Cognitive and metacognitive skills of successful notes predictors

Abstract

In this article the importance of note-taking for successful learning is discussed, very little is known about the cognitive variables associated with it especially notes of scientific texts. The main purpose of this research was to estimate the contribution of transcription fluency, reading comprehension, verbal working memory, active attention and basic knowledge to the quality of text notes as note-taking. The second purpose is the importance of scientific substantiation of note-taking as a predictor of academic performance, quality of knowledge and information storage, as well as the identification of variables in accordance with their contribution to the effectiveness learning activities before and after the note-taking. The results showed that the transcription of fluency was the best predictor of notes (reading comprehension was also a significant predictor) which extends the previous findings about the importance of transcription fluency. The summary of lectures was the best predictor for the essay, selecting and remembering many details, but was not a predictor for inference.