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Poster ID #275
Note-taking improves performance on tasks (Heggarty, 1997). Because of the frequent and varied use of notes, many studies have been done on the subject of note-taking. Most studies examine differences between note-taking methods. For example, a current focus is whether note-taking within a teacher-provided outline yields better test performance than free note-taking (Larson, 2009; Piolat, 2007). Other studies examine different note-taking methods used by individuals, i.e. shorthand, diagrams, or graphic organization. A literature review found no studies which have examined the separate effect of note-taking on visual or auditory performance. Because note-taking requires the student to look away from a presentation, note-taking could potentially lower visual recall. Contrastingly, visual presentation might distract from auditory intake. The following study examined the effect of note-taking on both auditory and visual recall, as well as a general effect of note-taking on recall.
The Annual Mary Lou Fulton Mentored Research Conference showcases some of the best student research from the College of Family, Home, and Social Sciences. The mentored learning program encourages undergraduate students to participate in hands-on and practical research under the direction of a faculty member. Students create these posters as an aide in presenting the results of their research to the public, faculty, and their peers.
BYU ScholarsArchive Citation
Lowell, Keith; Jensen, Meagen; and Bigler, Erin D., "Note-Taking Method Affects Immediate and Delayed Recall" (2010). FHSS Mentored Research Conference. 195.
Family, Home, and Social Sciences
© 2010, Keith Lowell, et al.;
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