The influence of prior knowledge on the retrieval‐directed function of note taking in prior knowledge activation

Background. Prior knowledge activation facilitates learning. Note taking during prior knowledge activation (i.e., note taking directed at retrieving information from memory) might facilitate the activation process by enabling learners to build an external representation of their prior knowledge. However, taking notes might be less effective in supporting prior knowledge activation if available prior knowledge is limited. Aims. This study investigates the effects of the retrieval‐directed function of note taking depending on learners' level of prior knowledge. It is hypothesized that the effectiveness of note taking is influenced by the amount of prior knowledge learners already possess. Sample. Sixty‐one high school students participated in this study. A prior knowledge test was used to ascertain differences in level of prior knowledge and assign participants to a low or a high prior knowledge group. Method. A 2×2 factorial design was used to investigate the effects of note taking during prior knowledge activation (yes, no) depending on learners' level of prior knowledge (low, high) on mental effort, performance, and mental efficiency. Results. Note taking during prior knowledge activation lowered mental effort and increased mental efficiency for high prior knowledge learners. For low prior knowledge learners, note taking had the opposite effect on mental effort and mental efficiency. Conclusions. The effects of the retrieval‐directed function of note taking are influenced by learners' level of prior knowledge. Learners with high prior knowledge benefit from taking notes while activating prior knowledge, whereas note taking has no beneficial effects for learners with limited prior knowledge

Cognition · Cognitive psychology · Domain knowledge · Explicit knowledge · Function (biology) · General knowledge · Knowledge level · Knowledge management · Knowledge of results · Mathematics education · Mental representation · Procedural knowledge · Task (project management) · Computer Science · Innovative Teaching and Learning Methods · Memory Processes and Influences · Psychology · Social Psychology · Visual and Cognitive Learning Processes

• Motivation in online course design using self-determination theory

  Open Access•Emily Shank, Hengtao Tang et al.•Educational Technology Research…•2025

  Incluir item

• Leveraging What Students Know to Make Sense of Texts

  Open Access•Courtney Hattan, Patricia A Alexander et al.•Review of Educational Research•2024

  Incluir item

• The Efficiency of Instructional Conditions

  Open Access•Fred Paas, Fred G W C Paas et al.•Human Factors: The Journal of the…•1993

  Incluir item

• The Expertise Reversal Effect

  Slava Kalyuga, Paul Ayres et al.•Educational Psychologist•2003

  Incluir item

• Training strategies for attaining transfer of problem-solving skill in statistics

  Fred Paas, Fred G W C Paas•Journal of Educational Psychology•1992

  Incluir item

• Eliciting Self‐Explanations Improves Understanding

  Open Access•Michelene T H Chi, Michelene T H et al.•Cognitive Science•1994

  Incluir item

• Working Memory

  Open Access•Alan Baddeley•Science•1992

  Incluir item

• Cognitive Load Theory and Complex Learning

  Open Access•Jeroen J G Van Merriënboer, John Sweller•Educational Psychology Review•2005

  Incluir item

• The effect of prior knowledge activation on text recall

  Open Access•Maureen Machiels‐bongaert, Maureen Machiels‐Bongaerts et al.•British Journal of Educational…•1995

  Incluir item