Publication Type
Journal Article
Version
publishedVersion
Publication Date
2-2011
Abstract
The ability to learn highly depends on how knowledge is managed. Specifically, different techniques for note-taking utilize different cognitive processes and strategies. In this paper, we compared dyslexic and control participants when using linear and non-linear note-taking. All our participants were professionals working in the banking and financial sector. We examined comprehension, accuracy, mental imagery & complexity, metacognition, and memory. We found that participants with dyslexia, when using a non-linear note-taking technique outperformed the control group using linear note-taking and matched the performance of the control group using non-linear note-taking. These findings emphasize how different knowledge management techniques can avoid some of the barriers to learners.
Keywords
cognition, learning, learning disability, technology
Discipline
Educational Psychology | Special Education and Teaching
Research Areas
Corporate Communication
Publication
Dyslexia
Volume
17
Issue
1
First Page
38
Last Page
47
ISSN
1076-9242
Identifier
10.1002/dys.419
Publisher
Wiley
Citation
DROR, Itiel E.; MAKANY, Tamas; and KEMP, Jonathan.
Overcoming learning barriers through knowledge management. (2011). Dyslexia. 17, (1), 38-47.
Available at: https://ink.library.smu.edu.sg/lkcsb_research/6653
Copyright Owner and License
Publisher
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1002/dys.419