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Pioneering a new niche in the study of plants and animals in their natural habitat, this book allows readers to peer over the shoulders and into the notebooks of a dozen eminent field workers, to study firsthand their observational methods, materials, and fleeting impressions.

Many college students prefer to type their lecture notes rather than write them by hand. As a result, the number of experimental and quasi-experimental studies comparing these two note-taking mediums has flourished over the past decade. The present meta-analytic research sought to uncover trends in the existing studies comparing achievement and note-taking outcomes among college students. Results from 24 separate studies across 21 articles revealed that taking and reviewing handwritten notes leads to higher achievement (Hedges’ g = 0.248; p < 0.001), even though typing notes benefits note-taking volume (Hedges’ g = 0.919; p < 0.001), among college students. Furthermore, our binomial effect size display shows that taking handwritten lecture notes is expected to produce higher course grades than typing notes among college students. We conclude that handwritten notes are more useful for studying and committing to memory than typed notes, ultimately contributing to higher achievement for college students.

Explains how to use Evernote to store, organize, and access materials using your computer, smartphone, tablet, and the Web.

Background Taking notes during lectures plays a vital role in enhancing learning outcomes. With technological advancements, digital note-taking has gained popularity among university students in recent years due to its convenience, ease of storage, sharing, and searching. Different versions of digital note-taking have been introduced, including the use of styluses on tablets, which offer a blend of traditional handwriting and digital advantages. However, the use of digital devices may introduce distractions, such as access to social media, potentially disrupting focus and impacting learning effectiveness. Therefore, their impact on learning and cognition remains a topic of ongoing exploration. This study aimed to investigate the differences in cognitive functions between university students practicing either longhand or styluses digital note-taking methods in the United Arab Emirates. Methods One hundred students participated in this cross-sectional study. Sociodemographic information, including age, sex, nationality, and study year were obtained. Participants reported the note-taking method they use (longhand vs. digital note-taking with styluses). A battery of cognitive tests was used in this study to assess different cognitive functions, including the Montreal Cognitive Assessment (MoCA), the Symbol Digit Modalities Test (SDMT), the Brief Visuospatial Memory Test-Revised (BVMT-R), and the Stroop Color and word test. The Mann-Whitney U tests were used to assess differences in different cognitive domains between participants following longhand and styluses digital note-taking. Results Students that used longhand note-taking demonstrated significantly higher overall cognitive scores (MoCA, p  = 0.005), along with superior information processing speed, working memory (SDMT, p  = 0.045), and better visual memory (BVMT-R, p  = 0.01), compared to those who used styluses digital note-taking. However, students using styluses digital note-taking exhibited better inhibitory cognitive control (Stroop test, p  = 0.020). Conclusions Although using styluses offers a hybrid experience by combining the tactile benefits of handwriting with the digital advantages of electronic devices, students who employed longhand note-taking demonstrated significantly higher cognitive scores across several domains compared to their peers using stylus-based digital methods. However, while these differences were statistically significant, the effect size was small. Longitudinal cohort studies are needed to further examine the predictive, mediating, and confounding factors related to note-taking methods and cognitive abilities in students.

OneNote lets you organize, access, and share notes on multiple devices. This guide shows you how to take full advantage of everything it offers-- text recognition, the ability to include data from other Office apps, and more!

Note-taking skills are critical to consecutive interpreting. As an important construct of translation competence and an essential skill of interpreting performance, note-taking merits rigorous and systematic investigations as well as reliable and valid assessment instruments and procedures. In the present study, we aim to further validate the note-taking fluency scale developed by Zhou and Dong (2019), focusing on four dimensions, the coordination between listening and note-taking, the timing of taking notes, the systematic nature of notes, and the use of notes. We evaluated the note-taking skills of a group of Master in Translation and Interpreting (MTI) students majoring in Chinese-Portuguese interpretation in Macao. The fluency scale was administered twice, at the beginning and the end of the training program respectively. The results corroborated the development of note-taking proficiency along with note-taking training in three cognitively less demanding dimensions, i.e., the timing of taking notes, the systematic nature of notes and the use of notes, while the more “stagnant/attractor” aspect of the coordination between listening and note-taking remained unchanged after several months' training. We conclude the paper by outlining specific pedagogical implications tailor made for the four dimensions of note-taking skills for future Chinese-Portuguese interpreting training.

Laptop computers allow students to type lecture notes instead of relying on the traditional longhand (i.e. paper–pencil) method. The present research compared laptop and longhand note-taking methods by investigating how the quality (i.e. complete versus incomplete idea units) and quantity (i.e. total words and total idea units) of typed and handwritten notes differed when students did or did not reply to text messages during a simulated lecture. Accounting for the presence of text messaging while participants took notes situated the present study within the reality facing many students in today’s digital age. Findings indicated that a considerable proportion of the idea units captured in participants’ notes were incomplete, regardless of note-taking method or exposure to distraction during the simulated lecture. However, only the total number of complete idea units stored in student notes meaningfully predicted lecture learning. Furthermore, the presence of digital distraction was particularly disruptive to the quality and quantity of laptop users’ lecture notes relative to longhand note takers. Finally, digital distraction emerged as a more meaningful predictor of lecture learning than note-taking method. Recommendations for improving the quality of student lecture notes are discussed and avenues for future research into note-taking completeness and the interplay between digital distraction and note-taking method are proposed.

The flood of information brought to us by advancing technology is often accompanied by a distressing sense of 'information overload', yet this experience is not unique to modern times. In fact, says Ann Blair in this intriguing book, the invention of the printing press and the ensuing abundance of books provoked sixteenth- and seventeenth-century European scholars to register complaints very similar to our own. The author examines methods of information management in ancient and medieval Europe as well as the Islamic world and China, then focuses particular attention on the organization, composition, and reception of Latin reference books in print in early modern Europe. She explores in detail the sophisticated and sometimes idiosyncratic techniques that scholars and readers developed in an era of new technology and exploding information.

This study investigated the effect of employing Cornell note-taking strategies to improve new students' performance in listening comprehension at Albaha University in the Faculty of Science and Arts, Al Mandaq. The study's population consisted of 40 first-year male students enrolled in the preparatory year program for various science subjects, including Physics, Chemistry, Biology, and Mathematics, in the academic year 2021–2022. These students were enrolled in a listening course, making them suitable candidates for the study. They were divided equally into two groups: the control group and the experimental group. The experimental group underwent a training program using Cornell note-taking strategies, while the control group received no training and just completed the course as normal. The data was obtained and framed using a descriptive qualitative method. To collect the data, a pre-test and post-test were designed to measure the students’ performance before and after the training program. The data was then analyzed using the SPSS program. The findings revealed clear progress in the performance of the experimental group compared to the control group. The poor performance of the control group was attributed to their lack of knowledge about note-taking strategies and their insufficient practice of and feedback on Cornell note-taking strategies.