Experimental Interrogations: Tatbestandsdiagnostik, Objectivity, and the Impact of Experimental Psychology on Early-Twentieth-Century Criminal Justice.

What Does the Implicit Association Test Measure? A Test of the Convergent and Discriminant Validity of Prejudice-Related IATs

Forty high school students participated in a study to investigate learning and remembering from physics instruction. At pretest, students received aptitude tests, an alternate form of achievement test (counterbalanced) and a word association (WA) test. Then the 40 students were divided into instruction (N = 28) and control (N = 12) groups. The control group received all subsequent tests but no instruction. The instruction group received physics instruction over five 2‐hour sessions. At the end of each session, the WA test was administered; the alternate form of the achievement test was administered at the end of the last session.The instruction and control groups did not differ significantly in achievement at pretest. The instruction group showed a significant gain from pre‐ to posttest; no such gain was found for the control group. The instruction and control groups did not differ on the number of responses generated on the WA test at pretesting. The number of responses given by students in the instruction group increased significantly from test 1 (pretest) to test 6 (posttest). For the control group, the number of responses increased initially and then leveled out well below the instruction group data. When WA test responses were tallied for “constrained” responses (i.e., tallying only those concepts found in equations defining the stimulus word), the number of constrained responses increased consistently for the instruction group. For the control group, constrained responses showed an initial increase and then leveled out well below instruction group data.Finally, the aptitude, achievement, and WA data were intercorrelated. This analysis suggests that for students who perform well in solving problems at the end of instruction, the physics concepts became meaningful soon after they were introduced. Subsequently, these students were able to consolidate, in memory, the meaning of the concepts and the interrelations among these concepts in the form of equations. Students not able to solve problems at the end of instruction seemed to be completing the process of acquiring the meaning of the concepts.

The criminal law's person By C.Lernestedt, M.Matravers (Eds.), Oxford: Hart. 2022. pp. 216. £85.00 (hbk). ISBN: 9781509923748

Reviewed by: Crime and Empire, 1840–1940: Criminal Justice in Local and Global Context George Robb Crime and Empire, 1840–1940: Criminal Justice in Local and Global Context. Edited by Barry Godfrey-Graeme Dunstall. Cullompton, Devon: Willan Publishing, 2005. This collection of essays, which grew out of a conference in New Zealand on “Comparative Histories of Crime,” addresses itself to the issue of how crime was conceived and managed in the heyday of British imperialism. Perhaps reflecting the volume’s origins, its contents are heavy on examples from Australia and New Zealand, lighter on India and Africa. This imbalance, however, might also be seen as a strength, as the antipodes have traditionally gotten short shrift in imperial historiography. Whatever their geographic focus, the contributors’ thematic range is impressive. Chapters cover such topics as policing, imprisonment, criminal law and the courts, and contemporary and historical representations of the criminal justice system. Whenever possible, contributors place colonial legal and penal practice within international perspective. After all, simultaneous with the imposition of British law and penal practice in the colonies was the centralization of state control in Britain itself and throughout Europe, with its attendant creation of national prison, police, and court systems to replace the old medieval patchworks of local, pluralistic approaches to crime. One notable example from this collection of a comparative approach is Godfrey and Dunstall’s chapter on policing in two “frontier towns”—Timaru in New Zealand and Crewe, a mining boom town near the Welsh border. Both of these towns experienced considerable violence, much of it fueled by alcohol and a preponderance of young and single men. This connection between masculinity and crime dovetails nicely with recent work on the topic by Martin Wiener and Clive Emsley. It also exemplifies a commitment to gender in this volume, found also in essays on sati, the creation of a women’s prison in New Zealand, and the experience of Boer women in South African concentration camps. Colonial law was often an instrument for the subjugation of colonized peoples, though it might also provide a means of resistance, or be useful in settling disputes among colonial subjects themselves. Given the vast geographic, racial, and ethnic diversity of the empire, police and penal practice could vary considerably across regions and over time. The career of a single administrator could encompass stark contrasts. Such was the case of Edward Eyre, as Mark Finnane points out in his essay, “Crimes of violence, crimes of empire?” During his early years in Australia in the 1840s, Eyre was noted for his protective attitude toward aboriginal peoples, while a generation later he was “the agent of racialising and brutal domination in the West Indies.” (51) Among the more heavy handed examples of imperial law, Mark Brown points out in his essay “Colonial history and theories of the present,” was the practice in India of classifying entire populations as “criminal.” In the 1850s, “Track Laws” meant that if the British authorities could track an offender to a particular village, but could not locate him within it, then the entire village could be held responsible for the alleged crime. An 1871 Act brought unruly ethnic groups in north India under subjugation by declaring them “criminal tribes”—a category which gave the government broad powers of regulation and control, including the right to impose curfews, hold daily roll calls, and resettle entire villages. Criminal law thus became an instrument of political subjugation, excluding whole populations from membership in civil society. Colonial administrators could also be pragmatic in their encounters with “native” legal practice. As Jane Buckingham demonstrates, British judges in India invoked Brahmanic law and cited legal precedents from princely courts in their interventions over sati. Wherever possible, the law’s authority should appear benignly hegemonic rather than overtly coercive. Richard S. Hill provides another such example in his essay on “Maori police personnel” in New Zealand. Not only would using Maori police constables save the British money, but would help “make Maoris parties to their own submission.” (181) Much like the New Police in British working-class neighborhoods at the time, Maori police were seen as “missionaries” part of whose function was to instill British, middle-class values in...

The word association test and idea association test are open-ended tests which assess students' linking ability and also their accuracy in retrieving the relevant knowledge. These tests break through the “spoon-fed” and “drilled” types of assessment. The earlier study has shown that linkage of knowledge is one of the influential factors in determining problem solving performance (Lee, 1986). A replication study has confirmed the earlier findings that these two non-traditional measures assess learning performance as do the traditional methods. Apart from providing the numerical scores, for the learning performance, the two non-traditional tests also provide teachers with useful qualitative evidence of how students proceed with their learning and with their understanding of concepts. The technical procedures of setting, carrying out and scoring the tests are reasonably easy to handle. On the basis of the evidence shown, it is suggested that the word association and idea association tests should become part of the regular testing of chemistry learning in schools.

Implicit Association Test: Separating Transsituationally Stable and Variable Components of Attitudes toward Gay Men

Ending unjust HIV criminalization: leave no-one behind.

Clinical psychology emerged in the United States during the first decades of the 20th century. Although they focused on intelligence tests, starting around 1905 certain clinical psychologists pursued personality assessment through a specific, nonintellectual kind of test: the word association test as devised by Swiss psychiatrist Carl Gustav Jung (1875-1961) at the Burghölzli psychiatric clinic in Zurich. The test was a key device in the professionalization of North American psychiatry and psychology during the early 20th century: from 1905 onward it was acknowledged, discussed, and applied by experimental and clinical psychologists. However, Jung's original experiments and the development of the test itself have received only superficial or casual attention by historians of science. This article attempts to provide a critical, streamlined, and detailed account on the origin, development, and substance of the Zurich word association experiments. By drawing on heretofore overlooked primary sources, I offer a new, critical perspective on the emergence and development of Jung's test while engaging with its main theoretical and methodological aspects. I show that the test was neither Jung's sole creation nor did it consist of a simple, straightforward set of tasks. Contrarily, it was the result of a highly collaborative, multilayered institutionalized research program on linguistic and mental associations. The program, its data and its assumptions fueled several debates and data-driven discussions at Zurich, precluding the test from achieving a stable, standardized character. As a result, the history of Jung's program reflects both the advances and the limitations of early 20th-century personality testing. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Background. This study compared two tests of second language (L2) depth of vocabulary knowledge, namely the word association test (WAT) and vocabulary knowledge scale (VKS), with respect to their associations with vocabulary size. The same relationships were further examined separately for the five word-frequency bands of the vocabulary size test. Method. 115 Iranian English as a Foreign Language (EFL) learners who were native speakers of Persian took the WAT, VKS, and Vocabulary Levels Test (VLT). The selected participants were undergraduates who ranged from freshmen to junior and were both male (n=47) and female (n=68) students. Results. The outcomes of multiple linear regression analyses indicated that: (a) while both measures of vocabulary depth were predictive of the VLT, the WAT had a higher association with the dependent variable; (b) both the WAT and VKS were predictive of the high-frequency vocabulary, with the relationships being more significant for the WAT; (c) the WAT could significantly predict the mid-frequency vocabulary, whereas the VKS had no significant contribution; and (d) while the VKS was significantly associated with the low-frequency vocabulary, the WAT had no significant contribution to the prediction of this level. Implications. The implications of the findings are interpreted with reference to the suitability of both the WAT and VKS depending on the type of input, expected response, and desired frequency of the target words.

The German and the Dutch criminal justice systems not only share a common legal history but also follow the inquisitorial tradition with the prosecution playing a strong role. Despite these commonalities, there are a number of remarkable differences between the two jurisdictions, particularly with a view to procedural law and legal practices. While the German criminal law is known for being formal and rather doctrinal, the Dutch system is strongly driven by pragmatism and efficiency. This efficiency has become an important factor for the progressing Europeanization of criminal law and increasingly influences German criminal procedural law. This article compares selected aspects of the Dutch and German criminal justice systems. While previous legal comparative studies of the two neighbouring countries have focused on substantive criminal law, this paper will mainly deal with procedural criminal law and prosecutorial practices. The emphasis will be on criminal justice effectiveness and efficiency. Some of the questions addressed are: what constitutes an efficient criminal justice system? How is efficiency defined and implemented in legal practice? A variety of indicators for criminal justice efficiency are proposed and applied to criminal proceedings, prosecutorial practices and the sentencing systems in both countries.

American law should better protect people’s bodies from being caged than it should protect people’s money. And yet in so many ways it does the opposite. Instead of calibrating protections for defendants to the importance of the interest at stake, disparities between pretrial protections in federal civil and criminal procedure instead track differences in race and class between defendants in the two systems. Criminal defendants, for instance, can be locked in cages for two days on a mere accusation by police before a magistrate considers the validity of that deprivation. Civil defendants, by contrast, typically cannot be deprived of their property without first having a judge hear their arguments. Criminal defendants sometimes do not learn about the government’s evidence until the eve of or during trial—a trial that comes in scant few cases. Civil defendants would never be forced into such a trial by surprise but rather have numerous tools of formal discovery to compel evidence from the opposing party throughout the pretrial period. This Article argues that comparing federal criminal procedure to federal civil procedure across several substantive areas provides new and valuable insight into the systemic racism and classism woven into the fabric of U.S. law. Criminal defendants are disproportionately poor people of color, while civil defendants are often wealthy corporations whose executives are largely White; those wealthy civil defendants play an outsized role in developing civil procedure. Trials are scarce in both civil and criminal procedure. But civil procedure—where wealthy White defendants are disproportionately powerful—offers significant pretrial protection for defendants that reduced the prevalence of trials. Criminal law has also made trials largely disappear but not by affording procedural protections to defendants. Rather, criminal law made going to trial much too risky for defendants. Nonetheless, instead of recognizing the lack of trials and shifting procedural protections pretrial, criminal law continues to rest its faith on mythological trials to protect defendants’ rights.

The goal of this study was to examine the growing use of neurological and behavioral genetic evidence by criminal defendants in US criminal law. Judicial opinions issued between 2005–12 that discussed the use of neuroscience or behavioral genetics by criminal defendants were identified, coded and analysed. Criminal defendants are increasingly introducing such evidence to challenge defendants’ competency, the effectiveness of defense counsel at trial, and to mitigate punishment.

This paper aimed at describing word association and its function at the constituent understanding on the language learning. Word association is a relation between a word with other words because of the semantic relationship. A word association test appears when there is a stimulus word and someone mentions a response word that comes to mind firstly based on the stimulus word. The response words show someone’s mental lexicon as a result of language acquisition and language learning. Word associations can be used in the process of understanding constituents (linguistic units) with word association tests, they are (1) words, (2) phrases, and (3) sentence patterns. In word constituent learning, word association tests are carried out by asking questions so that the result can show the semantic networks of words that are classified by word type. Phrase constituent learning is also held by asking questions, but response words are included before or after the stimulus word so that these words form a phrase. Meanwhile, sentence constituent learning is held by presenting words that are located as predicate and then asking questions that bring up the subject, object, complement, or additional information that accompany the predicate. With this method, students do not only learn constituents as units that have levels from small (words) to large ones (sentences), but also understand that constituents have a patterned and interconnected system.
 
 Keywords: word associations, constituents, language learning

Word association tests, first used in the field of psychology to understand people's subconscious thoughts, began to be used in the field of education over time to determine the kind of connections students make between concepts, reveal misconceptions, and assess whether these connections are sufficient. In this study, word association tests were used as a pre-test and post-test to reveal students’ misconceptions, the kinds of connections they made between concepts, and to see whether these connections were sufficient or not. The study sample comprised 32 3rd grade students. A word association test prepared by the researcher was used as the data collection tool in the study. The word association test consisted of the words “invent,” “inventor,” “technology,” “need,” and “innovation.” The cut-off point technique was used to analyze the data of the word association test. The pre-test indicated that the students frequently talked about key concepts from daily life. It was observed that the students had some misconceptions. The post-test revealed that the involvement of students' responses to key concepts with the subject increased, and misconceptions were largely eliminated. Ilk olarak psikoloji alaninda, insanlarin bilincaltindaki dusuncelerini ortaya cikarma amaciyla kullanilan kelime iliskilendirme testleri zaman icinde egitim alaninda ogrencilerin kavramlar arasinda kurduklari baglantilari, bu baglantilarin yeterliligini ve kavram yanilgilarini belirlemek amaciyla kullanilmistir. Bu calismada da kelime iliskilendirme testleri ile on test ve son test olarak ogrencilerin kavramlar arasinda kurduklari baglantilarin, bu baglantilarin yeterliliginin ve kavram yanilgilarinin ortaya cikarilmasi amaclanmistir. Calismanin orneklemini otuz iki 3. sinif ogrencisi olusturmaktadir. Calismada veri toplama araci olarak arastirmaci tarafindan hazirlanan kelime iliskilendirme testi kullanilmistir. Kelime iliskilendirme testi “icat, mucit, teknoloji, ihtiyac, yenilik” kelimelerinden olusmaktadir. Kelime iliskilendirme testinin verilerini analiz etmek icin kesme noktasi teknigi kullanilmistir. Yapilan on test sonucunda ogrencilerin anahtar kavramlara yonelik olarak siklikla gunluk yasamdan yanitlar verdikleri belirlenmistir. Ayrica on test sonucunda ogrencilerin birtakim kavram yanilgilarina sahip olduklari ortaya cikmistir. Son test sonucunda ise ogrencilerin anahtar kavramlara verdikleri yanitlarin konu ile iliskisinin arttigi, kavram yanilgilarinin buyuk oranda ortadan kalktigi gozlenmistir. Article visualizations:

This paper aims at ascertaining the conceptual frameworks of university students regarding accounting. In order to fulfil this aim, a word association test was applied to 119 students who had studied accounting before in Turkey. Ten key concepts (accounting, balance sheet, account, cost, inventory, payable, receivable, profit, loss, finance) were constructed for the word association test. Frequency tables were formed using the answers of the students and concept maps were drawn according to the values in these tables. On the concept maps it is observed that the correlations are mostly found between the concepts accounting and account. Furthermore, it is found that there is a convolute correlation between the concepts of accounting in the form of a network. Additionally, it is discovered that the students have some misconceptions about accounting. The research findings demonstrate that word association testing can be used to measure students’ conceptual framework regarding accounting. Key words: Accounting education, word association test, concept maps, misconceptions.