Effects of Note - Taking Format and Study Technique on Recall and Relational Perfomance  

Oleh:

Risch, Nancy Lindberg ; Christensen, Maribeth ; Benton, Stephen L. ; Kiewra, Kenneth A. ; Sung-IL, Kim

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 20 no. 02 (Apr. 1995), page 172-187.
Topik: TECHNIQUE; recall; relational performance; study technique; taking format

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Two experiments investigated how different note taking formats influenced student note taking. Experiment 1 investigated how different note-taking formats in combination with review activities affect recall and relational learning. During a 19 min lecture, participants either took notes in their conventional manner, on an outline framework, or on a matrix framework. Following the lecture, approximately half of the participants in each note taking group prepared for performance tests by using their notes to write a comparative essay about the lecture topics. The others reviewed notes in their standard manner. Results indicated that essay writing was less effective than standard review practices for relational learning and that note-taking on an outline increased test performance beyond other note formats. Performance differences might have resulted from quantitative differences in notetaking favoring outline note takers. Experiment 2 re-examined whether various note taking formats influence student note taking. Students recorded lecture notes on various outline or matrix frameworks or without aid in their conventional manner. It was reconfirmed that a "flexible" outline framework, whose ordering of subtopics correspond to their order of lecture presentation, produces more note taking than a "collapsed" matrix framework presenting fewer subtopics to guide note taking.

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