An examination of some of the cognitive and motivation variables related to gender differences in lecture note-taking

Reddington, Lindsay A.; Peverly, Stephen T.; Block, Caryn J.

doi:10.1007/s11145-015-9566-z

Cited by 36 publications

(23 citation statements)

References 103 publications

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“…19 Another potential explanation is motivation and gender. 20 In one study, results indicated that females recorded significantly more information in notes than males and performed significantly better on measures of handwriting speed, working memory, language comprehension, and conscientiousness. 18 Within the current study each group was balanced in gender but it does not rule out hand-writing speed, working memory, or personality.…”

Section: A J P Ementioning

confidence: 99%

“…When studying memory and retention, it is important to examine both immediate and delayed testing because improvements in performance due to an educational intervention can sometimes be seen in delayed tests rather than immediate tests. 20 The delayed test also represents a more realistic classroom setting. Immediate test performance or perceptions of the usefulness of recorded lectures are outcomes that are often studied but have limited utility in a practical setting.…”

Section: A J P Ementioning

confidence: 99%

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Recorded Lectures as a Source of Cognitive Off-loading

Patel

Mislan

Yook

et al. 2019

American Journal of Pharmaceutical Education

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Objective. The objective of this study elucidated the impact of students knowing they have future access to recorded lectures on their ability to remember information presented during lecture.Methods. Seventy-eight participants were divided into two groups: knowledge of future access to recorded lectures after a simulated class and knowledge of no future access to recorded lectures after a simulated class. Participants viewed fifty minutes of videoed lecture. For the early lecture material, participants were instructed whether they would or would not have future access to the recorded lectures for restudy just prior to their test 1 week later. For the late lecture material, participants were instructed they would not have future access. Participants were tested both immediately following the lectures and after a one-week delay. The primary outcome was the participant's performance on the late lecture material following immediate testing. If participants had preserved cognitive resources (eg, memory, attention) because of future access to recorded lectures, performance was expected to be higher on late lecture material. Conclusion. These findings suggest knowledge of future access to recorded lectures did not enhance the ability of participants to remember other information and therefore, may not free-up cognitive resources that could be used for other tasks within the classroom.

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Section: A J P Ementioning

confidence: 99%

Section: A J P Ementioning

confidence: 99%

Recorded Lectures as a Source of Cognitive Off-loading

Patel

Mislan

Yook

et al. 2019

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

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“…In some studies, it was claimed that female students recorded more important ideas than the male students, yet they were less successful than the male students (Hartley, 1976;Daly, 1983). However, in many studies (Reddington et al, 2015;Morehead et al, 2019), it was revealed that females took notes more effectively than males. On the other hand, there are also some studies (Rahmani and Sadeghi, 2011;White, 2017) suggesting that there are no significant differences between female and male students with regard to note taking success.…”

Section: öZçakmak 587mentioning

confidence: 99%

Impact of note taking during reading and during listening on comprehension

Ã–zÃ§akmak¹

2019

Educ. Res. Rev.

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This study aims to determine possible impact of note taking during reading and listening on Turkish Language prospective teachers' comprehension success. Moreover in the study comprehension scores of the groups were investigated in terms of academic score and gender variables. Study was designed in causal-comparative research. The study was conducted with 72 s graders studying at the Department of Turkish Language Teaching at Education Faculty of Hatay Mustafa Kemal University. The Comprehension Achievement Test was employed in the study to determine reading and listening comprehension achievement scores of the students. In the study, an informative text containing 640 words and named as "Childhoods of the Famous Scientists" was used. At the end of the study it was found that Listening-Note Taking groups' comprehension scores were statistically more successful than Reading, Reading-Note Taking and Listening groups. There was a positive-way relation determined between the students' comprehension scores and their academic grade point averages. And in terms of gender there was no statistically significant difference between female and male students.

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“…Ciocca et al (2015) regarded job involvement as a worker's willingness and acceptance of current work. Reddington, Peverly, & Block (2015) pointed it out as the performance of work attitudes and divided job involvement into individual and group dimensions. Shen & Jiang (2015) stated that job involvement was individual self-dignity for the identity of the work content and work performance.…”

Section: Job Involvementmentioning

confidence: 99%

Research of Media industry's Expatriates’ Cross-Culture Adjustment on the Job Involvement and Work Stress: The Impact of Relatedness

Lin¹,

Robbins²,

Lin³

2019

RCIS

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Along with the country largely attracting foreign businesses for the investment, foreign-owned enterprises have gradually stationed in. In consideration of the Media transfer, the establishment of business management systems, and the needs for market expansion for off shore sourcing, numerous expatriates are required for executing company tasks in subsidiary companies from the initial establishment & planning, factory construction, marketing, Media, and general aff airs. Various diff erences in life and social culture would appear cross-culture adjustment problems for expatriates, and lots of factors would aff ect the work pressure. When expatriates gradually increase, the expense for expatriation is high for enterprises and individuals that the success in expatriation focuses on support for expatriates' career. In addition to subsidies, there should be the reference principles for selection, training, oversea life, oversea work, and repatriation. Besides, assistance in emergency could release expatriates' anxiety to enhance the work effi ciency. This study therefore intends to discuss the eff ect of expatriates' cross-culture adjustment on working pressure and job involvement. The questionnaire survey is used for collecting data, and conclusions and specifi c suggestions are proposed for the reference of corporate expatriation as well as individual psychological adjustment of expatriates.

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An examination of some of the cognitive and motivation variables related to gender differences in lecture note-taking

Cited by 36 publications

References 103 publications

Recorded Lectures as a Source of Cognitive Off-loading

Recorded Lectures as a Source of Cognitive Off-loading

Impact of note taking during reading and during listening on comprehension

Research of Media industry's Expatriates’ Cross-Culture Adjustment on the Job Involvement and Work Stress: The Impact of Relatedness

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