Increasing the amount of hours spent studying and doing homework on a daily basis

Increasing the amount of work completed while studying on a daily basis

Adjustment Criterion form of intervention

HypothesisNote-taking behavior is pervasive in education.

Testing-If there are effects of note-taking format and schedule on test performance measures, post-study ratings of the experience and attitudes and intention measure

-If there were differences in verbal ability that would lead to different answers in the above statements

-If there is a relationships between verbal ability, study experience ratings, test performance, and attitudes and intentions

Independent Variables› Format (how they took notes)

Traditional Linear Summary Graphic summary (node-link mapping)

› Schedule (when they took notes) Multiple Massed Ad lib

Dependent Variables› Free recall› Recognition› Study experience ratings› Assessment of attitudes and intentions

concerning stress

Subjects: 175 students enrolled in psychology courses and they received experimental credit› 60 males, 115 females› Ages ranged from 18 to 39

ProceduresParticipants were randomly assigned to a room that would dictate their format condition (3 rooms for each condition)There were 3 sessions that occurred 48 hours after one anotherParticipants were presented with stress related material to read and then take notesThe information presented in each session differed and was not carried over to the next session

Session 1: signed consent form then completed Delta Reading Vocabulary test› Participants were trained in how to take notes using their

format Summarized for self, sentences and paragraphs

› Practiced for 25 minutes Session 2: varied in schedule (when they took notes)

› Multiple: read passing to the asterisk (stopping point) then summarize according to format- continue doing so until passage completed

› Massed: read the passage entirely then used format as a study strategy

› Ad lib: read passage taking notes throughout and use notes to study

› When done they all completed a study experience questionnaire

Session 3: all participants no matter the condition were given 3 minutes to review a passage then it was taken away› Given a free recall test› Multiple choice scantron test (15 minutes)› Attitudes and Intention questionnaire› Debriefing

No note-taking schedule effect on test performance or personal relevance

Those who scored low on Delta Reading Vocab test: Node-linking mapping condition had greater personal relevance than those in linear summary condition

Those who scored high on Delta Reading Vocab test: linear summary condition had greater personal relevance than those in Node-linking mapping condition

Significant interaction of format and schedule on intention to learn about stress management› Multiple schedule significant in learning stress management› Massed schedule: lower intentions for node-link mapping› Ad lib: marginally significant in learning stress management

Personal relevance predicted attitude & intentions toward learning stress management.

Discussion Learner should use a strategy that gains

knowledge and enhance behavioral intentions Node-link mapping may have potential to do both

› Can help engage low-verbal ability students

HypothesisEven though the preferred study strategy for college students is note-taking and rereading text or notes retrieval may produce robust mnemonic benefits that exceed those of additional study.

Independent Variables› Study conditions

Rereading Note taking 3R’s (read-recite-review)

Dependent Variable› Test scores

Free recall test Multiple choice Short answer questions

72 undergraduates at Washington University in St. Louis

Participated as part of course requirement or were paid $15

Procedures3 study conditions (note-taking, rereading and 3r’s)

› 24 participants in each conditionEach read 4 brief passages from Test of English as Foreign Language book

› Divided into 30 idea units with 221-283 words› The order in which participants read the passages were counterbalanced

Note-taking group: read each passage twice & take notes while reading

› Notes were only for helping memory and would not be accessible during testing

3R group: read each passage once , recite what they could remember into a tape recorder, then rereadRe-reading group: read each passage twice3 mins to solve arithmetic questions & complete demographic questionnaireTested on 1st and 3rd passage on free recall test, then multiple choice test (6 questions), & 3 short answer questions (in that order)**1 week later: retested on same info & first time test on other 2 passages

Time spent studying: note-taking > 3R’s > re-reading Test scores on all test were better when tested immediately

than delayed Delayed scores were better on information previously tested Free recall : 3R’s group scored better

› No significant difference between other 2 groups Multiple choice: No significant difference between any of the

conditions Short answer: No significant difference between any of the

conditions 3R recitation: mean recall was significantly lower during

recitation than during free recall test› Participants learned more during 2nd reading

Note-taking: 75% of noted ideas were recalled during free recall test; only 32% of non-noted ideas recalled

ProceduresEach read 2 passages from The World Book Encyclopedia

› Pumps passage: 93 units & 864 words› Brakes passage: 100 units & 915 words

Read the passages in the same fashion as Experiment 1 according to conditionThen read passages in self-paced fashion3 min solving arithmetic questions and demographic questionnaireTested only on 1st passage with free recall , multiple choice and short answer test (in that order)**1 week later: retested on same info & first time test on other passage

Time spent studying: note-taking > 3R’s > re-reading Test scores on all test were better when tested immediately

than delayed Delayed test: no significance in performance of prior testing

over 1st time testing Free recall : 3R’s group scored better

› No significant difference between other 2 groups Multiple choice: No significant difference between any of the

conditions Short answer: 3R group and note-taking groups did better

than the re-reading group 3R recitation: mean recall was significantly lower during

recitation than during free recall test› Participants learned more during 2nd reading

Note-taking: 26% of noted ideas were recalled during free recall test; only 7% of non-noted ideas recalled

3R method seems easily learned and can be performed efficiently

3R method can produce memory benefits as well as generative learning› Can be applied in formal and informal

learning settings Students may see 3R method as more

attractive because they can implement it without setting aside time for studying