共查询到20条相似文献，搜索用时 15 毫秒
1.
Kenneth A. Kiewra 《Educational Psychology Review》1989,1(2):147-172
This review article investigates the encoding and storage functions of note-taking. The encoding function suggests that the process of taking notes, which are not reviewed, is facilitative. Research specifying optimal note-taking behaviors is discussed as are several means for facilitating note-taking, such as viewing a lecture multiple times, note-taking on a provided framework, or generative note-taking activities. The storage function suggests that the review of notes also is facilitative. Research addressing particular review behaviors, such as organization and elaboration, is discussed as are the advantages of reviewing provided notes, borrowed notes, or notes organized in a matrix form. In addition, cognitive factors related to note-taking and review are discussed. The article concludes with an alternative means for defining and investigating the functions of note-taking, and with implications for education and for research. 相似文献
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Gregory Trevors Melissa Duffy Roger Azevedo 《Educational technology research and development : ETR & D》2014,62(5):507-528
Hypermedia learning environments (HLE) unevenly present new challenges and opportunities to learning processes and outcomes depending on learner characteristics and instructional supports. In this experimental study, we examined how one such HLE—MetaTutor, an intelligent, multi-agent tutoring system designed to scaffold cognitive and metacognitive self-regulated learning (SRL) processes—interacts with learner’s prior domain knowledge to affect their note-taking activities and subsequent learning outcomes. Sixty (N = 60) college students studied with MetaTutor for 120 min and took notes on hypermedia content of the human circulatory system. Log-files and screen recordings of learner-system interactions were used to analyze notes for several quantitative and qualitative variables. Results show that most note-taking was a verbatim copy of instructional content, which negatively related to the post-test measure of learning. There was an interaction between prior knowledge and pedagogical agent scaffolding, such that low prior knowledge students took a greater quantity of notes compared to their high prior knowledge counterparts, but only in the absence of MetaTutor SRL scaffolding; when agent SRL scaffolding was present, the note-taking activities of low prior knowledge students were statistically equivalent to the number of notes taken by their high prior knowledge counterparts. Theoretical and instructional design implications are discussed. 相似文献
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Costley Jamie Fanguy Mik 《Educational technology research and development : ETR & D》2021,69(2):655-671
Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n?=?171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control group receiving no such instructions. The study also measured the level of collaboration the collaborative note-takers engaged in, as well as the level of completeness of the notes that they produced. The results showed that, firstly, the treatment group reported higher levels of both germane and extraneous cognitive load compared to those of the control group, meaning that collaborative note-takers experienced higher levels of understanding of course content as well as increased confusion. Secondly, the level of collaboration was positively and significantly correlated with levels of germane load (understanding), but not with extraneous load (confusion). Thirdly, no correlation was found between completeness of notes and cognitive load. Accordingly, the authors suggest that collaborative note-taking is worthwhile, as the gains to students’ understanding of course content outweigh the disadvantages of increased confusion.
相似文献5.
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 note-taking, 3) the importance of individual differences, and 4) the testing procedure used in the empirical studies. This review highlights the fragmented nature of the current literature. In the second part of this review five forms of cognitive load that are induced by note-taking are distinguished. Cognitive load theory is used to integrate the divergent results in the literature. Based on the review, it is concluded that cognitive load theory provides a useful framework for future theory development and experimental work. 相似文献
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Interpretation is a very immediate translation practice.To be a qualified interpreter,you must have a good bilingual ability,rich knowledge as well as some relevant skills.The scene of interpretation is very complicated,so interpreters often can not successfully com plete the task of interpretation only by memory.They have to rely on the help of taking some notes.Therefore,note-taking is of essential importance in interpreting and it is very important in interpreting practice.This paper mainly make a brief summary of five kinds of note-taking symbols commonly used and illustrates each one by one.Besides,this paper puts forward practical training methods of note-taking. 相似文献
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Using a multiple baseline across participants design, this study examines the functional relationship between instruction in note-taking skills and the ability of young adults with autism spectrum disorder to take notes on college lectures. The three participants were enrolled in a program aligned with the Higher Education Opportunity Act (Public Law 110-315) to support students with significant cognitive disabilities in attending community college classes. All had graduated high school on a special diploma status and had mild cognitive disabilities. Despite some variability in performance during baseline (when only the note-taking template was introduced), all three students demonstrated increased performance during intervention when they were taught skills such as distinguishing between subtopics and details, paraphrasing, and using abbreviations and symbols. Participants’ improvements were maintained after the intervention instruction stopped. Participant Tau-U effect sizes ranged from 0.67 to 1.00, and the weighted average Tau-U effect size was 0.88 (CI95 = 0.53 to 1.24). The discussion addresses implications for the postsecondary participation of students with autism spectrum disorder as well as possible changes needed in their secondary education. 相似文献
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Studies examining students’ achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the conclusions that can be drawn. We employed a behavioral approach instead and assessed learning processes by logging learners’ behaviors as they used educational technology. We examined the relationship between achievement goals, strategy use, and comprehension scores of 160 undergraduates who studied a hypertext passage in a technology-enhanced learning environment (TELE) equipped with tools that support learning behaviors including highlighting, taking notes, review of annotations, seeking additional information and monitoring understanding. Results of a path analysis indicated that higher mastery goals predicted more information-seeking and note-taking and marginally more monitoring of learning. Performance avoidance goals negatively predicted note-taking and information-seeking. Performance approach goals did not predict the behaviors we traced. Of the behaviors we traced, highlighting and monitoring predicted increases in comprehension scores. A behavioral approach to assessing learning processes confirmed only a subset of paths from achievement goals to learning processes to learning outcomes originally discovered with self-report data. 相似文献
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Kenneth A. Kiewra Nelson F. Dubois Maribeth Christensen Sung-Il Kim Nancy Lindberg 《Instructional Science》1989,18(3):217-232
Previous research investigating the encoding, encoding-plus-storage, and extermal-storage functions of note taking has failed to equate processing opportunities among the groups. The present studies did so by having the encoding group take notes on two occasions without review, the encoding-plus-storage group take notes one time and review notes the next, and the external-storage group twice review a set of borrowed notes. Three forms of note taking were used: conventional, and note taking on skeletal and matrix frameworks. In both Experiment 1, involving lecture learning, and Experiment 2, involving text learning, an advantage was found for the encoding-plus-storage function on tests involving factual-recall and recognition performance but not on tests measuring higher-order performance. With respect to note-taking forms, no advantage existed for any form when information was acquired from lecture. When text material was used there was some advantage for conventional notes and a clear advantage for not taking notes at all, but instead twice reading the material. These findings were explained relative to observed note-taking behaviors, the opportunity for review, and the processing demands proposed by the combination of reading and note taking, particularly when notes must be classified into an existing framework. 相似文献
10.
王珍 《南昌教育学院学报》2012,(1):165-166
口译,一项特殊的语言处理行为。坊间对口译员有"民间的外交家"之称。口译一度神秘。口译笔记,似乎一直都颇具争议。巴黎和会时期,欧洲译坛曾视译员借助笔记为实力不济。而如今中国的各大对外场合,小至商务谈判,大至记者招待会,现场口译总会依靠口译笔记辅助记忆。近几年,许多国内学者纷纷在不同的外语类核心期刊(尤其是《中国翻译》)发文,试图从不同角度来探讨口译笔记。2006年以来,市面上便出现了口译笔记教学的专业书籍,可见口译笔记正逐渐引起重视。本文试图从国内三大主流口译笔记入手,也谈谈口译笔记,望能抛砖引玉。 相似文献
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Through this study the authors investigated undergraduate students’ memory recall in three media environments with three note-taking options, following an A x B design with nine experiments. The three environments included no-distraction, auditory-distraction, and auditory–visual-distraction; while the three note-taking options included no-note-taking, taking-notes-on-paper, and taking-notes-on-computer. The results of word recalls from 21 participants showed significant interactions between media environments and note-taking options. In the no-distraction environment, the participants had better word recall taking notes on paper than taking notes on computer or not taking notes. However, in the auditory–visual-distraction environment, the participants had better word recall with no note taking than taking notes on computer or taking notes on paper. The participants’ comments provided insights for implications for learning in different media environments. 相似文献
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Student note-taking is an almost universal activity among university students, yet few naturalistic studies have examined relationships between note-taking practices and subsequent examination performance. Complete sets of notes on an introductory psychology course, involving 75 lectures presented by ten instructors, were obtained from nineteen male and nineteen female students. Notes on ten selected lectures (one per instructor) were analysed, and information derived about class attendance and the quantity, organization, and presentation of the notes. Variables based on this information were then correlated with performance on two three-hour final examination papers (one multiple-choice, one essay). High correlations were found between the quantity of notes and examination performance. Surprisingly, these correlations increased in subsamples consisting of those students who attended class most diligently. The correlations involving the multiple-choice examination tended to be higher than those involving the essay examination, most probably because of wider sampling of lecture content and a more factual orientation in the multiple-choice examination. The results appear to conflict with the advice given in student study guides, many of which suggest that students should be very selective and concise in their note-taking. 相似文献
13.
Katherine L. Beissner David H. Jonassen Barbara L. Grabowski 《Performance Improvement Quarterly》1994,7(4):20-38
Structural knowledge, the knowledge of relationships between concepts in a content area, is essential for comprehension and problem solving. Learning structural knowledge can be facilitated through learner-generated two-dimensional diagrams of conceptual relationships. These diagrams include networks, concept maps, pattern notes, semantic maps and graphic organizers. In this paper, we describe the characteristics of graphic techniques and the cognitive processes that learners use to construct the diagrams. We then propose a model that can be used to choose between different graphic techniques based upon the cognitive processes elicited by the techniques and the learning outcomes derived from their use. 相似文献
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CHEN Juan-juan WANG Cheng-liang 《重庆大学学报(英文版)》2006,5(4):212-217
1 Introduction a Nowadays the E-business technology has endowed supply chain management (SCM) more abundant implications, especially by the introduction and diffusion of Internet technology through out SCM activities. Internet has changed the way in which… 相似文献
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This article is about note taking, but it is not an exhaustive review of note-taking literature. Instead, it portrays the application of note-taking research to an unusual and important area of practice—the law. I was hired to serve as an expert witness on note taking in a legal case that hinged, in part, on the completeness and accuracy of handwritten meeting notes. Based on my own research and that of others, I rendered three opinions about handwritten notes: (a) They omit most of what is said, (b) they omit details, context, and essential qualifiers, and (c) they contain inaccuracies or vague statements. This article tells the story of how I came to investigate note taking, become an expert witness, and render those three opinions. It concludes with a call to investigate note taking in non-academic settings such as meetings and to uncover ways to boost and improve note-taking methods. 相似文献
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Linlin Luo Kenneth A. Kiewra Abraham E. Flanigan Markeya S. Peteranetz 《Instructional Science》2018,46(6):947-971
There has been a shift in college classrooms from students recording lecture notes using a longhand pencil-paper medium to using laptops. The present study investigated whether note-taking medium (laptop, longhand) influenced note taking and achievement when notes were recorded but not reviewed (note taking’s process function) and when notes were recorded and reviewed (note taking’s product function). One unique aspect of the study was determining how laptop and longhand note taking influence the recording of lecture images in notes and image-related achievement. Note-taking results showed that laptop note takers recorded more notes (idea units and words) and more verbatim lecture strings than did longhand note takers who, in turn, recorded more visual notes (signals and images) than did laptop note takers. Achievement results showed that when taking laptop notes, the process function of note taking was more beneficial than the product function of note taking (i.e., better image-related learning and similar text-related learning). When taking longhand notes, the product function of note taking was more beneficial than the process function of note taking (i.e., better text-related learning and similar image-related learning). Achievement findings suggest that the optimal note-taking medium depends on the nature of the lecture and whether notes are reviewed. 相似文献
17.
《The Journal of educational research》2012,105(4):278-289
ABSTRACTThe authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills instruction per week for 5 weeks in contrast to the free note-taking group and the free-recall writing group who did not receive any instruction. A note-taking evaluation task and a comprehension test were used to evaluate the effectiveness of the instruction on students’ performance in note taking and reading comprehension, respectively. The study yielded 2 findings: first, teaching students a note-taking strategy significantly improved their performance in note taking and reading comprehension, and second, poor readers showed the greatest gains in note-taking skills with instruction. 相似文献
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Encoding benefits (DiVesta & Gray, 1972) of graphic-organizer and outline note-taking using spaced study and review (Robinson, Katayama, Dubois, & DeVaney, 1998) were investigated. In 2 40-min periods separated by 2 days, 117 undergraduates studied a chapter-length text along with a set of complete, partial, or skeletal graphic organizers or outlines. Two days later, the students reviewed their materials for 10 min and then completed factual and application tests. On the factual test, there was no effect for either study notes or amount of information. However, on the application test, graphic organizers were better than outlines and partial notes were better than complete notes. Having students take notes using partial graphic organizers may be preferable to giving them complete notes because of encoding benefits. 相似文献
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《The Journal of educational research》2012,105(4):228-230
AbstractRandomly chosen halves of an undergraduate class were instructed either to take notes in their usual manner or to refrain from note taking while listening to a guest lecturer. Immediately following the lecture, notes were collected and a quiz on the lecture was administered. Ten days later, a second quiz was administered. Statistical analysis indicated that the note-taking group performed significantly better overall than the no-notes group on both the immediate and the delayed quizzes. Both groups showed a significant decline in performance on the latter quiz. Alternative explanations for these results were examined. 相似文献
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《The Journal of educational research》2012,105(6):316-319
AbstractThis study represents an extension of previous research on interfering and facilitating variables affecting the encoding function of note taking by adding several review conditions. Ninety-six subjects were assigned to five note-taking and three non-note-taking groups. Subjects heard a 16-minute segmented lecture and recalled lecture content 48 hours later. The review of notes neutralized both the interfering and facilitating effects on recall of note-taking manipulations reported in previous research. Review of student-generated notes resulted in better recall than did review of lecturer-generated summaries. 相似文献