Do Hand-written Chapter Outlines Matter in Test Performance?
Does note taking trigger a process that mentally encodes, and fosters, deeper understanding of information received? The literature of pedagogical research contains some evidence that the process of notetaking triggers a formative development of understanding. The hypothesized pathway for this trigger is that during the process of taking notes the receiver is forced to contemplate the value of the content they receive and which parts of the content to record. This paper tests for evidence of an encoding effect in groups of students who were offered an inducement to take notes on course content in college level macroeconomics courses.
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