In this direct replication of Mueller and Oppenheimer’s (2014) Study 1, participants watched a lecture while taking notes with a laptop (n = 74) or longhand (n = 68). After a brief distraction and without the opportunity to study, they took a quiz. As in the original study, laptop participants took notes containing more words spoken verbatim by the lecturer and more words overall than did longhand participants. However, laptop participants did not perform better than longhand participants on the quiz. Exploratory meta-analyses of eight similar studies echoed this pattern. In addition, in both the original study and our replication, higher word count was associated with better quiz performance, and higher verbatim overlap was associated with worse quiz performance, but the latter finding was not robust in our replication. Overall, results do not support the idea that longhand note taking improves immediate learning via better encoding of information.

在穆勒和奥本海默 (2014) 研究 1 的直接复制中，参与者一边观看讲座，一边用笔记本电脑 ( n = 74) 或速记 ( n= 68)。在短暂的分心之后，没有机会学习，他们参加了一次测验。与最初的研究一样，笔记本电脑参与者记下的笔记包含更多由讲师逐字记录的单词，并且总体上比手写的参与者更多。然而，笔记本电脑参与者在测验中的表现并不比手写参与者好。八项类似研究的探索性荟萃分析呼应了这种模式。此外，在原始研究和我们的复制中，较高的字数与更好的测验性能相关，较高的逐字重叠与较差的测验性能相关，但后一个发现在我们的复制中并不可靠。总体而言，结果不支持手写笔记通过更好的信息编码来提高即时学习的想法。