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Participants completed four analytical reasoning problems, writing notes for two tasks and not writing for the other two. Most participants generated notes when allowed, but higher-quality notes did not improve performance in the write versus no-write comparison; lower-quality note producers performed even worse when writing. Results indicate students may lack adequate note-taking skills and may benefit from instruction on creating and using external representations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/analytical-reasoning-skills-improving-performance-with-notations/597273/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/analytical-reasoning-skills-improving-performance-with-notations/597273.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the effect of notations tested in the study?","Question",{"text":112,"@type":113},"Participants solved four analytical reasoning problems, producing notes for two problems and solving two without notes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Did better note quality improve reasoning performance?",{"text":117,"@type":113},"No. Higher-quality notes did not enhance performance when comparing write and no-write conditions.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about students’ note-taking skills?",{"text":121,"@type":113},"Students may not have adequate note-taking skills and may need instruction in producing and using external representations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597273,1792084720,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ANALYTICAL REASONING SKILLS: IMPROVING PERFORMANCE WITH NOTATIONS  \nMichelle Eskritt & Carol Arthurs  \nIn this study we explored the effect of notations that undergraduates produce on their reasoning abilities. Participants solved four analytical reasoning problems, making notes to solve two problems and solving two without notations. Most participants produced notes when given the opportunity. The production of higher quality notes did not aid performance when we compared the write and no write conditions and those producing poorer quality notes performed even worse in the write condition. The results suggest that students do not necessarily have adequate noteȬtaking skills and that they may need instruction in the production and use of external representations.  \nKeywords: problemȬsolving, notational quality, noteȬtaking, external representations  \nDans cette étude, les auteures ont exploré l’effet des notes prises par des étudiants de premier cycle sur leur capacité de raisonnement. Les participants ont résolu quatre problèmes de raisonnement analytique, prenant des notes en vue de résoudre deux problèmes sur quatre. La plupart des participants ont pris lorsqu’ils en avaientl’occasion. La prise de meilleures notes n’a pas contribué à l’obtention de meilleursrésultats si l’on compare les contextes avec ou sans notes ; les personnes qui ont pris de moins bonnes notes ont obtenu un rendement encore plus mauvais dans le contexte avec notes. Les résultats semblent indiquer que les étudiants ne savent pas nécessairement comment prendre de bonnes notes et qu’il faudrait peutȬêtre leur montrer comment prendre des notes et s’en servir.  \nMots clés : résolution de problèmes, prise de notes, qualité des notes  \n_________________  \nCANADIAN JOURNAL OF EDUCATION 29, 3 (2006): 855Ȭ872  \nAs writing systems developed in Western culture, they were accompanied by large social changes including more complex agricultural and trade systems, political and economic advances, and mass education and production (Scribner & Cole, 1981) . Although such changes have played an important role in modern society, scholars have long debated the impact of literacy on both the individual and society and its relationship with cognitive processes. For example, Aristotle felt that external representation of information would not affect thought because it was only a transcription of speech (Olson, 1994), a view still held by some theorists today (e.g., Carruthers, 1990) . This perspective assumes that literacy does not impact individual cognition, although it can have an influence at the societal level. In contrast, other theorists have suggested that the act of writing may alter thought processes (Harris, 1989) . In this view, literacy paved the way for the development of logical, analytical, and scientific thinking (Donald, 1991; Goody & Watt, 1968; Havelock, 1963; McLuhan, 1962; Ong, 1982) . It can have an impact at the individual level.  \nThe effect of print exposure on cognitive processes is one area that examines the impact of literacy on the individual. In the field of the cognitive psychology of reading, Stanovich and Cunningham (1992) have attempted to pinpoint the cognitive processes that support effective reading performance. In contrast, there has been little focus on the influence of exposure to print on cognitive processes. Avid readers tend to differ from nonreaders in a variety of ways, including their cognitive skills, behavioural habits, and background variables (Stanovich, 1993) . Stanovich, West, and Harrison (1995) also found that print exposure was directly related to measures of crystallized intelligence (i.e., vocabulary, general knowledge), but they did not find a direct influence of print exposure on fluid abilities (i.e., reasoning, working memory) .  \nThe debate about the impact of literacy remains, partly because of the way it has been defined. Most often literacy is thought of as the ability to read and write. However, this definitio","cbCairwWZPU4mUCc","https://ap.wps.com/l/cbCairwWZPU4mUCc","pdf",185272,18,"English","# Analytical reasoning skills\n## Effect of notations on reasoning performance\n## External representations and literacy debate\n## Definitions of literacy and cognitive impact\n## Internal vs. external representations","[{\"question\":\"How was the effect of notations tested in the study?\",\"answer\":\"Participants solved four analytical reasoning problems, producing notes for two problems and solving two without notes.\"},{\"question\":\"Did better note quality improve reasoning performance?\",\"answer\":\"No. Higher-quality notes did not enhance performance when comparing write and no-write conditions.\"},{\"question\":\"What do the results suggest about students’ note-taking skills?\",\"answer\":\"Students may not have adequate note-taking skills and may need instruction in producing and using external representations.\"}]","ANALYTICAL REASONING SKILLS - IMPROVING PERFORMANCE WITH NOTATIONS | PDF",45]