Note-Taking Fosters Generative Learning Strategies in Novices

Leslie Shrager; Richard E. Mayer

doi:10.1037/0022-0663.81.2.263

Note-Taking Fosters Generative Learning Strategies in Novices

Leslie Shrager, Richard E. Mayer

School of Nursing

Research output: Contribution to journal › Article › peer-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 language	English (US)
Pages (from-to)	263-264
Number of pages	2
Journal	Journal of Educational Psychology
Volume	81
Issue number	2
DOIs	https://doi.org/10.1037/0022-0663.81.2.263
State	Published - Jun 1989

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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Note-Taking Fosters Generative Learning Strategies in Novices

Abstract

ASJC Scopus subject areas

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