The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note‐taking and Test‐taking among College Students

By Stephen T. Peverly, P. Vekaria, Lindsay A. Reddington, J. Sumowski, K. Johnson, Crystal M. Ramsay. 2013

87 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/99d1acd69103217b16591a4d45787988bd1ce93f

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. P. Vekaria
2. Stephen T. Peverly
3. Joanna K. Garner

In Education

1. P. Vekaria
2. Stephen T. Peverly
3. Joanna K. Garner

In Experimental and Cognitive Psychology

1. P. Vekaria
2. Stephen T. Peverly
3. Joanna K. Garner
4. Christine D. Tippett

Citations in the corpus

• Both handwriting speed and selective attention are important to lecture note-taking (2014, methodology): “, 2007, 2013; Peverly & Sumowski, 2012) and higher order cognitive skills: language comprehension (Peverly & Sumowski, 2012; Peverly et al., 2013), and background knowledge (Peverly & Sumowski, 2012).”