Centre for Learning Sciences and Technologies/Netherlands Laboratory for Lifelong Learning, Open Universiteit in the Netherlands, Heerlen, The Netherlands.
Br J Educ Psychol. 2011 Jun;81(Pt 2):274-91. doi: 10.1348/000709910X517425. Epub 2011 Mar 7.
Prior knowledge activation facilitates learning. Note taking during prior knowledge activation (i.e., note taking directed at retrieving information from memory) might facilitate the activation process by enabling learners to build an external representation of their prior knowledge. However, taking notes might be less effective in supporting prior knowledge activation if available prior knowledge is limited.
This study investigates the effects of the retrieval-directed function of note taking depending on learners' level of prior knowledge. It is hypothesized that the effectiveness of note taking is influenced by the amount of prior knowledge learners already possess.
Sixty-one high school students participated in this study. A prior knowledge test was used to ascertain differences in level of prior knowledge and assign participants to a low or a high prior knowledge group.
A 2×2 factorial design was used to investigate the effects of note taking during prior knowledge activation (yes, no) depending on learners' level of prior knowledge (low, high) on mental effort, performance, and mental efficiency.
Note taking during prior knowledge activation lowered mental effort and increased mental efficiency for high prior knowledge learners. For low prior knowledge learners, note taking had the opposite effect on mental effort and mental efficiency.
The effects of the retrieval-directed function of note taking are influenced by learners' level of prior knowledge. Learners with high prior knowledge benefit from taking notes while activating prior knowledge, whereas note taking has no beneficial effects for learners with limited prior knowledge.
先前知识的激活有助于学习。在先前知识激活期间做笔记（即，旨在从记忆中检索信息的笔记）可以通过使学习者能够构建其先前知识的外部表示来促进激活过程。但是，如果可用的先前知识有限，那么做笔记在支持先前知识激活方面可能效果较差。
本研究根据学习者先前知识的水平，调查了记笔记的检索导向功能的效果。假设记笔记的有效性受到学习者已有的先前知识量的影响。
61 名高中生参加了这项研究。使用先前知识测试来确定先前知识水平的差异，并将参与者分配到低先前知识组或高先前知识组。
采用 2×2 因子设计来研究在先前知识激活期间记笔记（有，无）对学习者先前知识水平（低，高）的心理努力、表现和心理效率的影响。
在高先前知识学习者中，在先前知识激活期间做笔记降低了心理努力并提高了心理效率。对于低先前知识学习者，记笔记对心理努力和心理效率产生了相反的影响。
记笔记的检索导向功能的效果受到学习者先前知识水平的影响。具有高先前知识的学习者从激活先前知识时做笔记中受益，而对于先前知识有限的学习者，做笔记没有有益的效果。
