Instructional Support for Novice Law Students: Reducing Search Processes and Explaining Concepts in Cases

Fleurie Nievelstein, Tamara Van Gog*, Gijs Van Dijck, Els Boshuizen

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    Abstract

    Reasoning about legal cases is a complex skill that imposes a high working memory load,especially for novice students. Not only do novices lack necessary conceptual knowledge,searching through the information sources that are used during reasoning can also be assumed to impose a high additional working memory load that does not contribute to learning. Therefore, this study investigated the effects of supporting novice law students’ learning by a) providing the meaning of important concepts in the case, and b) reducing the search process by providing a condensed (relevant articles only) rather than a complete civil code. Results show that performance on a test case (for which they had to use the complete civil code) was significantly better for participants who had used the condensed civil code during learning. Performance on a conceptual knowledge posttest was significantly enhanced when students had received the concept explanations during learning.
    Original languageEnglish
    Pages (from-to)408-413
    Number of pages6
    JournalApplied Cognitive Psychology
    Volume25
    Issue number3
    DOIs
    Publication statusPublished - 20 May 2011

    Keywords

    • legal reasoning
    • law students
    • instructional support
    • cognitive demands

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