Note-Taking Fosters Generative Learning Strategies in Novices

Leslie Shrager, Richard E. Mayer

Research output: Contribution to journalArticlepeer-review

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 (Peper & Mayer, 1978, 1986).

Original languageEnglish (US)
Pages (from-to)263-264
Number of pages2
JournalJournal of Educational Psychology
Volume81
Issue number2
DOIs
StatePublished - Jun 1989

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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