Cognitive ability moderates the encoding effect: higher-ability students benefit more, and lower-ability students may be harmed by note-taking¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The magnitude of the encoding effect partly depends on working memory ability, and students with lower memory or math ability may not benefit from note-taking at all. → Jansen 2017

Evidence¶

Jansen 2017¶

Jansen, R. S., Lakens, D., & IJsselsteijn, W. (2017). An integrative review of the cognitive costs and benefits of note-taking. Educational Research Review. https://doi.org/10.1016/j.edurev.2017.10.001

q2 · i? · review · r3

Narrative review synthesis of studies by Peper and Mayer (1978), Berliner (1971), Kiewra and Benton (1988), Kiewra et al. (1987), and Peverly et al. (2007), which measured math ability, short-term memory, or working memory and related these to note-taking effects on memory tests.

"Overall it can be concluded that cognitive ability is an important moderator for the relationship between note-taking and memory for lecture content."

Discussion¶

Learner Variables¶

• General Cognitive Ability — moderator: an instructional effect differs with it

Related Claims¶

• Lower-than-average math ability, low working memory capacity, susceptibility to public embarrassment, and a nonsupportive teacher are proposed risk factors for developing math anxiety — related