Spaced note-taking during lecture breaks outperformed parallel and no note-taking, and memory was worse at once-double lecture speed¶

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? In Aiken et al. (1975), spaced note-taking was superior to both parallel note-taking and no note-taking, and memory was worse in the once speeded condition than in normal or twice speeded conditions. → 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 of Aiken, Thomas, and Shennum (1975), in which 180 participants were randomly assigned to lecture speed and note-taking conditions and tested with free recall and fact identification. The review reports main effects of speed and note-taking condition on both memory tests.

"Main effects were found for both lecture speed and note-taking condition. Memory performance was worse in the once speeded condition, while performance was equivalent in the normal speed and twice speeded conditions."

Discussion¶

Related Claims¶

• Better note quality and quantity relate to better memory, verbatim overlap relates negatively, and noted propositions are far more likely to be recalled — related
• Laptop note-takers transcribed more verbatim and did worse on conceptual questions than longhand note-takers in one set of experiments, but a direct replication found no consistent difference in test performance — related