Processing Time and Cognitive Effort of Longhand Note Taking When Reading and Summarizing a Structured or Linear Text

Olive, Thierry; Barbier, Marie-Laure

doi:10.1177/0741088317699898

Cited by 27 publications

(17 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Notes generally used in academic learning can be taken from a course or a written document. Notes that are mostly taken under a deadline of time during a lesson can be written on intended speed while being taken from a written document (Olive and Barbier, 2017). Taking notes during listening or reading is regarded as a useful strategy in terms of developing storage of information (Carrier and Titus, 1979).…”

Section: Note Taking During Listening/readingmentioning

confidence: 99%

Impact of note taking during reading and during listening on comprehension

Ã–zÃ§akmak¹

2019

Educ. Res. Rev.

View full text Add to dashboard Cite

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.

show abstract

Section: Note Taking During Listening/readingmentioning

confidence: 99%

Impact of note taking during reading and during listening on comprehension

Ã–zÃ§akmak¹

2019

Educ. Res. Rev.

View full text Add to dashboard Cite

show abstract

“…Support for the elaboration hypothesis comes from Olive and Barbier (2017) who measured cognitive load by employing a secondary task during reading. Participants read a procedural text describing how to use a bus pass with the goal of summarizing the text.…”

Section: Introductionmentioning

confidence: 99%

“…Most of the recent studies on procedural text have look more at comparing one style of procedural text to a text with pictures or video clips. Little work, except for the Olive and Barbier (2017) study have compared the different styles of procedural text, and Olive and Barbier had their participants read with the goal of summarizing the text, which is not the reason people usually read procedural texts. The present study was conducted to test the effect that text structure has on memory and comprehension for procedural texts.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Structure on the Memory for Procedural Text

Geiger

Downen

2020

Psychol Rep

View full text Add to dashboard Cite

The present study examined how the structure of procedural texts affected recall of those texts. Past research has found that procedural text is comprehended best when readers expend a moderate amount of effort in processing it; the amount of effort may depend on the structure of the procedural text. Sixty-three participants read six procedural texts describing how to construct simple machines. One group of participants read texts that contained a diagram of the object, whereas the other group read texts with no diagram. Two types of texts were presented: Narrative and list-like procedural texts. Results showed that rereading increased recall of the list-like text, but had little effect for the narrative text. The elaboration hypothesis explains the recall differences after a single reading, but it is still unclear why the list-like texts were recalled better than the narrative texts after a second reading.

show abstract

“…Olive and Barbier observed the use of longhand note taking to be associated with greater metacognitive study strategy use by students well after class. 9 In what has become widely regarded as the seminal study in this arena, Mueller and Oppenheimer conducted three discrete experiments on laptop note taking. 10 In the first, they presented a series of TED talk films to students who were instructed to use their usual classroom note taking strategy.…”

Section: Introductionmentioning

confidence: 99%

Laptop Versus Longhand Note Taking in a Professional Doctorate Course: Student Performance, Attitudes, and Behaviors

Desselle

Shane²

2018

Innov Pharm

View full text Add to dashboard Cite

Objective: To determine the relationship between longhand note taking versus laptop note taking on pharmacy students’ examination performance and identify differences in attitudes and behaviors as it relates to the note taking process. Methods: A small group of students consented voluntarily to take longhand notes, doing away with their laptops during portions of the course administered by study investigators. Analyses were conducted on block examination performance, with each student’s score on the first examination serving as a performance benchmark to assess change. Laptop and longhand note takers completed a survey regarding various aspects of their note taking attitudes and behaviors, and also included open text comments to capture qualitative experiential data. Results: Based upon a relatively small number of participants in the longhand cohort (n=11), the differences between the groups on subsequent examinations was approximately 3.5 percentage points in favor of the longhand note-takers. There were significant differences observed between the two groups on several survey items, with longhand note takers less likely to be distracted in class and more likely to agree that other students ask to review their notes due to the quality of those notes. Conclusions: Longhand note taking might facilitate more accurate recall or retrieval in test situations, thus producing improved test scores for certain types of students in certain types of courses; however additional research is needed. Faculty may consider whether modifying students’ classroom note taking practices may contribute to an improved learning experience. Article Type: Original Research

show abstract

Processing Time and Cognitive Effort of Longhand Note Taking When Reading and Summarizing a Structured or Linear Text

Cited by 27 publications

References 37 publications

Impact of note taking during reading and during listening on comprehension

Impact of note taking during reading and during listening on comprehension

The Effect of Structure on the Memory for Procedural Text

Laptop Versus Longhand Note Taking in a Professional Doctorate Course: Student Performance, Attitudes, and Behaviors

Contact Info

Product

Resources

About