Cognitive Aspects of Autonomous Note Taking: Control Processes, Learning Strategies, and Prior Knowledge

Abstract

Note taking from lectures or from text is an autonomous activity that transverses many academic areas. Unfortunately, research has failed to address adequately the role that the learner plays when taking or reviewing notes. Note-taking research has largely focused on stimulus and outcome variables but has minimally explored how the cognitive capabilities and activities of the learner affect note taking. This article reviews literature that suggests how cognitive variables such as control processes, learning strategies, and prior knowledge affect (or may affect) note taking. In addition, it offers a research model for investigating the cognitive aspects of autonomous note taking.