Reviews the major research on notetaking, the conclusions of these studies, and suggestions for the classroom. Argues that moderately hearing impaired students can take their own notes under certain circumstances and that severely hearing impaired students can use others' notes since review is the most important function of notetaking. (RS)

Reports on the comparative effectiveness of demonstration and lecture formats for presenting physiological measures. Although demonstrations may improve retention of information concerning simple procedures, the lecture format is more effective for complex information. (CFR)