先别急着扔掉笔记本电脑：对穆勒和奥本海默（2014年）研究1的直接复制以及对类似研究的小型元分析
Don't Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer's (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies.
作者信息
Urry Heather L, Crittle Chelsea S, Floerke Victoria A, Leonard Michael Z, Perry Clinton S, Akdilek Naz, Albert Erica R, Block Avram J, Bollinger Caroline Ackerley, Bowers Emily M, Brody Renee S, Burk Kelly C, Burnstein Ally, Chan Allissa K, Chan Petrina C, Chang Lena J, Chen Emily, Chiarawongse Chakrapand Paul, Chin Gregory, Chin Kathy, Cooper Ben G, Corneilson Katherine Adele, Danielson Amanda M, Davis Elizabeth S, Devis Ycar, Dong Melissa, Dossett Elizabeth K, Dulchin Nick, Duong Vincent N, Ewing Ben, Fuller Julia Mansfield, Gartman Thomas E, Goldberg Chad R, Greenfield Jesse, Groh Selena, Hamilton Ross A, Hodge Will, Van Hong Dylan, Insler Joshua E, Jahan Aava B, Jimbo Jessica Paola, Kahn Emma M, Knight Daniel, Konstantin Grace E, Kornick Caitlin, Kramer Zachary J, Lauzé Meghan S, Linnehan Misha S, Lombardi Tommaso, Long Hayley, Lotstein Alec J, Lyncee Myrna-Nahisha A, Lyons Monica Gabriella, Maayan Eli, May Nicole Marie, McCall Elizabeth C, Montgomery-Walsh Rhea Ann Charlotte, Morscher Michael C, Moser Amelia D, Mueller Alexandra S, Mujica Christin A, Na Elim, Newman Isabelle R, O'Brien Meghan K, Ochoa Castillo Katherine Alexandra, Onipede Zaenab Ayotola, Pace Danielle A, Park Jasper H, Perdikari Angeliki, Perloff Catherine E, Perry Rachel C, Pillai Akash A, Rajpal Avni, Ranalli Emma, Schreier Jillian E, Shangguan Justin R, Silver Micaela Jen, Spratt Avery Glennon, Stein Rachel E, Steinhauer Grant J, Valera Devon K, Vervoordt Samantha M, Walton Lena, Weinflash Noah W, Weinstock Karen, Yuan Jiaqi, Zarrella Dominique T, Zarrow Jonah E
机构信息
Department of Psychology, Tufts University.
Rush Medical College, Rush University.
出版信息
Psychol Sci. 2021 Mar;32(3):326-339. doi: 10.1177/0956797620965541. Epub 2021 Feb 4.
In this direct replication of Mueller and Oppenheimer's (2014) Study 1, participants watched a lecture while taking notes with a laptop ( = 74) or longhand ( = 68). After a brief distraction and without the opportunity to study, they took a quiz. As in the original study, laptop participants took notes containing more words spoken verbatim by the lecturer and more words overall than did longhand participants. However, laptop participants did not perform better than longhand participants on the quiz. Exploratory meta-analyses of eight similar studies echoed this pattern. In addition, in both the original study and our replication, higher word count was associated with better quiz performance, and higher verbatim overlap was associated with worse quiz performance, but the latter finding was not robust in our replication. Overall, results do not support the idea that longhand note taking improves immediate learning via better encoding of information.
在对穆勒和奥本海默（2014年）研究1的这项直接复制研究中，参与者在使用笔记本电脑（n = 74）或手写（n = 68）做笔记的同时观看一场讲座。经过短暂的干扰且没有机会复习后，他们进行了一次测验。与原研究一样，使用笔记本电脑做笔记的参与者记录的逐字记录的讲师原话更多，且总体字数比手写参与者更多。然而，在测验中，使用笔记本电脑做笔记的参与者表现并不比手写参与者更好。对八项类似研究的探索性元分析也反映了这种模式。此外，在原研究和我们的复制研究中，字数越多与测验成绩越好相关，逐字重复率越高与测验成绩越差相关，但后一个发现在我们重复实验中并不稳定。总体而言，研究结果并不支持手写笔记通过更好地对信息进行编码来提高即时学习效果这一观点。
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