Notetaking by Junior High Students

Abstract

Seventh graders heard a lecture. They took notes in their usual style; they took notes using a technique in which previously trained; or they listened, not taking notes. A multiple-choice posttest showed superiority for note-takers over listeners. Specific training in notetaking did not boost performance levels over those of untrained notetakers. Notetaking was useful, regardless of the ability level of the student. A conditional probability analysis showed that material which was remembered was likely to have been written in notes, whereas information not remembered had a low probability of appearing during notetaking.