title: Overcoming learning barriers through knowledge management.
abstract: The ability to learn highly depends on how knowledge is managed. Specifically, different techniques for note-taking utilize different cognitive processes and strategies. In this paper, we compared dyslexic and control participants when using linear and non-linear note-taking. All our participants were professionals working in the banking and financial sector. We examined comprehension, accuracy, mental imagery & complexity, metacognition, and memory. We found that participants with dyslexia, when using a non-linear note-taking technique outperformed the control group using linear note-taking and matched the performance of the control group using non-linear note-taking. These findings emphasize how different knowledge management techniques can avoid some of the barriers to learners.
authors.affiliation: Department of Psychology, Institute of Cognitive Neuroscience, University College London, London, UK. i.dror@ucl.ac.uk
authors.forename: Itiel E
authors.initials: IE
authors.lastname: Dror
authors.forename: Tamas
authors.initials: T
authors.lastname: Makany
authors.forename: Jonathan
authors.initials: J
authors.lastname: Kemp
mesh_terms: D000328:Adult; D003071:Cognition; D032882:Comprehension / Q000502:physiology*; D004410:Dyslexia / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D058436:Knowledge Management; D008297:Male; D008568:Memory / Q000502:physiology; D008875:Middle Aged; D011897:Random Allocation; D014741:Video Recording; D055815:Young Adult