Bellinger David B, DeCaro Marci S
Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY, USA.
Q J Exp Psychol (Hove). 2019 Dec;72(12):2807-2819. doi: 10.1177/1747021819879434. Epub 2019 Oct 8.
The method students use to take notes impacts how they process lecture information. The current experiment examined how the format and amount of content included in instructor-provided notes affect learning. Undergraduate students listened to a brief audio-recorded science lecture that emphasised independent facts, while using one of four note-taking guides. These guides varied in their format (outline notes, cloze notes) and level of difficulty (less-difficult, more-difficult). Outline notes included a partially complete organisational framework, promoting knowledge of relationships among concepts. Cloze notes included all lecture content with select words missing, encouraging processing of specific details. Metacognitive ratings and an objective cognitive load measure confirmed that outline note-taking was the most difficult method. However, outline notes led to higher performance than cloze notes on free recall and inference questions, and equal performance on verbatim questions. These benefits were greatest in the more-difficult outline notes condition, when less information was provided. These findings are consistent with the material-appropriate difficulty framework. Increasing note-taking difficulty was desirable, but only when the activity elicited semantic processing that complemented the type of processing afforded by the learning material.
学生做笔记的方法会影响他们处理课堂信息的方式。当前的实验研究了教师提供的笔记的格式和内容量如何影响学习。本科生在听一段简短的科学讲座录音时，使用了四种笔记指南中的一种，该讲座强调独立的事实。这些指南在格式（提纲笔记、填空笔记）和难度水平（较容易、较难）上有所不同。提纲笔记包括一个部分完整的组织框架，有助于了解概念之间的关系。填空笔记包含所有讲座内容，但有一些选定的单词缺失，鼓励对具体细节进行处理。元认知评分和客观认知负荷测量证实，提纲笔记是最难的方法。然而，在自由回忆和推理问题上，提纲笔记比填空笔记的表现更好，在逐字问题上表现相当。当提供的信息较少时，这些益处在较难的提纲笔记条件下最为明显。这些发现与材料适当难度框架一致。增加笔记难度是可取的，但前提是该活动能引发语义处理，以补充学习材料所提供的处理类型。
