AbstractCollege students were randomly assigned to seven note-taking and review conditions in order to determine the relative importance of the functions of encoding and either an externally provided or a personally produced memory device. Results of the post-test showed that a combination of encoding and reviewing either one's own notes or an outline of the lecture produced the best recall scores, while either personally encoding notes or being provided with a lecture outline during the lecture accompanied by "mental" review produced the least recall. The findings are discussed in terms of practical suggestions for professors and their students.
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Annis et al. (1975) studied this question.