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A review of note-taking: The encoding-storage paradigm and beyond

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Abstract

This review article investigates the encoding and storage functions of note-taking. The encoding function suggests that the process of taking notes, which are not reviewed, is facilitative. Research specifying optimal note-taking behaviors is discussed as are several means for facilitating note-taking, such as viewing a lecture multiple times, note-taking on a provided framework, or generative note-taking activities. The storage function suggests that the review of notes also is facilitative. Research addressing particular review behaviors, such as organization and elaboration, is discussed as are the advantages of reviewing provided notes, borrowed notes, or notes organized in a matrix form. In addition, cognitive factors related to note-taking and review are discussed. The article concludes with an alternative means for defining and investigating the functions of note-taking, and with implications for education and for research.

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  1. Department of Educational Psychology, University of Nebraska-Lincoln, 68588-0641, Lincoln, Nebraska

    Kenneth A. Kiewra

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Kiewra, K.A. A review of note-taking: The encoding-storage paradigm and beyond. Educ Psychol Rev 1, 147–172 (1989). https://doi.org/10.1007/BF01326640

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