What predicts skill in lecture note taking

By Stephen T. Peverly, V. Ramaswamy, Cindy Brown, J. Sumowski, Moona Alidoost, Joanna K. Garner. 2007

160 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/dfed78d0c1b60480b8c8a8f04c349d6fd60347b8

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. Valerie J. Shute
3. Jihyun Lee
4. Crystal M. Ramsay
5. Stephen T. Peverly
6. Joanna K. Garner
7. David Boud
8. Christian D. Schunn

In Education

1. Jihyun Lee
2. Valerie J. Shute
3. P. Vekaria
4. Stephen T. Peverly
5. Joanna K. Garner
6. L. Stankov
7. David Boud
8. Christian D. Schunn

In Language and Linguistics

1. Valerie J. Shute
2. P. Vekaria
3. Jihyun Lee
4. Stephen T. Peverly

Citations in the corpus

• The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note‐taking and Test‐taking among College Students (2013, background): “, Alloway, Gathercole, Kirkwood, & Elliot, 2009; Gathercole, Alloway, Willis, & Adams, 2006), it is a bit perplexing that working memory has not been found to be significantly related to note-taking in either this investigation, regardless of the measures used to assess it, or prior research (Cohn e”
• Both handwriting speed and selective attention are important to lecture note-taking (2014, background): “Students who take and/or review lecture notes (Armbruster, 2009; Fisher & Harris, 1973; Kiewra & Benton, 1988; Kiewra, Benton, & Lewis, 1987; Kiewra et al., 1991; Peverly et al., 2007) or text notes (Bretzing & Kulhavy, 1981; Graham & Hebert, 2011; Peverly, Brobst, Graham, & Shaw, 2003; Rickards & F”
• Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, background): “Empirical studies have documented the importance of note-taking skills in relation to students’ school outcomes (Faber et al., 2000; Hong et al., 2006; Peverly et al., 2007).”