Note-Taking Functions and Techniques

This experiment investigated three newly classified note-taking functions: encoding (take notes/no review), encoding plus storage (take notes/review notes) and external storage (absent self from lecture/review borrowed notes), relative to three note-taking techniques (conventional, linear, matrix)....

Full description

Saved in:
Bibliographic Details
Published in:Journal of educational psychology 1991-06, Vol.83 (2), p.240-245
Main Authors: Kiewra, Kenneth A, DuBois, Nelson F, Christian, David, McShane, Anne, Meyerhoffer, Michelle, Roskelley, David
Format: Article
Language:English
Subjects:
Academic achievement
Analysis of Variance
Biological and medical sciences
College Students
Encoding (Psychology)
Fundamental and applied biological sciences. Psychology
Generative Processes
Higher Education
Human
Human Information Storage
Learning
Learning. Memory
Lecture Method
Mnemonics
Note Taking
Notetaking
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Review (Reexamination)
Social research
Storage (Memory)
Students
Study Habits
Study Skills
Undergraduate Students
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This experiment investigated three newly classified note-taking functions: encoding (take notes/no review), encoding plus storage (take notes/review notes) and external storage (absent self from lecture/review borrowed notes), relative to three note-taking techniques (conventional, linear, matrix). Results pertaining to note-taking functions indicated that encoding plus storage was superior to encoding and to external storage for recall performance, and superior to encoding for synthesis performance. External storage was also superior to encoding for synthesis performance. Results pertaining to note-taking techniques indicated that matrix notes produced greater recall than conventional notes. Results were explained by variables relating to repetition, generative processing, the completeness of notes, and the potential of note-taking techniques to facilitate internal connections.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.83.2.240