title: The influence of prior knowledge on the retrieval-directed function of note taking in prior knowledge activation.
abstract: 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.
  
  
  OBJECTIVE
  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.
  
  
  METHODS
  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.
  
  
  METHODS
  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.
authors.affiliation: Centre for Learning Sciences and Technologies/Netherlands Laboratory for Lifelong Learning, Open Universiteit in the Netherlands, Heerlen, The Netherlands. sandra.wetzels@ou.nl
authors.forename: Sandra A J
authors.initials: SA
authors.lastname: Wetzels
authors.forename: Liesbeth
authors.initials: L
authors.lastname: Kester
authors.forename: Jeroen J G
authors.initials: JJ
authors.lastname: van Merriënboer
authors.forename: Nick J
authors.initials: NJ
authors.lastname: Broers
mesh_terms: D000124:Achievement; D000293:Adolescent; D001288:Attention; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D008960:Models, Psychological; D011340:Problem Solving; D021641:Recognition, Psychology; D012153:Retention, Psychology; D014163:Transfer, Psychology; D014956:Writing