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 (Peper & Mayer, 1978, 1986).
ASJC Scopus subject areas
- Developmental and Educational Psychology