The Surprising Truth About Notetaking During Lectures

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My argument on why the conventional wisdom on note-taking - particularly during lectures - is wrong. • 00:00 Introduction • 1:25 Does the writing process help us remember what we heard? • 1:44 Does reviewing notes later help us remember? • 2:07 The missing piece. • 2:55 An alternative method. • 3:56 Is taking verbatim notes useful? • 5:02 On paying attention to the right things. • 5:46 Taking notes during vs after a lecture • 6:46 My recommended practice • Ryhan Hussain's channel: / @ryhanhussain • NEW! Join my new learning community: https://bit.ly/bens-learning-community • Sign up to my email newsletter, Avoiding Folly, here: https://www.benjaminkeep.com/ • References: • A lot of the recent research on note-taking has been on whether taking hand-written notes or laptop notes are superior. The evidence for one being better than the other is a bit meh . As mentioned, the idea that verbatim notes are bad seems less true for laptop note-takers. • The opening quote comes from: • Flanigan, A. E., Titsworth, S. (2020). The impact of digital distraction on lecture note taking and student learning. Instructional Science, 48(5), 495-524. https://bit.ly/3RiWQWE • The second quote comes from: • Morehead, K., Dunlosky, J., Rawson, K. A. (2019). How much mightier is the pen than the keyboard for note-taking? A replication and extension of Mueller and Oppenheimer (2014). Educational Psychology Review, 31(3), 753-780. https://bit.ly/3CYdgzf • Experiment 2, here, is also the one that I relate where no note-taking performed just as well as any of the note-taking conditions on immediate tests. It's unclear to me why they didn't also use a delayed measure with the no note-taking group. Also, looking at tables 3 and 4, you can see that if students took notes on material germane to the test, then they did well (my second concluding point). • Another recent piece is here: • Luo, L., Kiewra, K. A., Flanigan, A. E., Peteranetz, M. S. (2018). Laptop versus longhand note taking: effects on lecture notes and achievement. Instructional Science, 46(6), 947-971. https://bit.ly/3Qw24xb. • The introduction is a fair summary of the mixed evidence on the encoding hypothesis. Unfortunately, they only used immediate tests here, but there's some interesting material on the relative benefits of hand-written vs laptop notes. • Below is a more direct test of my suggested approach. The results? Note-taking beats testing on immediate tests, but in two weeks testing wins. Testing even beats note-taking + review, suggesting that the storage function of notes is not particularly strong. • Rummer, R., Schweppe, J., Gerst, K., Wagner, S. (2017). Is testing a more effective learning strategy than note-taking?. Journal of Experimental Psychology: Applied, 23(3), 293. https://psycnet.apa.org/doiLanding?do... • And here is another that finds no difference, even though students who took notes during the lecture took more relevant notes than those who took notes after the lecture. • Haynes, J. M., McCarley, N. G., Williams, J. L. (2015). An analysis of notes taken during and after a lecture presentation. North American Journal of Psychology, 17(1). https://bit.ly/3CUqAEL • And another old piece, same thing, no difference (only the measures weren't great). • Eisner, S., Rohde, K. (1959). Note taking during or after the lecture. Journal of Educational Psychology, 50(6), 301–304. https://psycnet.apa.org/record/2005-1... • Certainly students seem to believe that note-taking during lectures improves learning outcomes: • Morehead, K., Dunlosky, J., Rawson, K. A., Blasiman, R., Hollis, R. B. (2019). Note-taking habits of 21st century college students: implications for student learning, memory, and achievement. Memory, 27(6), 807-819. https://bit.ly/3cKGVBg • On the superiority of free recall / retrieval practice / testing, over re-study, see: • Roediger III, H. L., Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on psychological science, 1(3), 181-210. https://linguistics.ucla.edu/people/h... • Karpicke, J. D., Roediger III, H. L. (2008). The critical importance of retrieval for learning. science, 319(5865), 966-968. http://psychnet.wustl.edu/memory/wp-c... • Karpicke, J. D., Roediger III, H. L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of memory and language, 57(2), 151-162. https://citeseerx.ist.psu.edu/viewdoc...

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