Transcript It`s Homework and Studying time!!

Increasing the amount of hours spent
studying and doing homework on a daily
basis
 Increasing the amount of work
completed while studying on a daily
basis
 Adjustment Criterion form of intervention
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Hypothesis
Note-taking behavior is pervasive in education.
Testing
- If there are effects of note-taking format and schedule on test
performance measures, post-study ratings of the experience and
attitudes and intention measure
- If there were differences in verbal ability that would lead to
different answers in the above statements
- If there is a relationships between verbal ability, study experience
ratings, test performance, and attitudes and intentions
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Independent Variables
› Format (how they took notes)
 Traditional Linear Summary
 Graphic summary (node-link mapping)
› Schedule (when they took notes)
 Multiple
 Massed
 Ad lib
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Dependent Variables
› Free recall
› Recognition
› Study experience ratings
› Assessment of attitudes and intentions concerning
stress
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Subjects: 175 students enrolled in
psychology courses and they received
experimental credit
› 60 males, 115 females
› Ages ranged from 18 to 39
Procedures
 Participants were randomly assigned to a
room that would dictate their format
condition (3 rooms for each condition)
 There were 3 sessions that occurred 48 hours
after one another
 Participants were presented with stress
related material to read and then take notes
 The information presented in each session
differed and was not carried over to the next
session
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Session 1: signed consent form then completed Delta
Reading Vocabulary test
› Participants were trained in how to take notes using their format
 Summarized for self, sentences and paragraphs
› Practiced for 25 minutes
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Session 2: varied in schedule (when they took notes)
› Multiple: read passing to the asterisk (stopping point) then
summarize according to format- continue doing so until passage
completed
› Massed: read the passage entirely then used format as a study
strategy
› Ad lib: read passage taking notes throughout and use notes to
study
› When done they all completed a study experience questionnaire
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Session 3: all participants no matter the condition were
given 3 minutes to review a passage then it was taken
away
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Given a free recall test
Multiple choice scantron test (15 minutes)
Attitudes and Intention questionnaire
Debriefing
No note-taking schedule effect on test performance or
personal relevance
 Those who scored low on Delta Reading Vocab test: Nodelinking mapping condition had greater personal relevance
than those in linear summary condition
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Those who scored high on Delta Reading Vocab test: linear summary
condition had greater personal relevance than those in Node-linking
mapping condition
Significant interaction of format and schedule on intention to
learn about stress management
› Multiple schedule significant in learning stress management
› Massed schedule: lower intentions for node-link mapping
› Ad lib: marginally significant in learning stress management
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Personal relevance predicted attitude & intentions toward
learning stress management.
Discussion
Learner should use a strategy that gains knowledge
and enhance behavioral intentions
Node-link mapping may have potential to do both
› Can help engage low-verbal ability students
Hypothesis
Even though the preferred study strategy for college
students is note-taking and rereading text or notes
retrieval may produce robust mnemonic benefits that
exceed those of additional study.
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Independent Variables
› Study conditions
 Rereading
 Note taking
 3R’s (read-recite-review)
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Dependent Variable
› Test scores
 Free recall test
 Multiple choice
 Short answer questions
72 undergraduates at Washington University in
St. Louis
 Participated as part of course requirement or
were paid $15
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Procedures
3 study conditions (note-taking, rereading and 3r’s)
› 24 participants in each condition
Each read 4 brief passages from Test of English as Foreign Language
book
› Divided into 30 idea units with 221-283 words
› The order in which participants read the passages were counterbalanced
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Note-taking group: read each passage twice & take notes while
reading
› Notes were only for helping memory and would not be accessible during
testing
3R group: read each passage once , recite what they could
remember into a tape recorder, then reread
 Re-reading group: read each passage twice

3 mins to solve arithmetic questions & complete demographic
questionnaire
 Tested on 1st and 3rd passage on free recall test, then multiple choice
test (6 questions), & 3 short answer questions (in that order)
**1 week later: retested on same info & first time test on other 2 passages
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Time spent studying: note-taking > 3R’s > re-reading
Test scores on all test were better when tested immediately
than delayed
Delayed scores were better on information previously tested
Free recall : 3R’s group scored better
› No significant difference between other 2 groups
Multiple choice: No significant difference between any of the
conditions
Short answer: No significant difference between any of the
conditions
3R recitation: mean recall was significantly lower during
recitation than during free recall test
› Participants learned more during 2nd reading
Note-taking: 75% of noted ideas were recalled during free
recall test; only 32% of non-noted ideas recalled
Procedures
 Each read 2 passages from The World Book Encyclopedia
› Pumps passage: 93 units & 864 words
› Brakes passage: 100 units & 915 words
 Read the passages in the same fashion as Experiment 1
according to condition
 Then read passages in self-paced fashion
 3 min solving arithmetic questions and demographic
questionnaire
 Tested only on 1st passage with free recall , multiple
choice and short answer test (in that order)
**1 week later: retested on same info & first time test on
other passage
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Time spent studying: note-taking > 3R’s > re-reading
Test scores on all test were better when tested immediately
than delayed
Delayed test: no significance in performance of prior testing
over 1st time testing
Free recall : 3R’s group scored better
› No significant difference between other 2 groups
Multiple choice: No significant difference between any of the
conditions
Short answer: 3R group and note-taking groups did better than
the re-reading group
3R recitation: mean recall was significantly lower during
recitation than during free recall test
› Participants learned more during 2nd reading
Note-taking: 26% of noted ideas were recalled during free
recall test; only 7% of non-noted ideas recalled
3R method seems easily learned and
can be performed efficiently
 3R method can produce memory
benefits as well as generative learning
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› Can be applied in formal and informal
learning settings
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Students may see 3R method as more
attractive because they can implement
it without setting aside time for studying