Graduate

This study examined the effect a structured note taking technique had upon student achievement and note taking skill. The students' loci of control was determined to examine if this variable had an effect upon the students' achievement after they had received one of three treatment conditions. The three treatment conditions were: no instruction in note taking; instruction and practice from a videotape presentation in the Cornell method of note taking; and the same instruction and practice plus an application component.The sample was one hundred sixty-six students who were enrolled in Reading Improvement winter quarter 1981-1982 at Ball State University. The students were identified as "high risk".The classes were treated as intact groups. A pretest, Survey of Study Habits and Attitudes by Brown and Holtzman, was used to ascertain that initial differences in study habits did not exist. This test also served as a posttest measure. The Internal-External Locus of Control Scale by Rotter was administered to determine the locus of control of each student.Three 3X2X2 univariate analyses of variance were performed on the three dependent measures of Work Habits, Study Habits, and Study Orientation. Due to initial sex and locus of control differences, means were found for each of the following groups: male internals, male externals, female internals, and female externals. Multivariate and univariate statistical procedures were used in analyzing the data. Upon the completion of the study, the students responded to a student evaluation form which was analyzed by Chi-Square statistical procedures.The following conclusions resulted from this study:1. The treatment did not significantly affect the achievement of the students' note taking skill2. Female internals obtained the highest mean scores, and male externals had the lowest mean scores on both the pretest and posttest3. The responses on the student evaluation form were very favorable toward the Cornell methodThe Cornell method did not significantly affect the note taking skill of the students; however, the students reported a favorable impression of the technique. This reinforces the notion that high risk students are receptive to a very structured approach of instruction.

Thesis (MEd)--University of South Australia, 1998

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 400. Bibliography: p. 103-104.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 400. Bibliography: p. 103-104.

Thesis (Ph. D.)--University of Nebraska--Lincoln, 2004. / PDF text: [2] leaves abstract, vii, 83 leaves dissertation : ill. (some col.). Site viewed on Jan. 25, 2005. Includes bibliographical references (leaves 68-74 of dissertation).

Notetaking during lectures has been mainly investigated using an input-output procedure where particular subject variables are related first to notes-asproduct, then to comprehension test scores. In contrast, the purpose of this thesis was to look at notetaking as a process rather than a product and to discover factors that influence the process. The first, orienting study took a fairly traditional approach of training students in the use of two strategies -summarizing and networking- hypothesized to improve notetaking activity. Training was administered for a period of six weeks. Results indicated a main effect for mathematical ability but not for training. Differences in mean scores for training methods were non significant and not in the hypothesized direction'fnetworking > summarizing> control. The next study was a first-approximation to a true processing analysis. Students' self-estimates of prior knowledge, as well as the volume of their notetaking were linked to strategic and tactical processing variables such as whether lecture material was written down as heard or translated into own terms; whether they wrote only important points, and so on. This pattern was then further related to self-estimates of lecture comprehension. The pattern of relationship among processes, and between these processes, note volume and comprehension varied with differing amounts of prior knowledge and with language ability. The third study was more ambitious in its approach to processing variables. A videotaped lecture was segmented into idea units with a pause between each unit. For each segment, students took notes as well as recording their understanding of it. A regression model for the data shows that while self-estimated prior knowledge appeared related to outcome variables (e.g. comprehension), 2 it did not relate to understanding of the lecture as it was being delivered. A more detailed analysis by segments revealed that notes reflected the status of transmitted information with regard to importance and the level of understanding achieved for specific pieces of information. Mean lecture comprehension accounted for the largest percentage of variance in the number of words in notes. Findings are discussed with respect to contemporary theories of note taking and comprehension. A cognitive model of notetaking detailing how the various processes are instantiated and related is also offered.

Notetaking is a cognitively complex academic task that requires the execution of multiple cognitive processes within a limited capacity working memory (Peverly et al., 2007; Peverly & Sumowski, 2012; Piolat, Olive, & Kellogg, 2005). Several studies have investigated cognitive processes related to notetaking, but only one has looked at variables related to notes-review (Hadwin, Kirby, & Woodhouse, 1999). Also, most studies have focused on handwritten notes, and the few studies that have evaluated the effect of writing medium (handwriting or typing) on notes have been limited and equivocal (Bui, Myerson & Hale, 2013; Mueller & Oppenheimer, 2014). This study examined cognitive differences related to lecture notetaking, notes-review, and performance on a multiple-choice test that included memory and inference items. In addition, this study explored differences between handwriting and typing on notes and notes-review. Eighty undergraduate students were randomly assigned to handwrite or type notes, review them, and complete a multiple-choice test based on the lecture. They also completed a measure of letter speed consistent with their experimental condition, along with measures of language comprehension, sustained attention, background knowledge, and metacognition. MANOVAs found significant differences in letter speed between handwriting and typing groups, but no significant differences in overall notetaking or notes-review. The handwriting condition showed evidence of more transformation and organization of lecture information between notetaking and notes-review than with typing. Regression analyses found that letter speed and language comprehension predicted notetaking. Notes-review was positively and significantly related to notetaking, language comprehension, and writing medium. Typed notes were more strongly related to notes-review than handwritten notes. A significant letter speed x metacognition interaction for notetaking and a significant letter speed x sustained attention interaction for notes-review suggest that basic cognitive processes (letter speed) need to be sufficiently automatized in order for higher cognitive processes to be applied effectively. Test performance overall and performance on inference items were predicted by notes-review and writing medium. The latter indicated that handwriting was more strongly related to test performance than typing. Findings suggest that handwriting may enable deeper processing of information compared to typing. Future studies should continue to include interactions between cognitive variables to support the theory of hierarchical processing within a limited capacity working memory. Further research on the effects of writing medium on notes and notes-review will improve understanding of the effects of handwriting and typing on these processes.

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains ix, 209 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 172-195).

Thesis (D.A.)--Illinois State University, 1985. / Title from title page screen, viewed June 30, 2005. Dissertation Committee: John Dossey (chair), Lawrence Eggan, Lotus Hershberger, Larry Kennedy, Albert Otto, Thomas Shilgalis. Includes bibliographical references (leaves 72-75) and abstract. Also available in print.