We investigated the differences between (a) copying and pasting text versus typed note-taking methods of constructing study notes simultaneously with (b) vertically scaffolded versus horizontally scaffold notes on knowledge transfer. Forty-seven undergraduate educational psychology students participated. Materials included 2 electronic chapter-length texts, 2 sets of computerized study notes, 2 tests (fact and application), and an attitudinal survey. Only the application test revealed a significant main effect for notes format. We conclude that keying in notes leads to higher retention of knowledge transfer than copying and pasting notes after a 1-week delay.

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