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ERIC Number: EJ754555
Record Type: Journal
Publication Date: 2007-Feb
Pages: 14
Abstractor: Author
ISSN: ISSN-0022-0663
What Predicts Skill in Lecture Note Taking?
Peverly, Stephen T.; Ramaswamy, Vivek; Brown, Cindy; Sumowski, James; Alidoost, Moona; Garner, Joanna
Journal of Educational Psychology, v99 n1 p167-180 Feb 2007
Despite the importance of good lecture notes to test performance, very little is known about the cognitive processes that underlie effective lecture note taking. The primary purpose of the 2 studies reported (a pilot study and Study 1) was to investigate 3 processes hypothesized to be significantly related to quality of notes: transcription fluency, verbal working memory, and the ability to identify main ideas. A 2nd purpose was to replicate the findings from previous research that notes and verbal working memory were significantly related to test performance. Results indicated that transcription fluency was the only predictor of quality of notes and that quality of notes was the only significant predictor of test performance. The findings on transcription fluency extend those of the children's writing literature to indicate that transcription fluency is related to a variety of writing outcomes and suggest that interventions directed at transcription fluency may enhance lecture note taking.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A