Advertisement

Notetaking research

Implications for the classroom
  • Carol A. Carrier
Articles

Abstract

The study of student notetaking behaviors has produced useful insights into how students learn from lectures. This article presents five preliminary conclusions about notetaking practices based on findings from the notetaking literature. Each conclusion is followed by a discussion of the implications for classroom instruction. Finally, the author proposes links between various lecturer and student behaviors and the external events of instruction described by Gagne and Briggs (1979).

Keywords

Instructional Development Memory Ability Review Period Instructional Support Prose 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Berliner, D.C.ATI in two studies of learning from lecture instruction. Berkeley, CA: Far West Lab for Educational Research & Development, 1971. (ERIC Document Reproduction Service No. ED 046 249).Google Scholar
  2. Berliner, D.C.The generalizability of ATI across subject matter. Berkeley, CA: Far West Lab for Educational Research & Development, 1972. (ERIC Document Reproduction Service No. ED 062 642).Google Scholar
  3. Carter, J.F., & Van Matre, N.H. Notetaking versus notehaving.Journal of Educational Psychology, 1975, 67, 900–904.CrossRefGoogle Scholar
  4. Corey, S.M. The efficacy of instruction in notetaking.Journal of Educational Psychology, 1955, 26(3), 204–209.Google Scholar
  5. Craik, F.I.M., & Tulving, E. Depth of processing and retention of words in episodic memory.Journal of Experimental Psychology, General, 1975, 104, 268–294.CrossRefGoogle Scholar
  6. Cronbach, L. & Snow, R.Aptitudes and instructional methods. New York: Irvington Press, 1977.Google Scholar
  7. DiVesta, F.J., & Gray, S. Listening and notetaking. II. Immediate and delayed recall as function of variations in thematic continuity, notetaking and length of listening review intervals.Journal of Educational Psychology, 1973, 64, 278–287.CrossRefGoogle Scholar
  8. Fisher, J.L., & Harris, M.B. Effect of notetaking and review on recall.Journal of Educational Psychology, 1973, 65(3), 321–325.CrossRefGoogle Scholar
  9. Gagne, R. & Briggs, L.Principles of instructional design. New York: Holt, Rinehart, & Winston, 1979.Google Scholar
  10. Ganske, L. Notetaking: A significant and integral part of learning environments. Educational Communications and Technology Journal, 1981, 29(3), 155–175.Google Scholar
  11. Greene, E.G. Lecture vs. reading.Genetic Psychology, Monographs, 1928,4, 457–560.Google Scholar
  12. Hartley, J. & Cameron, A. Some observations on the efficiency of lecturing.Educational Review, 1967, 20, 30–37.CrossRefGoogle Scholar
  13. Hartley, J. & Davies, I. Note-taking: A critical review.Programmed Learning and Educational Technology, 1978, 15(3), 207–224.Google Scholar
  14. Howe, M.J.A. Using student’s notes to examine the role of the individual learner in acquiring meaningful subject matter.Journal of Educational Research, 1970, 64, 61.Google Scholar
  15. Howe, M. & Godfrey, J. Student notetaking as an aid to learning. Exeter University Teaching Services Department, Exeter, UK, 1977.Google Scholar
  16. Ladas, H.S. Notetaking on lectures: An information processing approach.Educational Psychologist, 1980,15(1), 44–53.CrossRefGoogle Scholar
  17. Maddox, H. & Hoole, E. Performance decrement in the lecture.Educational Review, 1975, 28, 17–30.CrossRefGoogle Scholar
  18. Norton, L. The effects of notetaking and subsequent use on long-term recall.Programmed Learning and Educational Technology, 1981, 18(1).Google Scholar
  19. Palmatier, R.A., & McNinch, G. Sources of gains in listening skills: Experimental or pre-test experience?Journal of Communication, 1972, 22(3), 70–76.CrossRefGoogle Scholar
  20. Peper, R.J., & Mayer, R.E. Notetaking as a generative activity.Journal of Educational Psychology, 1978, 70(4), 514–522.CrossRefGoogle Scholar
  21. Peters, D.L. Effects of notetaking and rate of presentation on short-term objective test performance,Journal of Educational Psychology, 1972, 63, 276–280.CrossRefGoogle Scholar
  22. Shimmerlik, S.M., & Nolan, J.D. Reorganization and recall of prose.Journal of Educational Psychology, 1976, 68, 779–786.CrossRefGoogle Scholar
  23. Thomas, G.S. Use of student notes and lecture summaries as study guides for recall.Journal of Educational Research, 1978, 71(6), 316–319.Google Scholar
  24. Tobias, S. Achievement treatment interactions.Review of Educational Research, 1976, 46, 61–74.Google Scholar
  25. Tobias, S. Adapting instruction to individual differences among students.Educational Psychologist, 1981, 16, 111–120.Google Scholar
  26. Tobias, S. When do instructional methods make a difference?Educational Researcher, 1982, 11(4), 4–9.Google Scholar
  27. Travers, R.M.W.Essentials of Learning. New York: 3rd edition, The Macmillan Company, 1967.Google Scholar

Copyright information

© Association for Educational Communications and Technology 1983

Authors and Affiliations

  • Carol A. Carrier
    • 1
  1. 1.University of MinnesotaMinneapolis

Personalised recommendations