Continuously thematically structured lectures led to worse free recall than discontinuous lectures, contrary to intuition¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In two experiments by Di Vesta and Gray (1973), free recall was best for discontinuous, unrelated lecture segments and worst for continuously thematically related segments, while note-taking improved free recall. → 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 · r2

Narrative review of two experiments (n = 90 and n = 240) comparing continuously related, discontinuously related, and unrelated lecture segments with and without note-taking; the pattern replicated across both experiments on free recall tests.

"Results from these experiments thus indicate that structuring a lecture leads to worse memory performance. This is not in line with intuitive judgment and the authors could only speculate about the possible cause."

Discussion¶

Related Claims¶

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