An Analysis of Three Study Skills: Notetaking, Summarizing, and Rereading<sup>1</sup>

Dyer, James W.; Riley, James D.; Yekovich, Frank R.

doi:10.1080/00220671.1979.10885194

Cited by 28 publications

(20 citation statements)

References 6 publications

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“…Moreover, Weiland and Kingsbury (1979), and Shrager and Mayer (1989) found that students who took notes during lectures obtained better results when tested on the content of the lectures than those who did not take notes. The benefits of taking notes have been also demonstrated as an aid in memorizing specific and general ideas during text reading (Dyer, Riley, & Yekovich, 1979). Thus, being instructed not to take notes and discussing without any backup could reduce the quality of informational input.…”

Section: Quality Of Informational Input During Co-operative Learningmentioning

confidence: 99%

Competitive conflict regulation and informational dependence in peer learning

Buchs

Pulfrey

Gabarrot

et al. 2009

Euro J Social Psych

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The present set of studies investigates the role of competitive conflict regulation and informational dependence in peer learning. Previous studies have shown that peer work on identical information produces not only confrontation of viewpoints but also competitive conflict regulation, the latter of which is detrimental for learning. Conversely, working on complementary information produces positive interactions but also informational dependence, and good quality information transmission is needed to foster learning. The present research shows that discussion aids (note-taking and access to the study materials during discussion), a variable related to the quality of informational input, moderated the relationship between information interdependence and learning. This moderation was mediated by competitive conflict regulation: Students who worked on identical information with discussion aids reported more competitive conflict regulation than those without discussion aids, which in turn reduced learning, a pattern that did not appear for students working on complementary information. Moreover, when students worked on complementary information, the good quality of information transmission elicited by discussion aids led to high levels of learning for all students. Contributions to research on resource interdependence, socio-cognitive conflict, and peer learning are discussed

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Section: Quality Of Informational Input During Co-operative Learningmentioning

confidence: 99%

Competitive conflict regulation and informational dependence in peer learning

Buchs

Pulfrey

Gabarrot

et al. 2009

Euro J Social Psych

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show abstract

“…However, notetakers must endeavour to learn how to note (Stahl, King, & Henk, 1991), more especially because they often take notes with difficulty (Suristky, 1992). The majority of the studies that investigate the effects of note-taking strategies on learning have focused on the quality of the selection and the organization of the information that is recorded (Boyle & Weishaar, 2001;Brown & Day, 1983;Dyer, Riley, & Yekovitch, 1979;Einstein, Morris, & Smith, 1985;Horton, Lovitt, & Christensen, 1991;Howe, 1974;Kiewra et al, 1987;King, 1992;Ladas, 1980;Nist & Hogrebe, 1987;Oakhill & Davies, 1991;Piolat, in press;Smith & Tompkins, 1988;Thomas, 1978;Williams & Eggert, 2002). These studies suggest that nearly all non-linear note-taking strategies (e.g.…”

Section: Note Taking and Learning Outcomesmentioning

confidence: 99%

Cognitive effort during note taking

Piolat

Olive

Kellogg

2004

Applied Cognitive Psychology

384

262

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Note taking is a complex activity that requires comprehension and selection of information and written production processes. Here we review the functions, abbreviation procedures, strategies, and working memory constraints of note taking with the aim of improving theoretical and practical understanding of the activity. The time urgency of selecting key points and recording them while comprehending new information at the same time places significant demands on the central executive and other components of working memory. Dual-and triple-task procedures allow the measurement of the momentary cognitive effort or executive attention allocated to note taking. Comparative data show that note taking demands more effort than reading or learning. However, it requires less effort than the creative written composition of an original text.

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“…Note taking to process information: Notes also serve to process information in ways that can increase comprehension and memorability. Certain factors, such as the speed of the lecture (Aiken, Thomas, & Shennum, 1975), how familiar the subject matter is to the note taker (Peper & Mayer, 1986;Shrager & Mayer, 1989), and whether or not the notes are reviewed (Dyer, Riley, & Yekovich, 1979;Hartley & Davies, 1978;Shrager & Mayer, 1989;Wittrock, 1974), can impact how effective notes are in helping the note taker process and learn the material.…”

Section: Summary Of Traditional Note Takingmentioning

confidence: 99%

Ethnography, Scenario-Based Observational Usability Study, and Other Reviews Inform the Design of a Web-Based E-Notebook

Reimer¹,

Douglas²

2004

International Journal of Human-Computer Interaction

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As users turn to the World Wide Web to accomplish an increasing variety of daily tasks, many engage in information assimilation (IA), a process defined as the gathering, editing, annotating, organizing, and saving of Web information, and the tracking of ongoing Web work processes. The process of IA, which is similar to traditional note taking but in the Web environment, emerges from a literature review and an ethnographic field study, as presented in this article. Despite strong evidence which suggests that IA is critical to many Web users, however, a scenario-based observational usability study and a heuristic evaluation indicate that it is currently not well supported by existing software applications. This article, which culminates in the presentation of NetNotes-a Web-based e notebook developed specifically to support the process of IA-illustrates how design requirements can be effectively extracted and synthesized from a variety of complementary background user studies.

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An Analysis of Three Study Skills: Notetaking, Summarizing, and Rereading¹

Cited by 28 publications

References 6 publications

Competitive conflict regulation and informational dependence in peer learning

Competitive conflict regulation and informational dependence in peer learning

Cognitive effort during note taking

Ethnography, Scenario-Based Observational Usability Study, and Other Reviews Inform the Design of a Web-Based E-Notebook

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An Analysis of Three Study Skills: Notetaking, Summarizing, and Rereading1

Cited by 28 publications

References 6 publications

Competitive conflict regulation and informational dependence in peer learning

Competitive conflict regulation and informational dependence in peer learning

Cognitive effort during note taking

Ethnography, Scenario-Based Observational Usability Study, and Other Reviews Inform the Design of a Web-Based E-Notebook

Contact Info

Product

Resources

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An Analysis of Three Study Skills: Notetaking, Summarizing, and Rereading¹