Notetaking and depth of processing

Bretzing, Burke H.; Kulhavy, Raymond W.

doi:10.1016/0361-476x(79)90069-9

Cited by 125 publications

(98 citation statements)

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“…Students who produced summary notes gained a better score in the recall of intratextual arguments. This result is in accordance with prior findings that summarizing facilitated single-text processing, thereby promoting later recall (Bretzing & Kulhavy, 1979;Lahtinen et al, 1997;Wittrock & Alesandrini, 1990). The production of summary notes also had a direct positive influence on the comprehension of intertextual relations.…”

Section: Discussionsupporting

confidence: 92%

“…Previous studies have shown that at least some types of external strategy, such as paraphrasing and summarizing, stimulate deeper processing of information from a single text as measured by comprehension test (Bretzing & Kulhavy, 1979), essay-type test (Lahtinen, Lonka, & Lindblom-Ylanne, 1997), and recognition test (Wittrock & Alesandrini, 1990), to name a few (see Caverly, Orlando, & Mullen, 2000, for a review). Provided that the nature of intratextual processing is common to reading of a single text and controversial texts, topic knowledge and external strategy use would affect the comprehension of intertextual relations via the relationships with intratextual processing.…”

Section: Comprehension Of Controversial Textsmentioning

confidence: 99%

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The influence of topic knowledge, external strategy use, and college experience on students' comprehension of controversial texts

Kobayashi

2009

Learning and Individual Differences

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This study examined the influence of three personal factors, namely, prior knowledge about the text topic, external strategy use during reading, and experience in college, on students' comprehension of the relations among controversial texts. Eighty-six one-year and 80 three-year undergraduate students answered a questionnaire assessing topic knowledge. One week later, they read two controversial texts and then completed two tasks assessing their comprehension of intertextual relations and recall of intratextual arguments respectively. The results indicated that topic knowledge influenced the comprehension of intertextual relations through enhancing the processing of intratextual arguments. The production of summary notes during reading had indirect and direct positive effects. Longer experience in college led to a better understanding of intertextual relations. Comprehension of controversial texts 3The Influence of Topic Knowledge, External Strategy Use, and College Experience on Students' Comprehension of Controversial TextsControversial texts, two or more written texts that give different views on an issue, are familiar to people in democratic society. They are a major mode of legal, political, social, and scientific discourse. For example, a controversy over policy is often developed through newspapers, magazines, books, and websites. Those who intend to follow or participate in the controversy must be able to deal with multiple texts that argue for or against the policy.Proficiency in reading controversial texts is necessary for becoming active citizens, let alone experts in each discourse (Chall, 1996;Westby, 2004;Wineburg, 1991).This article concerns the influence of personal factors on students' comprehension of controversial texts. In particular, I concentrated on their comprehension of the relations among the texts. It involves detecting discrepancies among the texts and identifying what the writers agree or disagree about and their positions toward the issue (Perfetti, Rouet, & Georgi, 1999;Rouet, Britt, Mason, & Perfetti, 1996). It is important for readers of controversial texts to understand the intertextual relations precisely; otherwise they may miss the points in dispute, accept even contradictory statements as true, and bias their judgments on the issue. Unsurprisingly, there is evidence that students differ from each other in the comprehension of intertextual relations: the detection of discrepancies among texts (Perfetti, Britt, & Georgi, 1995) and the synthesis of arguments across texts (Stahl, Hynd, Britton, McNish, & Bosquet, 1996;Wolfe & Goldman, 2005). Provided that these differences are systematic, examining the sources of variance can shed some light on what is crucial to students' success in comprehension. Little research attention, however, has been given to personal factors except for discipline expertise. Consequently, our knowledge is quite limited about what factors account for the differencesComprehension of controversial texts 4 among students, that is, novices in academ...

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Section: Discussionsupporting

confidence: 92%

Section: Comprehension Of Controversial Textsmentioning

confidence: 99%

The influence of topic knowledge, external strategy use, and college experience on students' comprehension of controversial texts

Kobayashi

2009

Learning and Individual Differences

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“…Structure of taking notes was also manipulated in a study by Bretzing and Kulhavy (1979). Participants (n = 180) read a 2,000 word text and were randomly assigned to one of five conditions in which in three conditions the structure of the notes participants took was manipulated.…”

Section: Structure Of Note-takingmentioning

confidence: 99%

An integrative review of the cognitive costs and benefits of note-taking

Jansen

Lakens

IJsselsteijn

2017

Educational Research Review

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List of most important changes made:-Definition of research aim and research questions in the Introduction.-Explanation of the origination of the analytic criteria in the description of the literature review. -Shortening of the sections on lecture speed, individual differences, and type of questions.-Addition/rewriting of concluding paragraph for lecture speed, structure of lecture material, note-taking style, and structure of note-taking. -Inclusion of several recent articles: Svinicki (2017), Reed, Rimel, and Hallett (2016), Olive and Barbier (2017). Abstract. Students frequently engage in note-taking to improve the amount of information they remember from lectures. One beneficial effect of note-taking is known as the encoding effect, which refers to deeper processing of information as a consequence of taking notes. This review consists of two parts. In the first part, four lines of research on the encoding effect are summarized: 1) manipulation of the lecture material, 2) manipulation of the method of notetaking, 3) the importance of individual differences, and 4) the testing procedure used in the empirical studies. Our review highlights the fragmented nature of the current literature. In the second part of this review we distinguish five forms of cognitive load that are induced by notetaking. Cognitive load theory is used to integrate the divergent results in the literature. We conclude that cognitive load theory provides a useful framework for future theory development and experimental work. Keywords.Cognitive load, encoding effect, note-taking, memory, information processing.An integrative review of the cognitive costs and benefits of note-takingThe density of information presented to students increases as they proceed from primary school to secondary school to university. Students are required to comprehend and acquire more information in the same amount of time. To cope with this increasing demand on their information-processing capabilities, students frequently engage in note-taking to improve how much information they remember (Christopoulos, Rohwer, & Thomas, 1987). For decades, notetaking has been an analogue activity, with students taking notes using pen and paper (i.e.longhand note-taking). The increasing availability of portable electronic devices has changed the way in which students take their notes. Longhand note-taking is now considered 'traditional' note-taking (Lin & Bigenho, 2011;Reimer, Brimhall, Cao, & O'Reilly, 2009), while typing is a more modern form of note-taking.Memory benefits of note-taking have been classified into two groups (Di Vesta & Gray, 1972). On the one hand, note-taking offers long term benefits by having notes available for review and rehearsal. This is known as the external storage effect of note-taking. On the other hand, note-taking offers immediate benefits as students taking notes engage in a deeper level of processing. This is known as the encoding effect of note-taking. The beneficial effects of notetaking have been well-established (e.g. Barnett, Di Vesta, & Rog...

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“…Tasks requiring that products are developed through the analysis of information are referred to as elaborative learning techniques. Traditionally, elaborative strategies such as self-questioning, self-explanations, argumentation, and summarization have been widely supported as effective techniques for study (e.g., Bretzing & Kulhavy, 1979;de Bruin, Rikers, & Schmidt, 2007;King, 1992;Palinscar & Brown, 1984;Whilhelm & Pieters, 2007). However, elaborative techniques are not only endorsed as mechanisms of study in the current model, but also as the means for both summative and formative testing.…”

Section: Elaborate Reciprocal Assignmentsmentioning

confidence: 94%

Adjusting Curricular Design to “CREATE” a Culture of Self-Regulation

Egan

2011

cjsotl-rcacea

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Developing learners’ ability to self-regulate their own learning has been an ideal sought after by researchers and practitioners alike. Over the past 40 years a plethora of educational psychology research on self-regulated learning (SRL) has flooded the literature. In this article I attempt to consolidate key theories from this literature base and propose a 6-point strategy to CREATE a culture of SRL. I will argue that instructors must communicate proximal and long-term goals that have been negotiated by a community of learners, substantially reward all positive aspects of the learning process, judge and reward the learning process by assigning elaborative learning assessments, realistically attribute success and failure to appropriate processes, and tune ineffective strategies and goals to allow the curriculum to evolve in accordance with learner difficulty and success. Enseigner aux apprenants la capacité d’autoréguler leur propre apprentissage est un idéal que poursuivent les chercheurs et les praticiens. Au cours des quarante dernières années, il y a eu surabondance d’études sur l’autorégulation de l’apprentissage dans la littérature sur la psychologie de l’éducation. Dans cet article, l’auteur tente de regrouper les principales théories tirées de cette documentation et de proposer une stratégie composée de six éléments contribuant à la création d’une culture de l’autorégulation. Il soutient que les enseignants doivent communiquer les objectifs à court et à long terme convenus par les apprenants, reconnaître de façon marquée tous aspects positifs du processus d’apprentissage, évaluer et reconnaître ce processus en donnant des travaux élaborés afin de mesurer l’apprentissage, attribuer de façon réaliste les succès et les échecs aux processus appropriés et adapter les stratégies et buts inefficaces afin de permettre l’évolution du curriculum en tenant compte des difficultés et des réussites des apprenants.

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Notetaking and depth of processing

Cited by 125 publications

References 11 publications

The influence of topic knowledge, external strategy use, and college experience on students' comprehension of controversial texts

The influence of topic knowledge, external strategy use, and college experience on students' comprehension of controversial texts

An integrative review of the cognitive costs and benefits of note-taking

Adjusting Curricular Design to “CREATE” a Culture of Self-Regulation

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