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The theory of information processing emerged in the 1960s, which is the basictheory of cognitive psychology. Information Processing Theory regards thepsychological process of obtaining information as the process of informationprocessing. It regards the human brain as an information processing system similar toa computer, responsible for receiving, storing, processing, and transmittinginformation. It regards the psychological process of obtaining information as aprocess of information processing and considers that the human cognitive process isinformation processing. Information Processing Theory divides the learning processinto three stages: receiving stimuli (sensory memory), encoding stimuli (workingmemory), storing and retrieving information (long-term memory) (Chen, 2004).Gagne, Simon, and Neisser are the representatives of Information Processing Theory(Dai & Liu, 2004).

Phillips and Atkinson et al. proposed a three-level processing model of memoryin 1967, which includes three stages: sensory memory, short-term memory, andlong-term memory. New information from short-term memory to long-term memoryis realized by rehearsal, and the effect of memory retention is directly proportional tothe rehearsal time. The memory information processing model shows that a series ofcognitive and behavioral responses affect the encoding, processing, and storage ofinformation in long-term memory.

2.2 Definitions and Functions of Note-taking

The following will introduce the definition and function of note-taking.

2.2.1 Definitions of Note-taking

Note-taking, a nearly ubiquitous classroom practice, is a popular learningstrategy among high school students and is often encouraged by teachers. Note-takingis an effective strategy to increase students’ recall, comprehension, and retention ofsubject matter (Spires & Stone, 1989). It also produces a deeper analysis of thematerial than reading without note-taking (Benton et al., 1993;Czarnecki et al.,1998).Researchers at home and abroad have studied note-taking strategysystematically, but they have different views on the concept of note-taking strategy.Di Vesta and Gray (1972) proposed in the 1970s that note-taking is the basic methodto increase the storage of classroom information. Note-taking promotes students tocode the information presented in the classroom and is more conducive to the reviewof the content provided in the classroom. Wittrock(1974) believes that note-taking is aprocess of technology generation. Note-taking helps to guide individuals to payattention to and discover the internal relationship between knowledge, and thenestablish the relationship between new knowledge and old knowledge. Fisher et al.(1974) believed that note-taking is a process of information generation andorganization, which is influenced by task situation and long-term memory, and alsoclosely related to the function of note-taking. According to Pepper and Mayer (1986),note-taking is a stimulating process, which can make pen reporters connect thecontent of lectures with their previous knowledge. Zimmerman et al. (1989) believedthat note-taking includes two basic s本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。