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KMID : 0615219870120010371
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Journal of Kwangju Health
1987 Volume.12 No. 1 p.371 ~ p.391
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The Effects Note Taking and Note Having on Retention or Transfer
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朴世鐵
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Abstract
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This study is to examine not only the presence of the encoding function of note-taking but also its interaction effect with note-having, the empirical validity of the three theries on the function; attention theory effort theory, generative theory.
48 female students were sampled from C department, H Junior College, Kwangju city. According to their memory ability, they were assigned randomly into 2(note having)×2(note taking) treatment conditions: note having-note taking, note having-non note taking, non note having-note taking, non note having-non note taking(listening only). After listining to the lecture on the approaches and methods of research in child development following to each instruction, they were tested by immediate test and transfer test. After a week, a delayed retention test was administered to them. Data were analyzed by 2-way randomized block-Anova method and One-way Anova method.
Major findings were as follows.
1. Note taking subjects were not superior to non-note taking subjects in the retention scores significantly.
2. There was no significant interaction effect between note taking conditions and note having conditions on the retention measures.
3. Note taking groups´ transfer scores were higher than them of non-note taking subjects significantly.
4. Note taking conditions were not interact with note having conditions on the transfer measure significantly.
In conclusion, note taking have not a facilitative effect on overall encoding of the learners in the classroom, but it can facilitate assimilatory encoding except additive encoding. This facts seems support generative theory on the encoding function of note taking. Note having tends to result in better learners´ meaningful learning (ie, transfer) when it is matched with note taking than not.
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