A jegyzetelés pszicholingvisztikai vonatkozásai

Abstract

The goal of this paper is to examine the process of note taking from a psycholinguistics point of view, and to develop an adequate methodology for this purpose. The research reviews the notes of three classes in high school, all taught by the same teacher in 8th, 10th and 12th grade. The study reflects on the change of the note taking strategies in relation to gender, age and proficiency. The research revealed that the proportion of the information, linguistic shape and the application of the note-taking strategies. The initial hypothesis that with growing older, students apply the strategies better, have creative reductions and there are more and more pieces of information in the notes proved to be right. Through ageing, students are developing unique styles in note taking. The study also describes the methodology that can be used in the future to get a more exact picture of note-taking tendencies.