Graduation Year
Spring 2012
Document Type
Open Access Senior Thesis
Degree Name
Bachelor of Arts
Department
Psychology
Reader 1
David Moore
Reader 2
Leah Light
Rights Information
© 2012 Ian Schoen
Abstract
Both electronic note-taking (typing) and traditional note-taking (handwriting) are being utilized by college students to retain information. The effects of the method of note-taking and note-taking context were examined to determine if handwriting or typing notes and whether a lecture context or a textbook-reading context influenced retention. Pitzer College and Scripps College students were assigned to either handwrite or type notes on a piece of academic material presented in either a lecture or textbook context and were given a test to assess their retention. The results demonstrated that there was a significant main effect for typing notes such that typing notes produced higher retention scores than handwriting notes. The results also indicated that there was an interaction between method of note-taking and context such that the lowest scores were achieved in the condition in which participants handwrote notes during a lecture. In total, these findings suggest that typing as a method of note-taking may by an influential factor in memory retention, particularly in a lecture context.
Recommended Citation
Schoen, Ian, "Effects of Method and Context of Note-taking on Memory: Handwriting versus Typing in Lecture and Textbook-Reading Contexts" (2012). Pitzer Senior Theses. 20.
https://scholarship.claremont.edu/pitzer_theses/20
