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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ332489
Record Type: CIJE
Publication Date: 1986
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Generative Effects of Note-Taking during Science Lectures.
Peper, Richard J.; Mayer, Richard E.
Journal of Educational Psychology, v78 n1 p34-38 Feb 1986
In two experiments subjects were required to either take notes or not take notes while viewing a videotaped lecture on automobile engines. Results produced a pattern of interaction in which note-takers performed better on far-transfer tasks such as problem solving but worse on near-transfer tasks. (Author/LMO)
Descriptors: Analysis of Variance, Cognitive Processes, High Schools, Higher Education, Notetaking, Outcomes of Education, Science Education, Transfer of Training
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A