Spoken organizational lecture cues and student notetaking as facilitators of student learning

By B. Titsworth, Kenneth A. Kiewra. 2004

153 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/629ddf0c7e56b7da4452417fc295cbaac67fb568

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. John Dunlosky
2. Katherine A. Rawson
3. D. Kelsey
4. Jeffrey H. Kuznekoff
5. Ronald T. Kellogg
6. San Bolkan
7. Alan K. Goodboy
8. T. Olive

In Education

1. Alan K. Goodboy
2. Scott Titsworth
3. San Bolkan
4. D. Kelsey
5. Jeffrey H. Kuznekoff
6. Katherine A. Rawson
7. Ronald T. Kellogg
8. Joseph P. Mazer

In Experimental and Cognitive Psychology

1. John Dunlosky
2. Ronald T. Kellogg
3. D. Kelsey
4. Jeffrey H. Kuznekoff
5. Katherine A. Rawson
6. Joseph P. Mazer
7. San Bolkan
8. Annie Piolat

Citations in the corpus

• The Signaling (or Cueing) Principle in Multimedia Learning (2014, unknown): “…1995, 1996; Lorch, Lorch, & Klusewitz, 1995; Mayer, Dyck, & Cook, 1984; Sung & Mayer, 2012), lectures (e.g., Scerbo, Warm, Dember, & Grasha, 1992; Titsworth & Kiewra, 2004), matrices (e.g., Jairam, Kiewra, Kauffman, & Zhao, 2012), or Web menus (e.g., Rouet, Ros, Goumi, Macedo-Rouet, & Dinet,…”
• Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material (2016, background): “…(Chesebro & McCroskey, 2001) and has been associated positively with students’ emotional and cognitive interest (Mazer, 2013), detailed and organized note taking (Titsworth, 2004; Titsworth & Kiewra, 2004), and their reports of affective and cognitive learning (Titsworth & Mazer, 2010).”
• The Impact of Mobile Phone Usage on Student Learning (2013, methodology): “First, note taking provides a strong indication of what is actively being processed in short-term memory (see Titsworth & Kiewra, 2004).”
• Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015, background): “…2003; Comadena et al., 2007; Smith & Land, 1980), freerecall measures (Spicer & Bassett, 1976; Titsworth, 2001b), detail and organization tests (Titsworth & Kiewra, 2004), and note details and organization (Titsworth, 2004) also fall prey to many of the same shortcomings as the Learning Loss…”
• Improving students’ self-evaluation of learning for key concepts in textbook materials (2007, background): “However, students’ lecture notes are often grossly incomplete and lacking in organisation (e.g., Titsworth & Kiewra, 2004 ), and thus it will often be difficult or impossible for students to locate standards on their own.”
• Cognitive effort during note taking (2005, background): “…for physical and linguistic formatting of notes in a second language (English) by undergraduate students Note taking 295 1974; Frank, 1984; Gruneberg & Mathieson, 1997; Robinson & Kiewra, 1995; Robinson, Katayama, DuBois, & DeVaney, 1998; Slotte & Lonka, 2000; Titsworth & Kiewra, 2004).”