PNB 2XA3 Lecture Notes - Lecture 2: Concept Map, Note-Taking, Null Hypothesis
23 Sep 2018
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Lecture 2 – Wednesday September 5
• Student have poor metacognitive awareness about
effective study practices
• Laptop use can be detrimental to learning
• Notetaking
o Longhand vs. laptop
• 2 of the most robust effects:
o The spacing effect
o Retrieval practice effect
• The importance of context
• 2 principles of learning
o Concept mapping
• Subjective reports are often not consistent with
behavioural measures
• Desirable Difficulty - fluent processing is not necessarily a good indicator of long-term learning
o Just because something is clear when encoded does not mean it will be retrieved easily
• Maintenance Rehearsal – focus on the to-be-remembered items w/ little thought to what the items
mean or how they are related to each other (ex. memorization)
• Elaborative (Relational) Rehearsal – thinking about what the items mean and how they related to
each other and to other information in memory
• Elaborative Rehearsal > Maintenance
• Repeated exposure will not help encode to the level where it will let us retrieve the info easily
• Bad at multitasking as we have limited attentional resources
• The effect of multitasking on comprehension of lecture content reduced learning gains for the
user
• Effect of peer distraction on comprehension of lecture content reduced learning gains for nearby
peers
• Pam A. Mueller and Daniel Oppenheimer Research
o No diff. bw students who took notes by their hand
and laptop to remember factual info
o Ppl that wrote notes did better on conceptual
application questions
o Ppl that used laptops used more words to write notes
than those that used pen & paper
o Students that used laptops had more verbatim
content (copied info) and didn’t do as well than the
students that write w/ pen & paper
o No change in factual learning gain for ppl who used
verbatim but there was a diff. for the conceptual application questions
o If you were in view of a multitasking peer, that reduced your learning gains
(comprehension of lecture content) vs. someone who can’t see a multitasking peer
• Colleague’s Research
o Before Class: read/ scan assigned material or review previous notes
o During class: use abbreviations and codes, handwrite when possible, summarize info,
notice cues, organize info
