Note-Taking and Memory in Laboratory Settings
Added on 2023-05-30
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Running head: NOTE-TAKING AND MEMORY IN LABORATORY SETTINGS
Note-Taking and Memory in Laboratory Settings
Name of the Student:
Name of the University:
Author Note:
Note-Taking and Memory in Laboratory Settings
Name of the Student:
Name of the University:
Author Note:
1NOTE-TAKING AND MEMORY IN LABORATORY SETTINGS
Abstract
Note taking process is beneficial for the students, although is a complex process and it requires
skills to comprehend what the teacher wants to say. 300 participants were selected for the study
with a gender composition of 60 percent females and 40 percent males. The mean age of the
participants is 27.98 years and the standard deviation is of 15.12. The range of the age is of 18 to
70 years. The hypothesis of the study stated that the participants that use the traditional methods
of note taking are in no way weak in memory than the typed group. The t-test was statistically
significant, with the handwritten group demonstrating better memory than the typed group.
Levels of processing theory, describes that deep processes relate to a situation or an object. Deep
and semantic processing of information leads to deep thinking and this causes the memory of
something to be easily assessed.
Abstract
Note taking process is beneficial for the students, although is a complex process and it requires
skills to comprehend what the teacher wants to say. 300 participants were selected for the study
with a gender composition of 60 percent females and 40 percent males. The mean age of the
participants is 27.98 years and the standard deviation is of 15.12. The range of the age is of 18 to
70 years. The hypothesis of the study stated that the participants that use the traditional methods
of note taking are in no way weak in memory than the typed group. The t-test was statistically
significant, with the handwritten group demonstrating better memory than the typed group.
Levels of processing theory, describes that deep processes relate to a situation or an object. Deep
and semantic processing of information leads to deep thinking and this causes the memory of
something to be easily assessed.
2NOTE-TAKING AND MEMORY IN LABORATORY SETTINGS
Introduction
Note taking is linked with a positive performance in test and this practice is not lost
because the students acknowledge that lecture note taking is related with the positive educational
experience. It is important to note that the majority of the college professors teach by giving
lectures and at the same time majority of the students have the tendency to take notes in class.
Even if the note taking process is beneficial for the students, note taking is a complex process
and it requires skills to comprehend what the teacher wants to say (Bui, Myerson & Hale, 2013).
Memory can be defined as a faculty of brain that processes information and stores the same
through the process of learning. Note taking has a direct relation with the memory. To study the
process of note taking, level of process theory will be used. This theory rejects the idea of dual
store model of memory. This model postulates that the characteristics of a memory can be
determined by its location. The durable memory can be traced to the long term store while, the
fragile memory can be traced to the short term store (Craik and Lockhart, 1972).
This study will review a literature “Note-Taking with Computers: Exploring Alternative
Strategies for Improved Recall” by Bui, Myerson & Hale, (2013). Correctional analysis of the
three studies have revealed that students that took organized notes, for them the working memory
predicted a note quantity which helped the students to recall the delayed and the immediate tests.
students that tried to transcribe the whole lecture, for them note quantity predicted the recall. The
results of the study indicated that individuals that have the poor memory still can take notes
effectively by on a computer by transcribing. This method provides the students that has
different types of the cognitive capabilities. While it has been argued by Mueller and
Oppenheimer (2014) that students that take notes individually on a computer perform worse in
comparison to the ones that takes notes collaboratively. While it has been suggested by Orndorff
Introduction
Note taking is linked with a positive performance in test and this practice is not lost
because the students acknowledge that lecture note taking is related with the positive educational
experience. It is important to note that the majority of the college professors teach by giving
lectures and at the same time majority of the students have the tendency to take notes in class.
Even if the note taking process is beneficial for the students, note taking is a complex process
and it requires skills to comprehend what the teacher wants to say (Bui, Myerson & Hale, 2013).
Memory can be defined as a faculty of brain that processes information and stores the same
through the process of learning. Note taking has a direct relation with the memory. To study the
process of note taking, level of process theory will be used. This theory rejects the idea of dual
store model of memory. This model postulates that the characteristics of a memory can be
determined by its location. The durable memory can be traced to the long term store while, the
fragile memory can be traced to the short term store (Craik and Lockhart, 1972).
This study will review a literature “Note-Taking with Computers: Exploring Alternative
Strategies for Improved Recall” by Bui, Myerson & Hale, (2013). Correctional analysis of the
three studies have revealed that students that took organized notes, for them the working memory
predicted a note quantity which helped the students to recall the delayed and the immediate tests.
students that tried to transcribe the whole lecture, for them note quantity predicted the recall. The
results of the study indicated that individuals that have the poor memory still can take notes
effectively by on a computer by transcribing. This method provides the students that has
different types of the cognitive capabilities. While it has been argued by Mueller and
Oppenheimer (2014) that students that take notes individually on a computer perform worse in
comparison to the ones that takes notes collaboratively. While it has been suggested by Orndorff
3NOTE-TAKING AND MEMORY IN LABORATORY SETTINGS
(2015), that students that take notes collaboratively had shown improved performance in terms of
learning outcomes and improvement in grades. Collaborative note taking also hep the students
that are poor in taking notes.
This study is to write a laboratory report on psychology and it is based on note taking and
memory in laboratory setting. The aim of the study is to select an article for a laboratory report
and use a theory called levels of processing theory as a theoretical framework for the study. The
hypothesis of the study: the participants that use the traditional methods of note taking are in no
way weak in memory than the typed group.
Method
Participants
300 participants were selected for the study with a gender composition of 60 percent
females and 40 percent males. The mean age of the participants is 27.98 years and the standard
deviation is of 15.12. The range of the age is of 18 to 70 years.
Design
The study here provides an experimental research design because the entire experiment
provides a blueprint and this affects the result of the experiment. The experimental design
consists of the experimental group. The independent variable in the study are the quality of the
memory of the participants, while the dependent variables of the study include the note taking
capacity of the respondents under different scenarios, the skills required for taking notes, and the
note taking skills of an individual with a computer. The participants are assigned to watch a
video on TED talks and the two groups are asked to take notes in hand written format and are
also asked to take the notes through a word processing program. The participants are ten asked to
(2015), that students that take notes collaboratively had shown improved performance in terms of
learning outcomes and improvement in grades. Collaborative note taking also hep the students
that are poor in taking notes.
This study is to write a laboratory report on psychology and it is based on note taking and
memory in laboratory setting. The aim of the study is to select an article for a laboratory report
and use a theory called levels of processing theory as a theoretical framework for the study. The
hypothesis of the study: the participants that use the traditional methods of note taking are in no
way weak in memory than the typed group.
Method
Participants
300 participants were selected for the study with a gender composition of 60 percent
females and 40 percent males. The mean age of the participants is 27.98 years and the standard
deviation is of 15.12. The range of the age is of 18 to 70 years.
Design
The study here provides an experimental research design because the entire experiment
provides a blueprint and this affects the result of the experiment. The experimental design
consists of the experimental group. The independent variable in the study are the quality of the
memory of the participants, while the dependent variables of the study include the note taking
capacity of the respondents under different scenarios, the skills required for taking notes, and the
note taking skills of an individual with a computer. The participants are assigned to watch a
video on TED talks and the two groups are asked to take notes in hand written format and are
also asked to take the notes through a word processing program. The participants are ten asked to
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