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| Higher Education | 2 |
| Notetaking | 2 |
| Recall (Psychology) | 2 |
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Peer reviewedKiewra, Kenneth A. – Contemporary Educational Psychology, 1983
No differences in immediate recognition performance were found for 30 undergraduate students who reorganized notes into an instructor-generated matrix versus subjects who reviewed in their typical manner. Reorganization during review resulted in relatively higher achievement on a free recall test, while unstructured review produced higher…
Descriptors: Cues, Encoding (Psychology), Higher Education, Notetaking
Peer reviewedKardash, CarolAnne M.; Kroeker, Tirza L. – Contemporary Educational Psychology, 1989
The effects of varying placement of a review period and test expectancy on students' notetaking, review strategies, and performance on delayed free recall, application, and cloze tests were studied for 156 undergraduates. The benefits of reviewing notes and optimal placement of the review period partly depended on the test type. (SLD)
Descriptors: Academic Achievement, Cloze Procedure, Higher Education, Learning Strategies
