| Abstract: | Subjects were instructed to take notes or not take notes while watching a videotaped lecture on cameras. Note-takers performed better than non-note-takers on recall and transfer tests for students with low prior knowledge of cameras but not for students with high prior knowledge. The results replicated previous Attribute?×?Treatment interactions observed for different materials and supported the generative hypothesis (R. J. Peper and R. E. Mayer; see PA, Vols 62:4717 and 73:15759). (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
