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)....
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| Veröffentlicht in: | Journal of educational psychology 1991-06, Vol.83 (2), p.240-245 |
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| container_end_page | 245 |
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| container_issue | 2 |
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| container_title | Journal of educational psychology |
| container_volume | 83 |
| creator | Kiewra, Kenneth A DuBois, Nelson F Christian, David McShane, Anne Meyerhoffer, Michelle Roskelley, David |
| description | 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. |
| doi_str_mv | 10.1037/0022-0663.83.2.240 |
| format | Article |
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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.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.83.2.240</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>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</subject><ispartof>Journal of educational psychology, 1991-06, Vol.83 (2), p.240-245</ispartof><rights>1991 American Psychological Association</rights><rights>1991 INIST-CNRS</rights><rights>Copyright American Psychological Association Jun 1991</rights><rights>1991, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a407t-bc662998c4aa5555b9a4bd3a3ac1a806877f700f6d6b4d0545f7b0a3b45112003</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27850,27905,27906</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ436884$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=19727160$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Kiewra, Kenneth A</creatorcontrib><creatorcontrib>DuBois, Nelson F</creatorcontrib><creatorcontrib>Christian, David</creatorcontrib><creatorcontrib>McShane, Anne</creatorcontrib><creatorcontrib>Meyerhoffer, Michelle</creatorcontrib><creatorcontrib>Roskelley, David</creatorcontrib><title>Note-Taking Functions and Techniques</title><title>Journal of educational psychology</title><description>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.</description><subject>Academic achievement</subject><subject>Analysis of Variance</subject><subject>Biological and medical sciences</subject><subject>College Students</subject><subject>Encoding (Psychology)</subject><subject>Fundamental and applied biological sciences. 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Psychology</topic><topic>Generative Processes</topic><topic>Higher Education</topic><topic>Human</topic><topic>Human Information Storage</topic><topic>Learning</topic><topic>Learning. Memory</topic><topic>Lecture Method</topic><topic>Mnemonics</topic><topic>Note Taking</topic><topic>Notetaking</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. 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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.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.83.2.240</doi><tpages>6</tpages></addata></record> |
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| identifier | ISSN: 0022-0663 |
| ispartof | Journal of educational psychology, 1991-06, Vol.83 (2), p.240-245 |
| issn | 0022-0663 1939-2176 |
| language | eng |
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| source | Periodicals Index Online; APA PsycARTICLES |
| 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 |
| title | Note-Taking Functions and Techniques |
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