Effect of metacognitive monitoring and note-taking during or after a lecture as a measurement of recall

Date of Publication

2010

Document Type

Bachelor's Thesis

Degree Name

Bachelor of Arts Major in Psychology

Subject Categories

Psychology

College

College of Liberal Arts

Department/Unit

Psychology

Thesis Adviser

Maria Caridad Huelar Tarroja

Defense Panel Member

Anton Simon Palo

Abstract/Summary

This experimental research investigated note-taking and metacognitive monitoring and their effects on recall in a test. Subjects were asked to watch a video lecture. Half of the participants took down notes during the lecture while half took down notes after the lecture. One day later after watching the video, the participants took a 15-item test in order for the experimenters to measure recall. Results indicate that participants who did effective metacognitive monitoring, delayed note-taking, and the combination of both, elicited higher recall scores as compared to other conditions and combinations namely: ineffective metacognitive monitoring, note-taking during the lecture, and ineffective metacognitive monitoring combined with note-taking during or after the lecture.

Abstract Format

html

Accession Number

TU15816

Shelf Location

Archives, The Learning Commons, 12F, Henry Sy Sr. Hall

Physical Description

68 leaves, 28 cm

Keywords

Metacognition; Recollection (Psychology); Memory; Note-taking

Embargo Period

4-11-2021

This document is currently not available here.

Share

COinS