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 language | English (US) |
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Pages (from-to) | 263-264 |
Number of pages | 2 |
Journal | Journal of Educational Psychology |
Volume | 81 |
Issue number | 2 |
DOIs | |
State | Published - Jun 1989 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology