Subjects were 96 college students who were assigned to eight experimental groups. Five groups took notes during or after listening to segments of a 16-minute tape-recorded lecture. Note-takers reviewed their notes during a 10-minute review session provided all subjects immediately prior to a 20-minute free recall test given 48 hours after lecture presentation. No difference in recall were found between note-taking groups, but all note-taking groups recalled significantly more information than groups which only listened or only reviewed a lecture summary. Only the group which took notes while listening and reviewed both notes and a lecture summary, and the group which took notes to a topical outline while listening, recalled significantly more information than the group which listened to the lecture and reviewed the summary. Groups which reviewed the lecture summary had more information available than groups which reviewed only notes. In addition, those taking notes during the lecture recorded, and therefore reviewed, more information than groups taking notes after lecture segments. Results indicated that encoding interference of note taking and the facilitative effects of topical outlines were neutralized by the effect of review, and that lecture summaries were inferior to subject-generated notes as review devices. (Author)