A more equitable account of the note-taking functions in learning from lecture and from text |
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| Authors: | Kenneth A Kiewra Nelson F Dubois Maribeth Christensen Sung-Il Kim Nancy Lindberg |
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| Institution: | (1) Department of Educational Psychology, University of Nebraska-Lincoln, 68588-0641, NE, U.S.A.;(2) Department of Educational Psychology, State University of New York at Oneonta, 13820 Oneonta, NY, U.S.A.;(3) Department of Psychology, Utah State University, 84322 Logan, UT, U.S.A. |
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| Abstract: | 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. |
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