%0 Journal Article
%T Effect of an informative assessment on note-taking performance within an ILE
%A Sonia MANDIN
%A Philippe DESSUS
%A Beno£¿t LEMAIRE
%J STICEF
%D 2005
%I 
%X This article assesses the computerized feedback effects due to the qualities of notes taken during the reading of a lesson. By inducing the connection between the existing knowledge and the information of a read lesson, the note-taking process entails a disturbing reorganization of knowledge. With an experimental approach, we describe the effects due to an inquiry feedback about the existing knowledge on the note¡¯s content (their similarity with the lesson text and their textual coherence). The similarity and the coherence are evaluated by the latent semantic analysis (LSA) applied to a large textual corpus. Despite our expectations, we don¡¯t find effects due to feedback but effects due to the familiarity of the participants with the domain of the lesson.
%K Note-taking
%K knowledge acquisition
%K latent semantic analysis
%K interactive learning environment
%U http://sticef.univ-lemans.fr/num/vol2005/mandin-01/sticef_2005_mandin_01p.htm