Both electronic note-taking (typing) and traditional note-taking (handwriting) are being utilized by college students to retain information. The effects of the method of note-taking and note-taking context were examined to determine if handwriting or typing notes and whether a lecture context or a textbook-reading context influenced retention. Pitzer College and Scripps College students were assigned to either handwrite or type notes on a piece of academic material presented in either a lecture or textbook context and were given a test to assess their retention. The results demonstrated that there was a significant main effect for typing notes such that typing notes produced higher retention scores than handwriting notes. The results also indicated that there was an interaction between method of note-taking and context such that the lowest scores were achieved in the condition in which participants handwrote notes during a lecture. In total, these findings suggest that typing as a method of note-taking may by an influential factor in memory retention, particularly in a lecture context.
| Identifer | oai:union.ndltd.org:CLAREMONT/oai:scholarship.claremont.edu:pitzer_theses-1019 |
| Date | 20 May 2012 |
| Creators | Schoen, Ian |
| Publisher | Scholarship @ Claremont |
| Source Sets | Claremont Colleges |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Pitzer Senior Theses |
| Rights | © 2012 Ian Schoen |
Page generated in 0.0018 seconds