Effects of note taking and rate of presentation on short-term objective test performance

Assigned a total of 88 undergarduates to 2 note-taking conditions and to 1 of 3 presentation conditions in a 2 * 3 design. Ss' oral reading rate and listening efficiency (aptitude measure) were assessed. Ss not engaged in taking notes scored significantly better on the performance test. No differences attributable to the presentation mode were found. Aptitude * Treatment interaction analysis suggested, in general, that low-efficiency listeners performed better when the material was presented at a normal rate or read and when note-taking was not required. (18 ref.).