The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note‐taking and Test‐taking among College Students

Peverly, Stephen T.; Vekaria, Pooja C.; Reddington, Lindsay A.; Sumowski, James F.; Johnson, Kamauru Rasheed; Ramsay, Crystal M.

doi:10.1002/acp.2881

Cited by 66 publications

(61 citation statements)

References 69 publications

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“…WMC, for example, sometimes predicts students' note quality (e.g., Bui, Myerson, & Hale, 2013;Hadwin, Kirby, & Woodhouse, 1999;Kiewra & Benton, 1988;McIntyre, 1992), but sometimes does not (e.g., Bui et al, 2013;Peverly et al, 2007Peverly et al, , 2013, perhaps because WMC effects depend on notetaking strategies (Bui & Myerson, 2014).…”

Section: Note-taking As An Intervention To Promote Focused Attention mentioning

confidence: 99%

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Kane

Smeekens

Bastian

et al. 2017

Journal of Experimental Psychology: General

121

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A combined experimental-correlational study with a diverse sample (N = 182) from two research sites tested a set of five a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video, and also whether longhand note-taking would help reduce mind wandering, at least for some students. Half the subjects took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that: (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the two sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning.Keywords: mind wandering, note-taking, learning, education, situational interest, media multitasking Mind Wandering, Lecture Learning, and Situational Interest 3 A Combined Experimental and Individual-Differences Investigation into Mind Wandering During a Video LectureHow can teachers and students optimize learning? Cognitive psychologists are increasingly applying laboratory findings to this educational problem. Principles from the memory literature, such as the benefits of spaced practice, testing, and metacognitive selfevaluations, have been most successfully employed and broadly disseminated (for reviews, see Benassi, Overson, & Hakala, 2014;Brown, Roediger, & McDaniel, 2014;Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). We suggest that this education-focused research should also embrace two additional domains: (a) individual differences in cognitive abilities and domain experience (e.g., interest and knowledge) and (b) the functions-and dysfunctions-of attention in learning contexts.Stable cognitive-ability differences, such as those in working memory capacity (WMC), predict many indices of academic achievement (e.g., Alloway & Alloway, 2010;Cowan et al., 2005). Educational psychology has further identified personality and experi...

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Section: Note-taking As An Intervention To Promote Focused Attention mentioning

confidence: 99%

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Kane

Smeekens

Bastian

et al. 2017

Journal of Experimental Psychology: General

121

View full text Add to dashboard Cite

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“…Not only the presence of an outline thus seems to be of importance (cf. Peverly et al, 2013), but also the format of the outline. Bui and McDaniel (2015) also found that the format of the outline matters.…”

Section: Structure Of Note-takingmentioning

confidence: 99%

“…A large number of studies has explored the effects of note quality on memory for lecture content (Aiken et al, 1975;Einstein, Morris, & Smith, 1985, study 2;Fisher & Harris, 1973;Kiewra & Benton, 1988;Kiewra, Benton, & Lewis, 1987;Peverly et al, 2007Peverly et al, , 2013Peverly & Sumowski, 2012). These studies have consistently shown that better note quality is related to better performance on memory tests administered afterwards.…”

Section: Note Contentmentioning

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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“…Handwriting is one of the five aspects; vocabulary, sentences, comprehension, and tenses are the others. Peverly et al (2013) have carried out their study to evaluate handwriting speed as one of a group of factors that have their effect on the performance of college students. The study has uncovered the importance of speedy handwriting for positive quality and quantity fulfillment of different kinds of writing among children and adults.…”

Section: Previous Literaturementioning

confidence: 99%

“…Peverly et al (2013) refer to the importance of speedy handwriting for taking notes which are considered an effective aid for the personal memory. Since the information is usually quickly forgotten, note-takers need to write it quickly before it is forgotten.…”

Section: Handwriting and The Students' Academic Performancementioning

confidence: 99%

Handwriting: A Matter of Affairs

Al-Ghabra¹

2015

ELT

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Academic performance is the main concern of educators all over the world. Authentic researchers have studied the importance of handwriting for improving students' performance, and they have proved that using the hand in writing activates many regions in the brain that are related to memory and comprehension. The study aims at displaying the results of some substantial resources on handwriting to show this importance and its impact on students' academic performance. It also aims at being a loud call for the Ministry of Education, and the Ministry of Higher Education and Scientific Research to make a remedial action through establishing awareness campaigns to show the importance and necessity of updating curriculum to focus on using handwriting to enhance and support the students' reception of information. In order to achieve the success of the mentioned efforts, the researcher refers to training the trainers and establishing writing units that are joined to the learning institutions.

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The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note‐taking and Test‐taking among College Students

Cited by 66 publications

References 69 publications

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

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

Handwriting: A Matter of Affairs

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