Take notes, not photos: Mind-wandering mediates the impact of note-taking strategies on video-recorded lecture learning performance.
J Exp Psychol Appl
; 29(1): 124-135, 2023 Mar.
Article
em En
| MEDLINE
| ID: mdl-34166036
ABSTRACT
In two experiments (N = 200), we compared the effects of longhand note-taking, photographing lecture materials with a smartphone camera, and not taking any notes on video-recorded lecture learning. Experiment 1 revealed a longhand-superiority effect Longhand note-takers outperformed photo-takers and control learners on a recall test, notwithstanding an equal opportunity to review their learning material right before being tested, and even when photo-takers and control participants reviewed an exact transcript of the lecture slides via their photos or printouts, whereas longhand note-takers accessed only a fraction of the content as captured in their handwritten notes. Photo-takers performed comparably to learners who had not taken any notes at all. Experiment 2 further showed that mind-wandering mediates the mnemonic benefits of longhand note-taking Relative to learners who took photos or did not take any notes, longhand note-takers mind-wandered less and, in turn, demonstrated superior retention of the lecture content. Yet, across both experiments, learners were not cognizant of the advantages of longhand note-taking, but misjudged all three techniques to be equally effective. These findings point to key attentional differences between longhand note-taking and photo-taking that impact learning-knowledge that is easily and conveniently acquired in a snap may not be better remembered. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Aprendizagem
/
Memória
Limite:
Humans
Idioma:
En
Revista:
J Exp Psychol Appl
Assunto da revista:
PSICOLOGIA
Ano de publicação:
2023
Tipo de documento:
Article