Positive Effects of Restricting Student Note-Taking in a Capstone Psychology Course: Reducing the Demands of Divided Attention in the Classroom

Teaching of Psychology

Volumn 41, Issue 4, 2014, Pages 340-344

  Long, Gerald M ^a  

^a VILLANOVA UNIVERSITY   (United States)

Author keywords

classroom participation; divided attention; student note taking

Indexed keywords

EID: 84927748925     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1177/0098628314549707     Document Type: Article

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