true-experimental research, there were pre-test, treatment, and post-test. The subject of this research was the first-year students of State Senior High School 1 Selatpanjang, Meranti Island Regency. Two classes were deployed; an experimental and a control class with total of 47 students. The researchers used cluster random sampling, based on the group. In collecting data, the researchers used a test and an observation list. In assessing students’ writing, the researchers invited two raters, those who are qualified and considered as experts in teaching writing. The researchers analyzed the data by using t-test formula. The result shows that the mean score of students’ post-test in the control class was 65,5. Meanwhile, the mean score of students’ post-test in experimental class was 73,4. The result of t test sees a significant difference between students’ ability in writing expository paragraphs by using Learning Logs Strategy and those using Conventional Strategy (5.26). This result was higher than t table significant 5% (2,02) and 1% (2,69). H0 was rejected and Ha was accepted. It means that there was a significant difference in students’ ability in writing an expository paragraph using Conventional Strategy and using Learning Logs Strategy.

scholarly journals VOCABULARY LEARNING STRATEGIES USED BY MALE AND FEMALE FRESHMEN OF LINGUISTICS POSTGRADUATE PROGRAM IN BRAWIJAYA UNIVERSITY

SUAR BETANG ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Michele Hitijahubessy
Keyword(s):  
Learning Strategies ◽  
Survey Methodology ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Female Students ◽  
First Year ◽  
First Year Students ◽  
Male And Female ◽  
Vocabulary Learning Strategies ◽  
The Difference

Vocabulary is very important in the learning process, and students have to master it. Thus awareness and understanding of vocabulary learning strategies can increase students’ vocabulary. This study aims to reveal more and less common strategies used male and female students, the difference vocabulary learning strategy between students who studied English in their undergraduate level and those who did not. In conducting this research, the researcher used survey methodology. A questionnaire adapted from the taxonomy of vocabulary learning strategies developed by Schmitt  was spread to sixteen first-year students. The most frequent strategy was “listen to English songs and news” and “using dictionary” as the most favoured strategy used by both male and female students who studied English and them who did not. From the results, it can be stated that be the students seem to enjoy learning English. Moreover, in order to increase vocabulary, both teacher and students must know about vocabulary learning strategies(Strategi Pembelajaran Kosakata yang Digunakan oleh Mahasiswa Baru S2 Linguistik Universitas Brawijaya)Kosakata sangat penting dalam proses pembelajaran dan mahasiswa harus menguasainya. Kesadaran dan pemahaman akan strategi pembelajaran kosakata dapat meningkatkan kosakata mahasiswa. Penelitian ini bertujuan untuk mengetahui strategi yang paling banyak dan paling sedikit digunakan oleh mahasiswa laki-laki dan perempuan, perbedaan penggunaan strategi belajar kosakata oleh mahasiwa baru pascasarjana ilmu linguistik yang belajar bahasa Inggris pada strata satu dan mahasiswa yang tidak belajar bahasa Inggris pada strata satu. Dalam melakukan penelitian ini, peneliti menggunakan metode survei. Kuesioner yang diadopsi dari taksonomi strategi pembelajaran kosakata yang dikembangkan oleh Schmitt diberikan kepada enam belas mahasiswa baru. Strategi yang paling sering dilakukan adalah "listen to English song and news", dan "using dictionary" sebagai strategi yang paling disukai digunakan, baik oleh mahasiswa laki-laki maupun perempuan yang belajar bahasa Inggris pada strata satu dan mahasiswa laki-laki dan perempuan yang tidak belajar bahasa inggris pada strata satu. Dari hasil tersebut, dapat dinyatakan bahwa para mahasiswa tampaknya menikmati belajar bahasa Inggris. Selain itu, untuk meningkatkan kosakata, baik guru maupun siswa harus mengetahui strategi pembelajaran kosakata.

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