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ERIC Number: ED206738
Record Type: RIE
Publication Date: 1981-Apr
Pages: 31
Abstractor: N/A
Reference Count: 0
Encoding and Retrieval of Information from Lecture.
Yu, Howard K.; Berliner, David C.
Four different methods for attending to a lecture were studied: listening, listening with an outline, note-taking, and note-taking with an outline. Each method was designed to influence the learner's level of processing and, therefore, to effect the encoding and retrieval of information from a lecture. In addition, the effects of no review or review after a lecture and no review or review before a test were also studied. The experiment used an intentional learning paradigm. Comprehension was measured by multiple choice recognition and short-answer recall tests given three weeks after lecture instruction. Statistically significant findings provide evidence that the level of processing is an important variable in learning from lecture. Other findings, though not statistically significant, lend support to both the external storage hypothesis and the encoding specificity hypothesis, which are the two major theories that are used to explain why lecture notes or outlines may be advantageous. Implications of these findings are discussed. (Author/GK)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Encoding (Psychological); Note Taking; Outlining
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981).