{"pk":29260,"title":"The Diagram Disconnect: An Examination of Note-Taking Behaviors In CollegeStudents","subtitle":null,"abstract":"Note-taking in college courses is prevalent yet often ineffective. One potential reason is a disconnect between the infor-mation in lectures and that recorded in notes. Whereas science-based lectures frequently include diagrams, students notesoften fail to include them. This disconnect likely inhibits learning and may be exacerbated by digital note-taking. We in-vestigated students note-taking during two mini neuroscience lectures and its relation to recall. Students were assigned todiagram presence (diagram embedded in notes for first or second lecture) and note-taking method (typed or handwritten)conditions. Students recalled more in the diagram first condition. There was no recall difference based on note-takingmethod. Including diagrams in notes for the first lecture likely primed participants to attend to diagrams in the subsequentlecture, helping them realize the importance of the diagram. The lack of a note-taking method effect is inconsistent withpast research, but may reflect increasing use of digital note-taking.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6qj5j0hv","frozenauthors":[{"first_name":"Blaire","middle_name":"","last_name":"Porter","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Julia","middle_name":"","last_name":"Wilson","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Hilary","middle_name":"","last_name":"Miller","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Patricia","middle_name":"J.","last_name":"Bauer","name_suffix":"","institution":"Emory University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29260/galley/19131/download/"}]}