The Effect of Notes Taken along the Top-level Structure of Prose Materials on Reading Comprehension.

講義時にその講義内容の構造に則したノートを取ることが有効であることを示した研究がある。では読解時にその材料の構造に則したノートを取ることは講義時と同様にその文章理解を促進するのだろうか。本研究は参加者の注意を文章の構造に向けさせるようなノートの取らせ方をする場合と，そうした方向付けを行わない場合とを比較することでこの点を検討することを目的とした。大学生42名が，構造化ノート条件，自由ノート条件，統制条件の何れかで実験に参加した。参加者は何れかの条件に無作為に割り当てられた後，事前テスト，文章読解，事後テストの順で課題を遂行した。事後テストの結果は，統制群に比べ構造化ノート群や自由ノート群の成績がよかったこと，自由ノート群が構造化ノート群より成績がよかったことを示していた。後者の結果は当初の予想とは逆のものだった。こうした結果になった理由についてノートの量的・質的な分析結果を踏まえながら考察された。There is a research finding which has showed the effectiveness of note-taking which met the top-levelstructure of lecture contents. Is this finding true to reading comprehension? Is note-taking that followed thetop-level structure of prose materials effective for reading comprehension of the prose materials? The purposeof the present study was to examine this question. Forty two undergraduates or graduates participated in thepresent study. They were equally divided into three experimental conditions; structured note-taking condition,conventional note-taking condition, and control condition. After having recieved a prior test, each participant reads prose materials according to an assigned condition and then they took a post test. The scores of the post test in both note-taking conditions were higher than the ones of the post test in control condition. This result confirmed the effectiveness of encoding function of note-taking activity in reading comprehension. Contraryto an original expectation, the scores of the post test in structured note-taking condition were lower than the ones of the post test in conventional note-taking condition. The cause of the disagreement was discussed on the basis of quantitative or qualitative analysis of the contents of the notes taken by each participant in both note-taking conditions