The effects of notetaking and self‐questioning on quiz performance

Cognitive effort during note taking

“…Studies on the impact of note-taking strategies on recall and achievement in exams have shown that students not only learn when they review their notes, but also while they take their notes. The notes constitute an external memory that can be used later for studying and other tasks (Kiewra, 1985a(Kiewra, , 1985bKiewra, Benton, Kim, Risch, & Christensen, 1995;Knigth & McKelvie, 1986;Laidlaw, Skok, & McLaughlin, 1993;Peters, 1972). Taking notes themselves can also increase learning by fostering retention and connections of information, as seen in the generation effect (NB: 'The generation effects refers to the finding that individuals retain materials that they have generated better than materials that have been generated by others and given to them ' Foos, Mora, & Tkacz, 1994, 567).…”

The Effects of Note-Taking Skills Instruction on Elementary Students’ Reading

“…Laidlaw et al (1993) taught fifth-and sixth-grade students mixed reading strategies, and note-taking and self-questioning strategies, but could not say whether their progress in quiz performance in science could be attributed to note taking only. P. L. Lee et al (2008) taught note-taking strategies to students as young as Grade 3 and found this to have a positive impact on science learning; however, their study focused on note taking from a videotaped lecture rather than reading.…”

“…There is strong evidence indicating that note taking can positively impact student learning performance, such as reading comprehension, recall, and retention (Kiewra, Benton, Kim, Risch, & Christensen, 1995;Kneale, 1998;Laidlaw, Skok, & McLaughlin, 1993;Spires & Stone, 1989). This is because the process of writing it down helps note takers comprehend the information and store it in their long-term memory (Piolat et al, 2005).…”

Reading and Note Taking in Monological and Dialogical Classes in the Social Sciences

“…Some studies have shown that this writing practice encourages learning not only when they review their notes, but also while they are taking them as it is an activity that facilitates retention and promotes connecting segments of information (Kiewra, 1985a(Kiewra, , 1985bLaidlaw, et al, 1993). Researchers have also analyzed which techniques allow for a better registration and lectures' recall (Makany, et al, 2009;Palkovitz & Lore, 1980;Sutherland, et al, 2002) and how teachers' guidelines can help students take note of important information that they could otherwise overlook (Kiewra, 1985c;Titsworth, 2004).…”