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.
Taking notes is of uttermost importance in academic and commercial use and success. Different techniques for note-taking utilise different cognitive processes and strategies. This experimental study examined ways to enhance cognitive performance via different note-taking techniques. By comparing performances of traditional, linear style note-taking with alternative nonlinear technique, we aimed to examine the efficiency and importance of different ways of taking notes.