To study the effect of note taking, type of notes taken, and review on recall, 112 male and female college students were randomly assigned to four treatment groups using different combinations of note taking and review. No treatment effects were found, but preference for detailed notes was significantly positively correlated with recall for those assigned to take detailed notes, more weakly correlated with recall for those assigned to take no notes, and nonsignificantly negatively correlated with recall for those assigned to take only notes on main points.
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