共查询到20条相似文献，搜索用时 15 毫秒
1.
Kenneth A. Kiewra 《Educational Psychology Review》1989,1(2):147-172
This review article investigates the encoding and storage functions of note-taking. The encoding function suggests that the process of taking notes, which are not reviewed, is facilitative. Research specifying optimal note-taking behaviors is discussed as are several means for facilitating note-taking, such as viewing a lecture multiple times, note-taking on a provided framework, or generative note-taking activities. The storage function suggests that the review of notes also is facilitative. Research addressing particular review behaviors, such as organization and elaboration, is discussed as are the advantages of reviewing provided notes, borrowed notes, or notes organized in a matrix form. In addition, cognitive factors related to note-taking and review are discussed. The article concludes with an alternative means for defining and investigating the functions of note-taking, and with implications for education and for research. 相似文献
2.
A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks 总被引：1，自引：0，他引：1
This article presents a review of research comparing the effectiveness of individual learning environments with collaborative
learning environments. In reviewing the literature, it was determined that there is no clear and unequivocal picture of how,
when, and why the effectiveness of these two approaches to learning differ, a result which may be due to differing complexities
of the learning tasks used in the research and the concomitant load imposed on the learner’s cognitive system. Based upon
cognitive load theory, it is argued that learning by an individual becomes less effective and efficient than learning by a
group of individuals as task complexity increases. Dividing the processing of information across individuals is useful when
the cognitive load is high because it allows information to be divided across a larger reservoir of cognitive capacity. Although
such division requires that information be recombined and that processing be coordinated, under high load conditions, these
costs are minimal compared to the gain achieved by this division of labor. In contrast, under low load conditions, an individual
can adequately carry out the required processing activities, and the costs of recombination and coordination are relatively
more substantial. Implications of these ideas for research and practice of collaborative learning are discussed. 相似文献
3.
It is well established that quizzing fosters learning. However, some gaps in the literature relating to the fit of quizzing to learner characteristics and learner perceptions during quizzing still need to be addressed. The present study focuses on two of these aspects: achievement motives and perceptions of cognitive load. First, quizzing entails that learners' performance is judged against some standard of excellence. This might make it appealing and effective for learners with high hope of success and low fear of failure in particular. Second, it is an open question whether providing quiz questions that are adapted to learners’ perceived level of cognitive load during quizzing would be beneficial. To address these questions, we randomly assigned learners to either non-adaptive quizzing, adaptive quizzing, or note-taking. We found that quizzing benefits concerning learning outcomes were moderated by hope of success. Furthermore, the adaptation via cognitive load ratings substantially increased the quizzing effect. 相似文献
4.
《Contemporary educational psychology》2005,30(2):242-262
Previous meta-analyses indicate that the overall encoding effect of note-taking is positive but modest. This meta-analysis of 57 note-taking versus no note-taking comparison studies explored what limits the encoding effect by examining the moderating influence of seven variables: intervention, schooling level, presentation mode and length, test mode, and publication year and source. It was found that (a) either positive interventions or rise in schooling level did not enhance the benefits of note-taking; (b) visual presentation of learning material interfered with the note-taking process, whereas longer presentation did not; (c) recall test detected the encoding effect more than recognition and higher-order performance tests; and (d) publication year and source contributed to the variation in effect sizes. These results suggest that the modest encoding effect is not due to the incompleteness of students’ spontaneous note-taking procedures, but mechanical demands of note-taking, type of learning outcome measure, and publication characteristics. 相似文献
5.
This article is about note taking, but it is not an exhaustive review of note-taking literature. Instead, it portrays the application of note-taking research to an unusual and important area of practice—the law. I was hired to serve as an expert witness on note taking in a legal case that hinged, in part, on the completeness and accuracy of handwritten meeting notes. Based on my own research and that of others, I rendered three opinions about handwritten notes: (a) They omit most of what is said, (b) they omit details, context, and essential qualifiers, and (c) they contain inaccuracies or vague statements. This article tells the story of how I came to investigate note taking, become an expert witness, and render those three opinions. It concludes with a call to investigate note taking in non-academic settings such as meetings and to uncover ways to boost and improve note-taking methods. 相似文献
6.
Note-taking is one of the more common and ever-present learning activities that form an important part of all students’ daily lives. The potential of using technology to enhance note-taking activities has recently come under the spotlight. However, while mobile technologies may be applauded for their mobility and the value they can add to students’ learning experience, they could easily become a distracting factor, rather than the improvement they were intended to be. In this qualitative study, eight students volunteered to experiment with various mobile devices for a period of 6 weeks, and to share their experiences in a series of five group interviews. Information found in the literature about note-taking, combined with the students’ feedback on their experiences, provided insight into how students record and process information. The affordances of mobile devices for cognitively demanding note-taking that are regarded as useful in a teaching and learning environment were also discussed in the group interviews. All the students agreed that they would not commit themselves to using only one application or device. They emphasised the fact that they used more than one device, and in some cases multiple applications on those devices, depending on their educational setting. This article gives students, lecturers and software developers insight into the affordances of mobile devices and note-taking applications (apps), in order to support cognitively demanding note-taking. 相似文献
7.
Stewart Martin 《Educational Research and Evaluation》2014,20(7-8):592-621
This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40?years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts. 相似文献
8.
Kenneth A. Kiewra Nelson F. Dubois Maribeth Christensen Sung-Il Kim Nancy Lindberg 《Instructional Science》1989,18(3):217-232
Previous research investigating the encoding, encoding-plus-storage, and extermal-storage functions of note taking has failed to equate processing opportunities among the groups. The present studies did so by having the encoding group take notes on two occasions without review, the encoding-plus-storage group take notes one time and review notes the next, and the external-storage group twice review a set of borrowed notes. Three forms of note taking were used: conventional, and note taking on skeletal and matrix frameworks. In both Experiment 1, involving lecture learning, and Experiment 2, involving text learning, an advantage was found for the encoding-plus-storage function on tests involving factual-recall and recognition performance but not on tests measuring higher-order performance. With respect to note-taking forms, no advantage existed for any form when information was acquired from lecture. When text material was used there was some advantage for conventional notes and a clear advantage for not taking notes at all, but instead twice reading the material. These findings were explained relative to observed note-taking behaviors, the opportunity for review, and the processing demands proposed by the combination of reading and note taking, particularly when notes must be classified into an existing framework. 相似文献
9.
Tamas Makany Jonathan Kemp Itiel E. Dror 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):619-635
Taking notes is of uttermost importance in academic and commercial use and success. Different techniques for note-taking utilise different cognitive processes and strategies. This experimental study examined ways to enhance cognitive performance via different note-taking techniques. By comparing performances of traditional, linear style note-taking with alternative non-linear technique, we aimed to examine the efficiency and importance of different ways of taking notes. Twenty-six volunteer adult learners from an information management course participated in this study. Cognitive performance scores from a traditional linear note-taking group were compared with another group by using a commercially available non-linear note-taking technique. Both groups were tested in two settings: after a classroom lecture and a panel forum discussion. Tasks included measures on story comprehension, memory, complexity of mental representations and metacognitive skills. Data analysis revealed that the non-linear note-takers were significantly better than the linear group both in terms of the quantity and the quality of the learned material. This study demonstrates the importance of using cognitively compatible note-taking techniques. It identifies the cognitive mechanisms behind effective note-taking and knowledge representation. Using such techniques enables deeper understanding and more integrated knowledge management. 相似文献
10.
Robert R. Whelan 《Educational Research Review》2007,2(1):1-12
This paper reviews research literature on cognitive load measurement in learning and neuroimaging, and describes a mapping between the main elements of cognitive load theory and findings in functional neuroanatomy. It is argued that these findings may lead to the improved measurement of cognitive load using neuroimaging. The paper describes how current measures of cognitive load cannot accurately show the distinction between different types of cognitive load in different learning conditions, and existing approaches to cognitive load assessment are limited in terms of their precision and methodology. A literature review discusses the conceptual framework of Sweller's [Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4, 295-312; Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACER Press] cognitive load theory, and describes various approaches to load measurement and their limitations. The paper then describes how the core components of cognitive load - intrinsic, extraneous, and germane load - may be observable using neuroimaging techniques, and argues for the exploration of new links between education research and neuroscience. 相似文献
11.
《The Journal of educational research》2012,105(6):316-319
AbstractThis study represents an extension of previous research on interfering and facilitating variables affecting the encoding function of note taking by adding several review conditions. Ninety-six subjects were assigned to five note-taking and three non-note-taking groups. Subjects heard a 16-minute segmented lecture and recalled lecture content 48 hours later. The review of notes neutralized both the interfering and facilitating effects on recall of note-taking manipulations reported in previous research. Review of student-generated notes resulted in better recall than did review of lecturer-generated summaries. 相似文献
12.
13.
A 2 (learning strategies: diagram vs. summary) × 2 (levels of expertise: low vs. high) experiment was conducted to compare the effectiveness of using diagrams to writing summaries for students given biological information to learn and who possessed different levels of expertise in that topic area. A main effect of learning strategy used on number of idea units encoded (in diagrams or summaries) was found: drawing diagrams was superior to writing summaries. However, no interaction effect between learning strategies and expertise was found. An examination of students’ subjective ratings of cognitive load revealed that those with low expertise reported higher levels of cognitive load when constructing diagrams. These findings suggest that using diagrams is effective for identifying and encoding important information when learning, but that it would be helpful to provide guidance about diagram use particularly to students who are novices in the topic area to reduce cognitive load. 相似文献
14.
Costley Jamie Fanguy Mik 《Educational technology research and development : ETR & D》2021,69(2):655-671
Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n?=?171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control group receiving no such instructions. The study also measured the level of collaboration the collaborative note-takers engaged in, as well as the level of completeness of the notes that they produced. The results showed that, firstly, the treatment group reported higher levels of both germane and extraneous cognitive load compared to those of the control group, meaning that collaborative note-takers experienced higher levels of understanding of course content as well as increased confusion. Secondly, the level of collaboration was positively and significantly correlated with levels of germane load (understanding), but not with extraneous load (confusion). Thirdly, no correlation was found between completeness of notes and cognitive load. Accordingly, the authors suggest that collaborative note-taking is worthwhile, as the gains to students’ understanding of course content outweigh the disadvantages of increased confusion.
相似文献15.
Cornelia Schoor Maria Bannert Roland Brünken 《Educational technology research and development : ETR & D》2012,60(5):753-768
This study assessed the role different kinds of secondary tasks play for researching the modality effect of cognitive load theory. Ninety-six university students worked with a computer-based training program for approximately 13?min and had to fulfill an additional secondary task. In a 2?×?2 factorial design, modality of information presentation (within factor) and design of secondary task (between factor) were varied. Students of both experimental groups learned with visual-only and audiovisual information presentation. The secondary task consisted of monitoring an object either displayed spatially contiguous (monitoring the screen background color, N?=?46) or spatially non-contiguous (monitoring a letter color in the upper part of the screen, N?=?50). Reaction times on this secondary task were used to measure cognitive load. Results show that the modality effect only appears with the spatially non-contiguous task but not with the spatially contiguous task. We interpret this effect as due to only partial utilization of working memory capacity by the combination of primary task and spatially contiguous secondary task. The results highlight the importance of an appropriate secondary task design when investigating the modality effect but also not to overgeneralize multimedia design guidelines. 相似文献
16.
Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each
effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working
memory. These limitations are ameliorated by changes in long-term memory associated with learning. Initially, cognitive load
theory's view of human cognitive architecture was assumed to apply to all categories of information. Based on Geary’s (Educational Psychologist 43, 179–195 2008; 2011) evolutionary account of educational psychology, this interpretation of human cognitive architecture requires amendment.
Working memory limitations may be critical only when acquiring novel information based on culturally important knowledge that
we have not specifically evolved to acquire. Cultural knowledge is known as biologically secondary information. Working memory
limitations may have reduced significance when acquiring novel information that the human brain specifically has evolved to
process, known as biologically primary information. If biologically primary information is less affected by working memory
limitations than biologically secondary information, it may be advantageous to use primary information to assist in the acquisition
of secondary information. In this article, we suggest that several cognitive load effects rely on biologically primary knowledge
being used to facilitate the acquisition of biologically secondary knowledge. We indicate how incorporating an evolutionary
view of human cognitive architecture can provide cognitive load researchers with novel perspectives of their findings and
discuss some of the practical implications of this view. 相似文献
17.
徐琦璐 《南通师范学院学报》2011,(5):84-88
随着全球化的日益发展,国际交往日益频繁,翻译的作用越来越大,口译工作受到越来越多的关注。笔记语言的选择有很多论述偏于主观臆测,缺乏实证性研究的支持。通过以Gile的认知负荷模型为理论基础,借助实证研究讨论汉英双向交替传译中笔记记录语言的选择情况,其试验结果表明,译员笔记语言是由语言的组合状态决定的,主导译员笔记语言的是B语言。 相似文献
18.
Studies examining students’ achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the conclusions that can be drawn. We employed a behavioral approach instead and assessed learning processes by logging learners’ behaviors as they used educational technology. We examined the relationship between achievement goals, strategy use, and comprehension scores of 160 undergraduates who studied a hypertext passage in a technology-enhanced learning environment (TELE) equipped with tools that support learning behaviors including highlighting, taking notes, review of annotations, seeking additional information and monitoring understanding. Results of a path analysis indicated that higher mastery goals predicted more information-seeking and note-taking and marginally more monitoring of learning. Performance avoidance goals negatively predicted note-taking and information-seeking. Performance approach goals did not predict the behaviors we traced. Of the behaviors we traced, highlighting and monitoring predicted increases in comprehension scores. A behavioral approach to assessing learning processes confirmed only a subset of paths from achievement goals to learning processes to learning outcomes originally discovered with self-report data. 相似文献
19.
近些年来,人们对汉英交替传译研究这一课题越来越关注,笔记策略也自然成了人们关注的焦点。该文通过对现有国内外有关汉英交传笔记方法的研究,总结和梳理出一套可行的汉英交传笔记策略。从而提出:要在熟练所有笔记方法的基础上,反复地练习,不断的修改和完善,最终总结出一套适合自己的笔记方法。 相似文献
20.
The Development of Memory and Processing Capacity 总被引：1，自引：0，他引：1
Graeme S. Halford Murray T. Maybery Anthony W. O'Hare Paul Grant 《Child development》1994,65(5):1338-1356
The assumption of some developmental theories that short-term memory is the workspace of higher cognitive processes, and consequently that span measures processing capacity, is claimed to be inconsistent with the working memory literature. 4 experiments, using children aged 5 to 12 years, contrast this theory with a model in which short-term memory and the processing space component of working memory are at least partly distinct. Experiments 1 and 2 varied processing load, holding duration constant. The processing load manipulation had little effect on recall of a short-term memory preload. Experiments 3 and 4 failed to support the prediction that the greater processing efficiency of older children would be associated with slower loss of information from short-term memory. Although counting and rehearsal rates increased with age, and correlated with span, they did not predict the rate of loss of memory preload due to intervening counting. The data suggest that effects obtained with short-term memory span do not provide clear indications of overall working memory development, because short-term memory span and the processing space component of working memory entail distinct systems. 相似文献