Exp 105 Gen 105

As a student our schooling and future life for the most part dependent on how well we are able to take and score on exams. In order to score well on those exams, a student must be able to create quality notes that are able to aid them in their studies. According to Peverly and Sumowski (2011), “ Thus, skill in note taking may be related to five variables: comprehension ability (reading or listening), verbal working memory, background knowledge, transcription fluency and attention”(p. 104). Peverly and Sumowski then revealed that there were two main purposes of the experiment. First of all, the primary purpose of the experiment was to evaluate the contributions each of the variables (Peverly and Sumowski, 2011, p. 105). The secondary purpose

Peverly and Sumowski first defined reading comprehension “Reading comprehension refers to readers’ mental representation of a text”(p. 105). Basically constructing bridges of relationships between characters, concepts, and goals, and connecting them together. On top of reading comprehension, among the discussed topics was Domain knowledge. What domain knowledge basically means is that students that have more background knowledge are predicted to have higher scores than students with lower background knowledge. And so Peverly et al. (2011) also evaluated the relationship of background knowledge (and other independent variables) to notes’ quality and performance on tests. Furthermore, Peverly et al. (2011) discussed Verbal Working Memory ”Working memory refers to a cognitive workspace where information from the environment and long term memory is held, manipulated and interpreted, to achieve goals such as remembering, learning, and/or problem solving”(p. 106). Initially, the participants of the test were given out to undergraduate students in a introduction to psychology class with a mean age of 19. The participants were then asked to complete all of the variable test in two 55-minute sessions held on two separate days. The students were informed that in the first session they would take notes on each of the categories (Group Stroop, Transcription Fluency, and Nelson-Denny Reading Test). The students were also told that the notes that they took were all they had to study for the test in the second