Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Thomas H.; Armbruster, Bonnie B. |
|---|---|
| Institution | Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA. |
| Titel | The Value of Taking Notes during Lectures. Technical Report No. 374. |
| Quelle | (1986), (49 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Psychology; Encoding (Psychology); Higher Education; Learning Processes; Lecture Method; Listening Comprehension; Notetaking; Retention (Psychology); Study Skills; Test Wiseness; Tests |
| Abstract | Using the conceptual frameworks of "levels of processing" and "transfer appropriate processing," the research literature on listening and notetaking was interpreted. Based on these frameworks, implications for encoding and external storage hypotheses are presented and critiqued. The report concludes that there is a potential benefit to students from the encoding function of notetaking when the lecture environment permits deep processing while taking notes and when students take the kind of notes that entail processing the information in the way they will be tested on it. The report also concludes that students can benefit from reviewing notes when the notes contain the information on which they will be tested and when students process the information in a way similar to that in which it will be used on the test. The report critiques Pauk's Cornell system for taking notes and finds that, in general, the advice given is consistent with current research. Finally, recommendations are offered for college instructors on how to give effective lectures and for students on how to take and use notes effectively. An extensive reference list is included. (SRT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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