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ERIC Number: ED256341
Record Type: Non-Journal
Publication Date: 1985-Jan
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Notetaking Activity as a Logical Classroom Learning Strategy.
Taylor, William; And Others
The impact on learning performance of a notetaking strategy called the Directed Overt Activity Strategy (DOA) was evaluated on three types of instructional tasks: spatial learning, simple concept learning, and complex concept learning. One hundred volunteer freshman psychology students from Ohio State University used either the DOA or their own covert, internal learning strategy while learning from printed materials, which consisted of an illustrated workbook providing information about the human heart and containing either an illustration-type drawing or a line drawing. Results indicated that visual drawing type differences did not affect learning and had no effect on the type of learning strategy used. However, there was a significant interaction between the intellectual task and the strategy used. While both groups performed well at the less difficult side of the intellectual task scale, the DOA strategy allowed subjects to identify important information to help them perform on the more difficult intellectual task. Eleven references are listed. (LMM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A