Introduces the notetaking system for learning, designed to help high school and college students prepare for objective and essay tests. (RB)

The rate of 69 percent failure in 1967 to approximately 18 percent 2-years later relates to the independence and objectivity of the examination system. (IR)

Recent advances in technology have made it easy to provide students an outline or some form of notes prior to lectures and for later review. To test the efficacy of instructor-provided notes, 74 students studied lecture material under one of four conditions, in groups of 4 or 5 students. Some listened and took notes as their normal strategy.…

An attempt is made to manipulate depth of processing by inserting in text verbatim, paraphrase, or inference questions after every paragraph of the passage. Findings are discussed in terms of a "levels of processing" analysis. (Author/GK)

Compared results from computer-adaptive and self-adaptive tests under conditions in which item review was and was not permitted for 379 college students. Results suggest that, when given the opportunity, most examinees will change answers, but usually only to a small portion of items, resulting in some benefit to the test taker. (SLD)

Research has shown that students who take notes remember more than do students who do not take notes, and that test performance is enhanced for students who are given an opportunity to review their notes compared to those who are not. However, research has not offered instructors and students specific guidelines regarding when review of notes in…

Two experiments were performed with college students to study memory monitoring during the learning of word lists. Both experiments suggested that successful monitoring to decide which items were already encoded did not occur during presentation of material but was restricted to recall trials. (Author/BS)

Examines the relationship of study techniques and test-taking strategies to success on the "O" level of the British General Certificate of Education (GCE) examination. Findings showed that teachers and students felt that course reviews, including study of past examinations, was the best preparation. (AM)

Two experiments were performed to determine whether questions inserted after prose passages initiate reviews which facilitate retention of the information in memory. Results suggest that the backward review is not attributed to a retrieval phenomenon but to a strengthening of memory traces at the time of the probe. (Author/GK)

Seven experiments involving a total of 203 college students explored a form of object-specific priming and established a robust object-specific benefit that indicates that a new stimulus will be named faster if it physically matches a previous stimulus seen as part of the same perceptual object. (SLD)

Describes the essay test feedback technique of selecting a very good, or full-credit, essay answer from a student in class and distributing an anonymous copy of it to all class members. Reports that the results of a student assessment of the technique indicated that this form of feedback is helpful. (DSK)

Two experiments were conducted to investigate whether the strategy of differentiating main and supporting ideas with different colored highlighter pens resulted in greater use of schema building and increased recall of information by students and whether the benefits of text marking come at the time of encoding or at the time of review. Sixty-six…

Researchers have long debated on whether note-taking results in improved student performance on tests. Over the years, researchers have tried to verify that note-taking helps students "encode" the information involved and that notes are valuable as materials for review. C. C. Crawford's 1925 study concluded that taking notes was better…

Four different methods for attending to a lecture were studied: listening, listening with an outline, note-taking, and note-taking with an outline. Each method was designed to influence the learner's level of processing and, therefore, to effect the encoding and retrieval of information from a lecture. In addition, the effects of no review or…