Notetaking and depth of processing

Abstract

Four levels of notetaking (summary, paraphrase, verbatim, and letter search) were used to control depth of processing of a prose passage with 180 high school students, who then either reviewed their notes or read an interpolated text. A separate control group took no notes. On immediate and delayed post-tests, post hoc analyses with the depth (notetaking) condition showed the following ranking: summary = paraphrase > control = verbatim > letter search. A paraphrase notes × review × test-position interaction was significant, indicating that less forgetting occurred on a delayed post-test when students reviewed their paraphrase notes than when they read an interpolated text. Analysis of reading times showed that the additional time required for notetaking was only worthwhile when meaningful notes were taken. © 1979.