Gains in Retention Using The Cornell Note-Taking Method

1380 Words3 Pages
bulb-icon

Recommended: Hypothesis of the critical importance of retrieval for learning

A student seeking better retention of material taught in the class-room environment may employ the Cornell note-taking method. With such a method, the three sections of the note-taking outline can aid the student’s retention by improving encoding. For a student to be able to retain oncoming material, they first must be able to encode, as in interpret and internalize, oncoming material (Faber, Morris, & Lieberman, 2000). The note-taking section forces the student to use elaborative rehearsal which helps material reach long-term storage. The cue section uses recoding to deepen the material’s encoding. And the summary section makes the student reprocess what they’ve written down to prolong its retention. As these sections must be filled out separately, the student is expected to return to the notes at least three times in a twenty-four hour period. This immediacy in review may help the student retain the material to a greater extent. Thus, the process can serve as a vantage point for learning with Cornell note-taking as it encourages retention by improving encoding during the process of note-taking and guaranteeing review of the material in a first twenty four hours.
With Cornell note-taking, lecture notes are noted down by the student in a more comprehensive manner which may improve retention. Instead of writing whatever is said or seen, the student must note down information that appears to be meaningful. This allows for the process of elaborative rehearsal; one connects the oncoming information with what they readily know (O’Brien Moran, 2014). When recording notes, the student performs elaborative rehearsal ensuring that the new material is meaningful when it is first received and so is easier to store. At the same time, the pro...

... middle of paper ...

... on ninth grade students' comprehension. Reading Psychology, 21(3), 257-270. doi: 10.1080/02702710050144377
Morgan, K., & Hayne, H. (2006). The effect of encoding time on retention by infants and young children. Infant Behavior and Development, 29(4), 599-602. doi: 10.1037/0278-7393.26.3.638
O’Brien Moran, M. (2012). Introduction to university (4th Ed.). Canada: Pearson.
O’Brien Moran, M. (Wednesday, May 7 2014). Note-taking [PowerPoint slides]. Retrieved from University of Manitoba Desire to Learn Portal.
Rashid, S., & Rigas, D. (2010). An empirical two-group study into electronic note-taking. The Open Virtual Reality Journal, 2, 1-7. doi: 10.2174/1875323X01002010001
Mulligan, N. W., & Picklesimer, M. (2012). Levels of processing and the cue-dependent nature of recollection. Journal of Memory and Language, 66(1), 79-92. http://dx.doi.org/10.1016/j.jml.2011.10.001

Show More
Related

  • Analysis Of 'Learning (Your First Job' By Dr. Robert Leannson

    884 Words  | 2 Pages

    The first suggestion Leamnson offers to progress learning is to make notes instead of “copying what’s on a chalkboard or being projected on a screen” (3). The essence of Leamnson’s argument is that instead of simply jotting down everything the

    Read More

  • Phonological Loop Model Of Memory

    2704 Words  | 6 Pages

    Over the years, memory have been researched and debated, however there are two theories that have explained extensively and are highly recognised by psychologist in the cognitive field of psychology and scientist alike, on how we process experiences and turn them into memories. These theories include the Atkinson and Shiffrin (1968) Multi-store Model of Memory and Baddeley and Hitch (1974) Phonological Loop Model of Memory. This essay aims to compare, contrast and evaluate these models of memory, with supporting evidence and empirical research.

    Read More

  • Eyewitness Identification and Reliable Testimony

    2504 Words  | 6 Pages

    Human memory is flexible and prone to suggestion. “Human memory, while remarkable in many ways, does not operate like a video camera” (Walker, 2013). In fact, human memory is quite the opposite of a video camera; it can be greatly influenced and even often distorted by interactions with its surroundings (Walker, 2013). Memory is separated into three different phases. The first phase is acquisition, which is when information is first entered into memory or the perception of an event (Samaha, 2011). The next phase is retention. Retention is the process of storing information during the period of time between the event and the recollection of a piece of information from that event (Samaha, 2011). The last stage is retrieval. Retrieval is recalling stored information about an event with the purpose of making an identification of a person in that event (Samaha, 2011).

    Read More

  • Mulit-Store Model of Memory vs. Working Memory Model

    1109 Words  | 3 Pages

    Atkinson, R.C. & Shiffrin, R.M. (1968). Human memory: A proposed system and its control process.

    Read More

  • American Culture During the 1950´s

    2617 Words  | 6 Pages

    ...now that as a student I just sit there and try to get everything written down before the professor moves on and am so focused on writing down everything that I don’t always hear what the professor is saying. What most students don’t realize is it’s not what the professor has put together, but what the professor has to say about the material that is really important.

    Read More

  • A Broad Analysis of Memory

    1032 Words  | 3 Pages

    McNamara, D. S., & Healy, A. F. (1996). Verbal learning and memory: does the modal model

    Read More

  • The Effects of Levels of Processing on Memory

    3245 Words  | 7 Pages

    The Effects of Levels of Processing on Memory PB1: Identify the aim of the research and state the experimental/alternative hypothesis/es. (credited in the report mark scheme) To show how different levels of processing affects the memory. “People who process information deeply (i.e. semantic processing) tend to remember more than those who process information shallowly (i.e. visual processing). ” PB2: Explain why a directional or non-directional experimental/alternative hypothesis/es has been selected. (I mark) I have used a directional experimental hypothesis because past research, such as that by Craik and Tulving (1975) has proved this. PB3:

    Read More

  • The Critical Importance Of Retrieval For Learning Analysis

    703 Words  | 2 Pages

    1In the article, The Critical Importance of Retrieval for Learning, Jeffery D. Karpicke and Henry L. Roediger III expound on the long standing assumptions regarding the effects of repeated studying and repeated testing on learning in order to improve long-term retention on learning material. Recently studies have shown that research can occur during testing, contradictory to the traditional beliefs that learning occurs while people study and encode material. Another purpose of this research and this article was to examine a students’ assessments of their own learning, after getting a set of material under repeated study or repeated testing. Finally, The Critical Importance of Retrieval for Learning, explained further the relationship of speed

    Read More

  • Note Taking - The Cornell System

    1626 Words  | 4 Pages

    I am using Cornell Method because It is an organized and systematic strategy for recording and reviewing lecture notes, easy formatting for pulling out major concept and ideas. It is simple and efficient, and saves time and effort

    Read More

  • Argumentative Essay On Sequence 30

    462 Words  | 1 Pages

    Technical 23- (use as needed) I agree with this completely. I typically find I work better with writing down things. The best way I study for tests or memorizing things is to repeatedly write it down. For, example I had to study a book to take a test. I went through that book and copied it word for word two or three times. This is just how studying works for me.

    Read More

  • Gender Differences and Memory

    958 Words  | 2 Pages

    Furthermore this article expands upon this subcategory of memory by describing the two types of tasks involved with it: verbal-production ta...

    Read More

  • Genesis, the Education of Abraham

    2487 Words  | 5 Pages

    Disillusioned Latin students, who cringe at the thought of repeatedly scribbling their grammar, are often told by their teachers, "Per repitio nos studiare," which translates to "through repetition we learn." Though this may seem hard to believe as their hands begin to cramp, it bears a certain amount of truth. As my grandfather once told me, "Experience is often the best teacher." Truly gaining an understanding of something often comes from repeated involvement.

    Read More

  • Personal Growth Through Learning

    1429 Words  | 3 Pages

    Gluck, M. A., Mercado, E., & Myers, C. E. (2014). Learning and memory: From brain to behavior (2nd ed.). New York: Worth Publishers.

    Read More

  • The Reliability of Memory

    1483 Words  | 3 Pages

    According to Sternberg (1999), memory is the extraction of past experiences for information to be used in the present. The retrieval of memory is essential in every aspect of daily life, whether it is for academics, work or social purposes. However, many often take memory for granted and assume that it can be relied on because of how realistic it appears in the mind. This form of memory is also known as flashbulb memory. (Brown and Kulik, 1977). The question of whether our memory is reliably accurate has been shown to have implications in providing precise details of past events. (The British Psychological Association, 2011). In this essay, I would put forth arguments that human memory, in fact, is not completely reliable in providing accurate depictions of our past experiences. Evidence can be seen in the following two studies that support these arguments by examining episodic memory in humans. The first study is by Loftus and Pickrell (1995) who found that memory can be modified by suggestions. The second study is by Naveh-Benjamin and Craik (1995) who found that there is a predisposition for memory to decline with increasing age.

    Read More

  • The Relationship between Learning and Memory

    1663 Words  | 4 Pages

    Learning to tie shoes and ride a bike requires the encoding, storing, and retrieving of past observations of the procedure. With a lot of practice, children master these skills so well that they are able to remember them the rest of their lives. Memory is the storing of information over time. It is one of the most important concepts in learning; if things are not remembered, no learning can take place. As a process, memory refers to the "dynamic mechanism associated with the retention and retrieval of information about past experiences" (Sternberg 260). We use our memory about the past to help us understand the present. The study or memory in psychology is used in different ways, as well as there are many different ways to study how memory works in humans. In psychology there are many tasks used to measure memory, and different types of memory storages that human's use, such as sensory storing, or short term storing. There are also a lot of techniques that humans use to improve their memory, which they can use to learn, such as mnemonic devices. All these things can be classified as important issues in the study of human memory and ways of learning.

    Read More

More about Gains in Retention Using The Cornell Note-Taking Method

Open Document