Uses scripted, videotaped lectures to test the effects of teacher immediacy (high vs. low), use of organizational cues (with cues vs. no cues) and student notetaking (took notes vs. no notes) on students' cognitive learning. Indicates that learning immediately after viewing a lecture is greater when the lecture contains organizational cues and…

Previous research has shown that providing written organizational lecture cues boosts notetaking and that boosting notetaking raises achievement. Lecture learning literature, however, is silent on whether spoken organizational lecture cues boost notetaking and achievement. To find out, participants listened to a lecture that contained or did not…