Published also as thesis (Ph. D.) Columbia University. / Includes bibliographical references.

Published also as Thesis (Ph. D.)--Columbia University. / Includes bibliographical references.

Master of Science / Department of Mathematics / Andrew Bennett / In recent years, technology has improved and become a significant aspect in the classroom. Using technology has become a popular method of note-taking. This study investigates the effects of technology on note-taking by looking at the changes that can be shown between the traditional note-taking and taking notes by using different devices, such as the iPad and a smart pen. Modern technology, such as the smart pen which provides an automatic audio recording might improve student focus on important details. In addition, providing a standard note set along with note-taking tools such as an iPad might help student organize and access their notes. The result of this study showed that for all but one of the students, using technology did not affect their note-taking style or the amount of information in their notes. However, students were not satisfied with their notes when taken on the iPad.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 229 p.; also includes graphics. Includes bibliographical references (p. 148-157). Available online via OhioLINK's ETD Center

Thesis (M.A.)--Ohio State University, 1986. / Includes bibliographical references (leaves 81-84). Available online via OhioLINK's ETD Center

This research work is based upon a training technique devised and recommended by J. Smith (1985) in a pamphlet published by The British Historical Association. The technique involves training school pupils in the making of notes from text books and references and then selecting appropriate points to answer specific questions. The technique was slightly adapted and used on a small Experimental Group drawn from Black first year College of Education students at an Eastern Cape College. A Control Group from the same College received conventional lectures on two topicS from the first year college syllabus - the San and Khoi peoples of Southern Africa. The Experimental Group was given a brief training period in Smith's technique and then worked independently on extended reading passages on the same topics. Both groups received a similar introduction of a video tape on the San and a slide presentation on the Khoi. Both groups wrote the same final test after their learning experiences were over and both groups completed questionnaires on the initial visual input and on their reactions to the learning experience. Comparisons are drawn between the results and the students' reaction to those learning experiences.

The effects of note-taking on self-disclosure during a clinical interview among prisoners were investigated. Participants consisted of 60 male and female inmates incarcerated in a minimum security prison. Subjects within each gender were randomly assigned to either high note-taking, low note-taking or no note-taking conditions. Subjects were asked to discuss intimate information during an interview while varying levels of notes were taken. Self-disclosure was assessed using items from the Rotter Incomplete Sentences Blank. A 3 x 2 ANOVA was conducted. No significant main effects were found. However, a significant interaction was found. Further analysis revealed that females in the high note-taking condition disclosed less than females in the no note-taking condition. Some theoretical and clinical implications are suggested.

Client inquiry is a fundamental procedure for gathering audit evidence. Since inquiries are not audio- or video-recorded in practice, auditor memory is vital to the accuracy of evidence gathered in this manner. Due to the potential for error during memory encoding and retrieval, the effect of memory on judgment, and the cognitive complexity of conducting a face-to-face inquiry, examining factors affecting auditor memory of client inquiries is important. In this dissertation, I examine two factors likely to affect auditor memory of a client inquiry. First, encoding style is a low-level cognitive function representing how much stimuli an individual perceives before applying prior knowledge (schemata) to assist with encoding to long-term memory, affecting information noticed and remembered. Differences in auditors’ encoding style may explain variance in memory accuracy of evidence gathered from a client inquiry. Second, audit professionals often make hand-written or typed notes during client inquiries, and subsequently review the notes, which may affect memory. To address these issues, I first gather interview evidence from six professional auditors to determine how practicing auditors plan, prepare for, conduct, and document evidence from client inquiries. I then develop and execute a video-based experiment with 33 senior auditor participants, 23 masters-level accounting students, and 47 undergraduate-level accounting students to investigate whether encoding style and note taking affect auditor memory accuracy of, and audit judgments resulting from, a client inquiry. I find multiple significant results. First, I find that encoding style affects memory accuracy such that auditors quickly utilizing prior knowledge during an inquiry results in greater memory accuracy than auditors slowly utilizing prior knowledge. This finding suggests that quickly utilizing prior knowledge helps auditors to manage the cognitive complexity of a client inquiry. Second, I find that participants who take notes during an inquiry, and subsequently review his or her notes taken, have lesser memory accuracy than participants who do not take notes. This finding suggests note taking distracts participants during an inquiry, hindering memory accuracy. Third, I find that memory accuracy affects audit judgments such that memory accuracy is positively related to judging the client’s explanation as reasonable, and negatively related to judging the probability of material misstatement and likelihood to increase substantive testing. Finally, I find that encoding style has a significant indirect effect on audit judgment through memory accuracy. This study makes several contributions to audit practice and academic literature. First, this study contributes a discussion of how auditors conduct client inquiries based on interviews with very-experienced auditors from multiple accounting firms, representing various firm sizes. No prior research provides qualitative evidence of how auditors conduct inquiries. Second, this study contributes to the audit literature by finding that encoding style and note taking affect auditor memory accuracy of a client inquiry. Although the findings do not support hypotheses suggested by theory, the findings suggest further research in the topic is warranted. Third, this study contributes to the psychology literature by finding that encoding style affects memory in an information-robust, professional context, extending the generalizability of the encoding style construct beyond the abstract tasks with which it has been previously examined.

This study was designed to evaluate the effect of concurrent notetaking and the quality of notes taken on the immediate recall of English lecture information by both native and non-native speakers of English. Additionally, the impact of short-term memory and familiarity with English on lecture information recall was also assessed. The subjects were 136 native speakers and 123 non-native speakers enrolled in Freshman English Composition classes at The University of Arizona. The Digit Span subtest of the WISC-R was administered to obtain a measure of short-term memory. Subjects were randomly assigned to a "listening only" or a "listening and notetaking" condition during a videotaped lecture presentation on the evolution of the Egyptian pyramid structure. Immediately following the lecture, the notes were collected to preclude review, and a 15-item multiple-choice test on lecture concepts and a 15-item multiple-choice test covering lecture details were administered. The data were subjected to multivariate analyses of variance (MANOVAS). A stepwise multiple regression analysis was also performed to determine which index/indices of note quality predicted information recall for American and international notetakers. Results indicated that (1) notetakers and non-notetakers did equally well in recalling lecture concepts and details; (2) no significant differences in the test performance of subjects who took "no notes," "low quality notes," "medium quality notes," or "high quality notes" were found; (3) subjects with high short-term memory ability recalled more concept and detail information than subjects with low short-term memory ability; and (4) native speakers of English recalled significantly more of the concepts and details presented in the lecture than non-native speakers. The regression analysis indicated that 4 of the 5 indices of note quality predicted recall performance, but the indices varied according to the kind of information tested and the subjects's ethno-cultural background. Implications concerning the nature of the findings and recommendations for future research were proposed.