The pen is mightier than the keyboard: Advantages of longhand over laptop note taking

Psychological Science

Volumn 25, Issue 6, 2014, Pages 1159-1168

  Mueller, Pam A ^a   Oppenheimer, Daniel M ^b  

^a PRINCETON UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Academic achievement; Cognitive processes; Educational psychology; Memory; Open data; Open materials

Indexed keywords

ATTITUDE TO COMPUTERS; COGNITION; COMPARATIVE STUDY; EDUCATION; FEMALE; HUMAN; LEARNING; MALE; MEMORY; MICROCOMPUTER; PROCEDURES; PRODUCTIVITY; PSYCHOLOGY; STUDENT; TEACHING;

ATTITUDE TO COMPUTERS; COGNITION; EDUCATION; EFFICIENCY; FEMALE; HUMANS; LEARNING; MALE; MEMORY; MICROCOMPUTERS; PSYCHOLOGY, EDUCATIONAL; STUDENTS; TEACHING;

EID: 84904733102     PISSN: 09567976     EISSN: 14679280     Source Type: Journal    
DOI: 10.1177/0956797614524581     Document Type: Article

References (40)

1. Aiken, E. G., Thomas, G. S., & Shennum, W. A. (1975). Memory for a lecture: Effects of notes, lecture rate, and informational density. Journal of Educational Psychology, 67, 439-444.
2. Barak, M., Lipson, A., & Lerman, S. (2006). Wireless laptops as means for promoting active learning in large lecture halls. Journal of Research on Technology in Education, 38, 245-263.
3. Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612-637.
4. Bohay, M., Blakely, D. P., Tamplin, A. K., & Radvansky, G. A. (2011). Note taking, review, memory, and comprehension. The American Journal of Psychology, 124, 63-73.
5. Bretzing, B. H., & Kulhavy, R. W. (1979). Notetaking and depth of processing. Contemporary Educational Psychology, 4, 145-153.
6. Bretzing, B. H., & Kulhavy, R. W. (1981). Note-taking and passage style. Journal of Educational Psychology, 73, 242-250.
7. Brown, C. M. (1988). Comparison of typing and handwriting in "two-finger typists." Proceedings of the Human Factors Society, 32, 381-385.
8. Bui, D. C., Myerson, J., & Hale, S. (2013). Note-taking with computers: Exploring alternative strategies for improved recall. Journal of Educational Psychology, 105, 299-309.
9. Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1118-1133.
10. Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42, 116-131.
11. Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
12. Diemand-Yauman, C., Oppenheimer, D. M., & Vaughan, E. B. (2011). Fortune favors the bold (and the italicized): Effects of disfluency on educational outcomes. Cognition, 118, 111-115.
13. DiVesta, F. J., & Gray, G. S. (1972). Listening and note taking. Journal of Educational Psychology, 63, 8-14.
14. DiVesta, F. J., & Gray, S. G. (1973). Listening and note taking: II. Immediate and delayed recall as functions of variations in thematic continuity, note taking, and length of listening-review intervals. Journal of Educational Psychology, 64, 278-287.
15. Einstein, G. O., Morris, J., & Smith, S. (1985). Note-taking, individual differences, and memory for lecture information. Journal of Educational Psychology, 77, 522-532.
16. Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers & Education, 50, 906-914.
17. Garner, R., Gillingham, M. G., & White, C. S. (1989). Effects of "seductive details" on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6, 41-57.
18. Grace-Martin, M., & Gay, G. (2001). Web browsing, mobile computing and academic performance. Educational Technology & Society, 4, 95-107.
19. Hembrooke, H., & Gay, G. (2003). The laptop and the lecture: The effects of multitasking in learning environments. Journal of Computing in Higher Education, 15, 46-64.
20. Igo, L. B., Bruning, R., & McCrudden, M. T. (2005). Exploring differences in students' copy-and-paste decision making and processing: A mixed-methods study. Journal of Educational Psychology, 97, 103-116.
21. Iqbal, S. T., & Horvitz, E. (2007). Disruption and recovery of computing tasks: Field study, analysis, and directions. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 677-686). New York, NY: Association for Computing Machinery. doi:10.1145/1240624.1240730
22. Kay, R., & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis. Canadian Journal of Learning and Technology, 37(1). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/565/299
23. Kiewra, K. A. (1985). Investigating notetaking and review: A depth of processing alternative. Educational Psychologist, 20, 23-32.
24. Kiewra, K. A. (1989). A review of note-taking: The encodingstorage paradigm and beyond. Educational Psychology Review, 1, 147-172.
25. Kobayashi, K. (2005). What limits the encoding effect of note-taking? A meta-analytic examination. Contemporary Educational Psychology, 30, 242-262.
26. Kraushaar, J. M., & Novak, D. C. (2010). Examining the affects of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21, 241-251.
27. Lin, L., & Bigenho, C. (2011). Note-taking and memory in different media environments. Computers in the Schools, 28, 200-216.
28. Mitra, A., & Steffensmeier, T. (2000). Changes in student attitudes and student computer use in a computer-enriched environment. Journal of Research on Computing in Education, 32, 417-432.
29. Pennebaker, J. W. (2011). The secret life of pronouns: What our words say about us. New York, NY: Bloomsbury Press.
30. Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, and Computers, 36, 717-731.
31. Quade, A. Q. (1996). An assessment of retention and depth of processing associated with notetaking using traditional pencil and paper and an on-line notepad during computer-delivered instruction. In M. R. Simonson, M. Hays, & S. Hall (Eds.), Proceedings of Selected Research and Development Presentations at the 1996 Convention of the Association for Educational Communications and Technology (pp. 559-570). Retrieved from http://files.eric.ed.gov/fulltext/ED397772.pdf
32. Richland, L. E., Bjork, R. A., Finley, J. R., & Linn, M. C. (2005). Linking cognitive science to education: Generation and interleaving effects. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society (pp. 1850-1855).Mahwah, NJ: Erlbaum.
33. Rubinstein J. S., Meyer, D. E., & Evans, J. E. (2001). Executive control of cognitive processes in task switching. Journal of Experimental Psychology: Human Perception and Performance, 27, 763-797.
34. Skolnick, R., & Puzo, M. (2008). Utilization of laptop computers in the school of business classroom. Academy of Educational Leadership Journal, 12, 1-10.
35. Slotte, V., & Lonka, K. (1999). Review and process effects of spontaneous note-taking on text comprehensions. Contemporary Educational Psychology, 24, 1-20.
36. Sovern, J. (2013). Law student laptop use during class for nonclass purposes: Temptation v. incentives. University of Louisville Law Review, 51, 483-517.
37. Unsworth, N., Heitz, R. P., Schrock, J. C., & Engle, R. W. (2005). An automated version of the operation span task. Behavior Research Methods, 37, 498-505.
38. Van Meter, P., Yokoi, L., & Pressley, M. (1994). College students' theory of note-taking derived from their perceptions of note-taking. Journal of Educational Psychology, 86, 325-338.
39. Wurst, C., Smarkola, C., & Gaffney, M. A. (2008). Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms. Computers & Education, 51, 1766-1783.
40. Yamamoto, K. (2007). Banning laptops in the classroom: Is it worth the hassle? Journal of Legal Education, 57, 477-520.