Examining the Mediating Role of Auditory Memory in How Perceived Knowledge Affects Lecture Notes Quality

• In Event: 73.062 - Poster Session 17
  In Poster Session: 73.062-2 - Motivational and Cognitive Processes: Language, Literacy, Communication, and Reasoning

Abstract

This research examined whether learners’ auditory memory mediates the relationship between their perceived prior knowledge on the lecture topics and the amount of accurate information they noted down from lectures with no or only minimal visual support. We found that both perceived prior knowledge and auditory working memory affected quality of lecture notes. However, the relationship between perceived knowledge and quality of notes was not linear. The results also showed that the effect of auditory working memory was the largest for participants who reported intermediate knowledge level, suggesting interplay between the autonomous aspect of note taking directed by note takers’ beliefs and the processing limit imposed by their cognitive capacities.

Authors

• Ruomeng Zhao, University of Nebraska - Lincoln

• Christy A. Horn, University of Nebraska

• Lanyan Ding, University of Nebraska - Lincoln

• Jeremy Sydik, University of Nebraska - Lincoln

• Kate Sydik, University of Nebraska - Lincoln

• Shiyuan Wang, Rowan University