The effects of notetaking while reading or listening

Abstract

College students either read or listened to a 2000 word prose passage concerning a fictitious native tribe. Additionally, one‐half of each group took notes on the presentation. All learners then completed a test composed of 15 factual and 15 complex ideational questions. Reading and absence of notetaking were found to be more instructionally effective. The interaction between these two factors was attributed to either, a lack of opportunity to review, or to the rate of oral presentation.