| Literature DB >> 33539228 |
Heather L Urry1, Chelsea S Crittle1, Victoria A Floerke1, Michael Z Leonard1, Clinton S Perry1, Naz Akdilek1, Erica R Albert1, Avram J Block1, Caroline Ackerley Bollinger1, Emily M Bowers1, Renee S Brody1, Kelly C Burk1, Ally Burnstein1, Allissa K Chan1, Petrina C Chan1, Lena J Chang1, Emily Chen1, Chakrapand Paul Chiarawongse1, Gregory Chin1, Kathy Chin1, Ben G Cooper1, Katherine Adele Corneilson1, Amanda M Danielson1, Elizabeth S Davis1, Ycar Devis1, Melissa Dong1, Elizabeth K Dossett1, Nick Dulchin1, Vincent N Duong1, Ben Ewing1, Julia Mansfield Fuller1, Thomas E Gartman1, Chad R Goldberg1, Jesse Greenfield1, Selena Groh1, Ross A Hamilton1, Will Hodge1, Dylan Van Hong1, Joshua E Insler1,2, Aava B Jahan1, Jessica Paola Jimbo1, Emma M Kahn1, Daniel Knight1, Grace E Konstantin1, Caitlin Kornick1, Zachary J Kramer1, Meghan S Lauzé1, Misha S Linnehan1, Tommaso Lombardi1, Hayley Long1, Alec J Lotstein1, Myrna-Nahisha A Lyncee1, Monica Gabriella Lyons1, Eli Maayan1, Nicole Marie May1, Elizabeth C McCall1, Rhea Ann Charlotte Montgomery-Walsh1, Michael C Morscher1, Amelia D Moser1,3, Alexandra S Mueller1, Christin A Mujica1, Elim Na1,4, Isabelle R Newman1, Meghan K O'Brien1, Katherine Alexandra Ochoa Castillo1, Zaenab Ayotola Onipede1, Danielle A Pace1, Jasper H Park1, Angeliki Perdikari1, Catherine E Perloff1, Rachel C Perry1, Akash A Pillai1, Avni Rajpal1, Emma Ranalli1, Jillian E Schreier1, Justin R Shangguan1, Micaela Jen Silver1, Avery Glennon Spratt1, Rachel E Stein1, Grant J Steinhauer1, Devon K Valera1, Samantha M Vervoordt1, Lena Walton1, Noah W Weinflash1, Karen Weinstock1, Jiaqi Yuan1, Dominique T Zarrella1, Jonah E Zarrow1.
Abstract
In this direct replication of Mueller and Oppenheimer's (2014) Study 1, participants watched a lecture while taking notes with a laptop (n = 74) or longhand (n = 68). After a brief distraction and without the opportunity to study, they took a quiz. As in the original study, laptop participants took notes containing more words spoken verbatim by the lecturer and more words overall than did longhand participants. However, laptop participants did not perform better than longhand participants on the quiz. Exploratory meta-analyses of eight similar studies echoed this pattern. In addition, in both the original study and our replication, higher word count was associated with better quiz performance, and higher verbatim overlap was associated with worse quiz performance, but the latter finding was not robust in our replication. Overall, results do not support the idea that longhand note taking improves immediate learning via better encoding of information.Entities:
Keywords: laptop; longhand; note taking; open data; open materials; preregistered
Mesh：
Year: 2021 PMID： 33539228 DOI： 10.1177/0956797620965541
Source DB: PubMed Journal: Psychol Sci ISSN： 0956-7976