Towards Improved Constructive Thinking and Greater Holistic Objectivity and Clarity in a Complex World. This Blog is a Resource of Articles on the Thinking Process from Education, Information Science, Philosophy, Science, Linguistics, Psychology, Artificial Intelligence, Sociology, Media Studies, Statistics, Behavioural Sciences, and Other Sources. The Development of the Precision Universal Debating Project acts as the Basic Backdrop to the Whole Subject.
President Jimmy Carter’s Notes from his private meeting with Pope John Paul II, October 6, 1979.
Note-taking (sometimes written as notetaking or note taking) is the practice of recording information captured from another source. By taking notes, the writer records the essence of the information, freeing their mind from having to recall everything.[1] Notes are commonly drawn from a transient source, such as an oral discussion at a meeting, or a lecture (notes of a meeting are usually called minutes), in which case the notes may be the only record of the event. Note taking is a form of self discipline.
Note-taking has been an important part of human history and scientific development. The Ancient Greeks developed hypomnema which were personal records on important subjects. In the Renaissance and early modern period commonplace books which served a similar function became popular.[2] Philosopher John Locke developed an indexing system[3] which served as a model for commonplace books; for example, it inspired another book, Bell’s Common-Place Book, Formed generally upon the Principles Recommended and Practised by Mr Locke nearly a century later.[4]
Note-taking is a central aspect of a complex human behavior related to information management involving a range of underlying mental processes and their interactions with other cognitive functions.[5] The person taking notes must acquire and filter the incoming sources, organize and restructure existing knowledge structures, comprehend and write down their interpretation of the information, and ultimately store and integrate the freshly processed material. The result is a knowledge representation, and a memory storage.[1]
Many different formats are used to structure information and make it easier to find and to understand, later. The format of the initial record may often be informal and/or unstructured. One common format for such notes is shorthand, which can allow large amounts of information to be put on paper very quickly. Note-taking is an important skill for students, especially at the college level. In some contexts, such as college lectures, the main purpose of taking notes may be to implant the material in the mind; the written notes themselves being of secondary importance. Historically, note-taking was an analog process, written in notebooks, or other paper methods like Post-It notes. In the digital age, computers, tablet PCs and personal digital assistants (PDAs) are common.
Note-taking is a race against time. The note taker typically is under severe time pressure, and different note-taking styles and techniques try to make the best use of time. The average rate of speech is 2–3 words per second, but the average handwriting speed as only 0.2–0.3 words per second.[5]
Regardless of the medium (paper, computer), note-taking can be broadly divided into linear and nonlinear methods, which can be combined.
Outlines tend to proceed down a page, using headings and bullets to structure information. A common system consists of headings that use Roman numerals, letters of the alphabet, and Arabic numerals at different levels. A typical structure would be:
I. First main topic
A. Subtopic
1. Detail
2. Detail
B. Subtopic
II. Second main topic
A. Subtopic
However, this sort of structure has limitations in written form since it is difficult to go back and insert more information. Adaptive systems are used for paper-and-pen insertions, such as using the reverse side of the preceding page in a spiral notebook to make insertions. Or one can simply leave large spaces in between items, to enable more material to be inserted. The above method is effective for most people, but you can be creative in making your own method. (See Category:Outliners for more about application software that supports outlining.)
Here, ideas are written in a tree structure, with lines connecting them together. Mind maps, also referred to as brain-storming are commonly drawn from a central point, purpose or goal in the center of the page and then branching outward to identify all the ideas connected to that goal. Colors, small graphics and symbols are often used to help to visualize the information more easily. This note-taking method is most common among visual learners and is a core practice of many accelerated learning techniques. It is also used for planning and writing essays.
Every new thought is written as a new line. Speed is the most desirable attribute of this method because not much thought about formatting is needed to form the layout and create enough space for more notes. When taking these notes, you can number them or bullet them. This method can allow the reader to tell where a new thought ends and begins. This strategy is short and helpful, especially when a professor or teacher may need to read the notes.
SQ3R is a method of taking notes from written material, though it might be better classed as a method of reading and gaining understanding. Material is skimmed to produce a list of headings, that are then converted into questions. These questions are then considered whilst the text is read to provide motivation for what is being covered. Notes are written under sections headed by the questions as each of the material's sections is read. One then makes a summary from memory, and reviews the notes. (SQ3R—Survey, Question, Read, Recite, Review.)
Sometimes lecturers may provide handouts of guided notes, which provide a "map" of the lecture content with key points or ideas missing. Students then fill in missing items as the lecture progresses. Guided notes may assist students in following lectures and identifying the most important ideas from a lecture. This format provides students with a framework, yet requires active listening (as opposed to providing copies of powerpoint slides in their entirety). Research has shown that guided notes improve students' recording of critical points in lecture as well as their quiz scores on related content.
The growing ubiquity of laptops in universities and colleges has led to a rise in electronic note-taking. Many students write their notes in word processors or prepare digital hand-written notes using a graphics tablet or tablet computer and styli or digital pens, with the aid of note-taking software, e.g. Windows Journal. Online applications, such as Microsoft OneNote, are receiving growing attention from students who can forward notes using email, or otherwise make use of collaborative features in these applications and can also download the texts as a file (txt, rtf...) in a local computer. It has also become common for lecturers to deliver lectures using these and similar technologies, including electronic whiteboards, especially at institutes of technology.
Online note-taking has created problems for teachers who must balance educational freedom with copyright and intellectual property concerns regarding course content.[citation needed]
Professional notetakers provide access to information for people who cannot take their own notes, in particular the deaf and hearing impaired. Professional Notetakers most frequently work in colleges and universities, but are also used in workplace meetings, appointments, conferences, and training sessions. They are usually educated to degree level. In the UK they are increasingly expected to have a professional note-taking qualification, such as that offered by the Council for the Advancement of Communication with Deaf People (CACDP).
^ Jump up to: abPiolat, A., Olive, T. & Kellogg, R. T. (2005). Cognitive effort during note-taking. Applied Cognitive Psychology, 19, 291–312.
Jump up ^Rico, G. L. (1983). Writing the natural way: using right-brain techniques to release your expressive powers. New York: Penguin Putnam.
Jump up ^Canas, A. J., Coffey, J. W., Carnot, M. J., Feltovich, P., Hoffman, R. R., Feltovich, J. et al. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. Report to the Chief of Naval Education and Training Pensacola FL 32500.
Jump up ^Novak, J. D. & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.
Jump up ^Pauk, W. (2001). How to study in college. Boston, MA: Houghton Mifflin.
Jump up ^Nast, J. (2006). Idea mapping: how to access your hidden brain power, learn faster, remember more, and achieve success in business. Hoboken, NJ: John Wiley & Sons.
Jump up ^Turley, J. (1989). Speed-reading in business. An action plan for success. Menlo Park, CA: Crisp Publications.
Jump up ^Ishikawa, K. (1984). Guide to quality control (2nd revised English ed.). New York: Unipub.
Jump up ^O’Donnell, A. M., Dansereau, D. F. & Hall, R. F. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14, 71–86.
Jump up ^Rose, C. & Nicholl, M. J. (1997). Accelerated learning for the 21st century: the six-step plan to unlock your master mind. London: Judy Piatkus Publishers.
Jump up ^Buzan, T. (2000). Use your head. Harlow, England: BBC Active.; Catchpole, R. & Garland, N. (1996). Mind maps: using research to improve the student learning experience. In G. Gibbs (Ed.), Improving student learning: using research to improve student learning (pp. 211–222). Oxford: Oxford Centre for Staff Development at Oxford Brookes University.; Gruneberg, M. M. & Mathieson, M. (1997). The perceived value of minds maps (spider diagrams) as learning and memory aids. Cognitive Technology, 2, 21–24.; Hartley, J. (2002). Note-taking in non-academic settings: a review. Applied Cognitive Psychology, 16, 559–574.
Jump up ^Caviglioli, O. & Harris, I. (2000). Mapwise accelerated learning through visible thinking. Strafford, NH: Network Educational Press.
Jump up ^Minto, B. (1987). The pyramid principle. Harlow, England: Financial Times, Prentice Hall, Pearson Education.
Jump up ^Lehmann, F. (1992). Semantic networks in artificial intelligence. Oxford: Pergamon Press.; Sowa, J. F. (1991). Principles of semantic networks: explorations in the representation of knowledge. San Mateo, CA: Morgan Kaufmann Publishers.
Van Matre, Nicholas H.; Carter, John (1975). The Effects of Note-Taking and Review on Retention of Information. Presented by Lecture. Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., March 30-April 4, 1975).
Carter, John F.; Van Matre, Nicholas H. (1975). Note Taking Versus Note Having. Journal of Educational Psychology, 67, 6, 900-4, Dec 75
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