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Four experiments were conducted to investigate the relationship between notetaking and performance and to determine how students should take notes and review. Correlational findings from Experiment 1 revealed that four indices of note quantity were generally interrelated, but unrelated to immediate recall, delayed recall, or actual class achievement. Sex and scholastic ability were more highly associated with performance than was notetaking. Correlational results from Experiment 2 confirmed that notetaking was quantitatively consistent from lecture to lecture and that the number of critical points recorded in notes was significantly correlated with actual course performance. In Experiment 3, instructions and test mode expectancies encouraged students to process information and record notes on a concrete, abstract, abstract integrative, or typical level of abstraction. Results indicated that the instructions did not differentially affect either notetaking or achievement. Subsequent correlational analyses revealed that independent indices of note quality could be established and that both note quality and quantity were related to varieties of learning outcomes. Experiment 4 investigated the effects of reviewing notes at a deeper level of abstraction, by means of reorganization. No differences in immediate recognition performance were found for subjects who reorganized notes into an instructor generated matrix versus subjects who reviewed in their typical manner. An interaction between method of review and type of delayed test was unpredicted by the theory of encoding specificity but was explained in regard to the theory of episode matching. / The following conclusions were drawn. Instructionally, notetaking is related to performance especially in real classroom situations, and notes should be complete and should emphasize main ideas. Review strategies which initiate reorganization are also valuable for recalling information in most situations. Theoretically, research guided by information processing may reveal the optimal level of abstraction for notetaking and review. Empirically, researchers must manipulate the level of notetaking and review and verify the intended qualitative differences. Additionally, criterion measures must be sensitive to varieties of learning outcomes which qualitative differences in notetaking may produce. / Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1947. / Thesis (Ph.D.)--The Florida State University, 1982.
ContributorsKIEWRA, KENNETH ANTHONY., Florida State University
Source SetsFlorida State University
Detected LanguageEnglish
Format103 p.
RightsOn campus use only.
RelationDissertation Abstracts International

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