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Contemporary Educational… | 1 |
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Journal of Educational… | 1 |
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Kiewra, Kenneth A. | 4 |
Risch, Nancy Lindberg | 1 |
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Kiewra, Kenneth A. – Contemporary Educational Psychology, 1985
The effects of two learning techniques on immediate and delayed tests examining factual and high-order learning outcomes was examined using 23 college students. Results indicated that listening to a lecture and subsequently reviewing the instructor's notes leads to higher student achievement than taking and reviewing personal lecture notes.…
Descriptors: Academic Achievement, College Students, Encoding (Psychology), Higher Education

Risch, Nancy Lindberg; Kiewra, Kenneth A. – Journal of Educational Research, 1990
Eighth graders (N=85) participated in a study that manipulated the content and form of students' lecture notes. Matrix notes were found to be relatively effective for learning concepts. Girls recorded a greater number of notes than boys on tests involving recall and recognition of factual items. (IAH)
Descriptors: Academic Achievement, Cognitive Processes, Grade 8, Junior High School Students

Kiewra, Kenneth A.; And Others – Journal of Educational Psychology, 1991
Students tend to emphasize important information more than less important information in their lecture notes. Whether this strategy changes with lecture repetition was investigated in 3 experiments with 71 undergraduate students. Students' assessments and shifts of strategy with lecture repetition are discussed. (SLD)
Descriptors: Comparative Analysis, Higher Education, Knowledge Level, Learning Strategies

Kiewra, Kenneth A.; And Others – Instructional Science, 1989
Discussion of the functions of note-taking and reviewing notes in the learning process highlights two studies of undergraduates that were conducted with three treatment groups: (1) note-taking only; (2) note-taking and review; and (3) review only with borrowed notes. One study involved learning from a videotaped lecture, and one from a printed…
Descriptors: Analysis of Variance, Higher Education, Intermode Differences, Learning Processes