Journal of Research in Science Teaching 43:786–818. How college science students engage in note-taking strategies. In particular, this article looks at how note-taking facilitated a more unbiased view of an individual in a mock interview.īonner, J. M., and W. G. NNNProvides an example of note-taking’s influence on processing of incoming information. Journal of Applied Social Psychology 29:2529–2549. When interviewers desire accurate impressions: The effects of notetaking on the influence of expectations. Notes serve different purposes depending upon the person, situation, or reason for recording notes ( Bonner and Holliday 2006 Van Meter, et al. 2009) and can also impact individual’s perception ( Biesanz, et al. Note-taking is required for efficiency in an individual’s professional life ( Kistin, et al. The skill sets developed, then, generalize to more professional settings. However, King 1992 states that note-taking should be paired with good study techniques to enhance learning. It allows the individual to record and retain information for later use. Kiewra 1987 highlights barriers to good note-taking skills and why it is important for students to overcome these. Initially, note-taking is presented as a academic tool for learning ( Howe 1974). At a minimum, people often jot down notes or information they want to remember or that serve as reminder of something to do later ( Hartley 2002, Hawkins 2010). 1995, both cited under Use of Note-Taking in Classes). Writing down information helps individuals to remember information and serves as a permanent record or external memory (see Benton, et al. Note-taking is a skill that is used by individuals almost every day and in different situations. The use of technologically relevant interventions is appropriate for helping these populations access this crucial tool for learning. This is particularly important for individuals who have difficulty acquiring skills, such as students with learning disabilities. Due to disparities in development and learning, note-taking is not an innate ability and may need to be explicitly taught. Note-taking is often first introduced as a tool for learning in the academic setting and can be generalized in both personal and professional pursuits. Note-taking is closely linked with one’s cognitive abilities, such as working memory, and facilitates learning and growth. Several studies have shown that review is an important function of note-taking and aids in recall of lecture content. Also, note-taking during lectures increases students’ attention and facilitates encoding of information to long-term memory. Note-taking influences learning by helping students to attend to information and allows them to personalize the information they learn. Note-taking aids student learning by allowing individuals to process and retain large amounts of information.
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