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Volumn 45, Issue 1, 1999, Pages 1-17

Individual differences in notetaking, summarization, and learning from lectures

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0033246707     PISSN: 00024805     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article
Times cited : (30)

References (31)
  • 1
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  • 3
    • 0000553318 scopus 로고
    • Short-term memory, working memory, and verbal abilities: How do they relate?
    • Cantor, J., Engle, R.W., & Hamilton, G. (1991). Short-term memory, working memory, and verbal abilities: How do they relate? Intelligence, 15, 229-246.
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    • Cantor, J.1    Engle, R.W.2    Hamilton, G.3
  • 9
    • 84970399738 scopus 로고
    • Producing written summaries: Task demands, cognitive operations, and implications for instruction
    • Hidi, S., & Anderson, V. (1986). Producing written summaries: Task demands, cognitive operations, and implications for instruction. Review of Educational Research, 86, 473-493.
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    • Hidi, S.1    Anderson, V.2
  • 11
    • 0026451760 scopus 로고
    • A capacity theory of comprehension: Individual differences in working memory
    • Just, M.A., & Carpenter, P.A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122-149.
    • (1992) Psychological Review , vol.99 , pp. 122-149
    • Just, M.A.1    Carpenter, P.A.2
  • 12
    • 84954784276 scopus 로고
    • Investigating notetaking and review: A depth of processing alternative
    • Kiewra, K.A. (1985a). Investigating notetaking and review: A depth of processing alternative. Educational Psychologist, 20, 23-32.
    • (1985) Educational Psychologist , vol.20 , pp. 23-32
    • Kiewra, K.A.1
  • 13
    • 0001588343 scopus 로고
    • Students' note-taking behaviors and the efficacy of providing the instructor's notes for review
    • Kiewra, K.A. (1985b). Students' note-taking behaviors and the efficacy of providing the instructor's notes for review. Contemporary Educational Psychology, 10, 378-386.
    • (1985) Contemporary Educational Psychology , vol.10 , pp. 378-386
    • Kiewra, K.A.1
  • 14
    • 45549118076 scopus 로고
    • The relationship between information-processing ability and notetaking
    • Kiewra, K.A., & Benton, S.L. (1988). The relationship between information-processing ability and notetaking. Contemporary Educational Psychology, 13, 33-44.
    • (1988) Contemporary Educational Psychology , vol.13 , pp. 33-44
    • Kiewra, K.A.1    Benton, S.L.2
  • 15
    • 0000589062 scopus 로고
    • Qualitative aspects of notetaking and their relationship with information processing ability
    • Kiewra, K.A., Benton, S.L., & Lewis, L.B. (1987). Qualitative aspects of notetaking and their relationship with information processing ability. Journal of Instructional Psychology, 14, 110-117.
    • (1987) Journal of Instructional Psychology , vol.14 , pp. 110-117
    • Kiewra, K.A.1    Benton, S.L.2    Lewis, L.B.3
  • 19
    • 0001737767 scopus 로고
    • Comparison of self-questioning, summarizing, and note-taking as strategies for learning from lectures
    • King, A. (1992). Comparison of self-questioning, summarizing, and note-taking as strategies for learning from lectures. American Educational Journal, 29, 303-323.
    • (1992) American Educational Journal , vol.29 , pp. 303-323
    • King, A.1
  • 20
    • 0009024172 scopus 로고
    • Students' approaches to summarization
    • Kirby, J.R., & Pedwell, D. (1991). Students' approaches to summarization. Educational Psychology, 11, 297-307.
    • (1991) Educational Psychology , vol.11 , pp. 297-307
    • Kirby, J.R.1    Pedwell, D.2
  • 22
    • 0001108926 scopus 로고
    • Effects of personal lecture notes and teacher-notes on recall of university students
    • Maqsud, M. (1980). Effects of personal lecture notes and teacher-notes on recall of university students. British Journal of Educational Psychology, 50, 289-294.
    • (1980) British Journal of Educational Psychology , vol.50 , pp. 289-294
    • Maqsud, M.1
  • 23
    • 0002420859 scopus 로고
    • Can you repeat that? qualitative effects of repetition and advance organizers on learning from science prose
    • Mayer, R.E. (1983). Can you repeat that? Qualitative effects of repetition and advance organizers on learning from science prose. Journal of Educational Psychology, 75, 40-49.
    • (1983) Journal of Educational Psychology , vol.75 , pp. 40-49
    • Mayer, R.E.1
  • 25
    • 84963428932 scopus 로고
    • Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities
    • Palincsar, A.M., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
    • (1984) Cognition and Instruction , vol.1 , pp. 117-175
    • Palincsar, A.M.1    Brown, A.L.2
  • 27
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    • The effects of text absent and text present conditions on summarization and recall of text
    • Stein, B.L., & Kirby, J.R. (1992). The effects of text absent and text present conditions on summarization and recall of text. Journal of Reading Behavior, 24, 217-231.
    • (1992) Journal of Reading Behavior , vol.24 , pp. 217-231
    • Stein, B.L.1    Kirby, J.R.2
  • 29
    • 21144471455 scopus 로고
    • Investigation of functional working memory in the reading span test
    • Tirre, W.C., & Pena, C.M. (1992). Investigation of functional working memory in the reading span test. Journal of Educational Psychology, 84, 462-472.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 462-472
    • Tirre, W.C.1    Pena, C.M.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.