Shimko Gabrielle A, James Karin H
Department of Psychological and Brain Sciences, Indiana University.
Educ Psychol (Lond). 2025 Jun;45(5). doi: 10.1080/01443410.2025.2493257. Epub 2025 Apr 23.
College students with attention/deficit-hyperactivity disorder (ADHD) exhibit difficulty in lecture notetaking, which may exacerbate persistent academic difficulties. Higher ADHD symptoms are related to slower handwriting speed (HWS), potentially disrupting learning during the notetaking process. This study investigated whether typing notes could compensate for slower HWS and facilitate more learning than handwritten notes in individuals with higher ADHD symptoms. College students oversampled for ADHD diagnoses watched a 15-minute TedTalk while taking handwritten, typed, or no notes and took a quiz to assess learning. Fine motor dexterity, HWS, typing speed, sustained attention, and ADHD symptoms were measured. Participants with higher ADHD symptoms learned significantly more if they took handwritten or typed notes as compared to not taking notes. Slower HWS and worse sustained attention related to higher ADHD symptoms. Thus, active notetaking facilitated learning, particularly for students with higher ADHD symptoms, and the optimal modality may depend on individual transcription abilities.
患有注意力缺陷多动障碍（ADHD）的大学生在课堂记笔记方面存在困难，这可能会加剧其持续存在的学业困难。较高的ADHD症状与较慢的书写速度（HWS）有关，这可能会在记笔记过程中干扰学习。本研究调查了在ADHD症状较高的个体中，打字记笔记是否可以弥补较慢的HWS，并比手写笔记促进更多的学习。因ADHD诊断而被过度抽样的大学生在观看15分钟的Ted演讲时，分别采用手写、打字或不记笔记的方式，并通过测验来评估学习情况。同时还测量了精细运动灵活性、HWS、打字速度、持续注意力和ADHD症状。与不记笔记相比，ADHD症状较高的参与者如果采用手写或打字记笔记的方式，学到的知识会显著更多。较慢的HWS和较差的持续注意力与较高的ADHD症状有关。因此，积极记笔记有助于学习，特别是对于ADHD症状较高的学生，而最佳方式可能取决于个人的记录能力。
