Note taking on lectures: An information‐processing approach

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Abstract
An information‐processing model is used as a framework for describing research findings concerned with note taking from lectures. Marly of the “no difference”; studies contain such serious weaknesses that they should not be used to attenuate the validity of the positive results on note taking. This model elaborates on existing information‐processing models by emphasizing the motor aspects of the sensory system. The relationship of entry behavior to the Search and Associate component is discussed. The role of encoding in problem solving is stressed. Information‐processing variables are strong ones that should either be consciously controlled or incorporated as research variables.

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