Note-taking functions (encoding, encoding plus storage, and storage) and note-taking techniques (conventional, linear, and matrix) were studied for 96 college undergraduates. Results are explained in relation to repetition, generative processing, note completeness, and the potential of note-taking techniques to facilitate performance. (SLD)

Describes a study of undergraduates studying genetics that compared the effectiveness of a computer simulation used before and after formal instruction. Treatment of the experimental and control groups is explained, and results are reported which support the theory that the effectiveness of the simulation is dependent on the sequence of…

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…

Describes study of undergraduates that explored potential effects of instructional television (ITV) lecture presentation styles on student learning and acceptance. Eye contact and interspersed questioning techniques are emphasized, four treatment styles are explained, results are analyzed, and further research studies are suggested. (44…

Reports findings of two experiments examining perceived differences among teaching styles and identifying subjects' perceptions of their own teaching styles. Teaching styles were rated by 188 elementary education students and 99 music students using transcripts from audiotape recordings of music classroom sessions. Found feedback more effective…