Researchers have long debated on whether note-taking results in improved student performance on tests. Over the years, researchers have tried to verify that note-taking helps students "encode" the information involved and that notes are valuable as materials for review. C. C. Crawford's 1925 study concluded that taking notes was better than not taking notes, that reviewing notes was a key to their impact, and that organizing notes effectively contributes to improved performance on tests. There is growing evidence that note-taking combined with critical thinking facilitates retention and applications of the information. One study found that successful college students engaged in greater integrative processing during note-taking, and that note-taking itself "enhances organizational processing of lecture information." Other research shows that note-taking is an effective learning strategy and that the amount of note-taking is related to academic achievement. While most note-taking research continues to measure the impact of note-taking on recall as measured by tests, there is increasing emphasis on cognitive analyses that may have more explicit instructional implications in the near future. (Twenty-seven references are listed.) (MS)