An integrative review of the cognitive costs and benefits of note-taking |
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| Institution: | 1. University of Houston, United States;2. Vanderbilt University, United States;1. University of Washington, Radiology, United States;2. Columbia University, Teachers College, United States;3. University of Washington, Educational Measurement and Statistics, United States;4. University of Washington, Computer Science, United States;5. Seattle Pacific University, Education, United States;6. University of Washington, Learning Sciences and Human Development, United States;1. University of Georgia, United States;2. University of California, Santa Barbara, United States |
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| Abstract: | Students frequently engage in note-taking to improve the amount of information they remember from lectures. One beneficial effect of note-taking is known as the encoding effect, which refers to deeper processing of information as a consequence of taking notes. This review consists of two parts. In the first part, four lines of research on the encoding effect are summarized: 1) manipulation of the lecture material, 2) manipulation of the method of note-taking, 3) the importance of individual differences, and 4) the testing procedure used in the empirical studies. This review highlights the fragmented nature of the current literature. In the second part of this review five forms of cognitive load that are induced by note-taking are distinguished. Cognitive load theory is used to integrate the divergent results in the literature. Based on the review, it is concluded that cognitive load theory provides a useful framework for future theory development and experimental work. |
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| Keywords: | Cognitive load Encoding effect Note-taking Memory Information processing |
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