| Abstract: | Two experiments with 130 undergraduates investigated the effects of note taking and reviewing on learning from text. Findings support the encoding function of note taking and demonstrate that unguided elaboration hindered performance on teacher-made tests. When delayed tests were based on S's own notes, average scores were nearly twice as high as when test were based on either teacher selection of test material or on other Ss' notes (for all reviewing treatments). Interpretations are in terms of metacognitions related to taking notes, transfer-appropriate processing, and the requirements necessary for elaboration to be an effective learning strategy. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
