Learning science for notes and documents

How should text be structured so a reader learns and retains more? The field calls this instructional design, grounded in cognitive load theory and multimedia learning.

Steps: frame · review · state of the art · position · against · baseline · bibliography

Claims

Claim	Grade	Where
Practice testing beats restudy (g = 0.33; 0.50 against all controls)	measured	review.md 2
Spaced beats massed retrieval (g = 0.74)	measured	review.md 2
Worked examples help novices, reverse for experts	measured	review.md 3
Constructing a concept map beats studying one (g = 0.72)	measured	review.md 4
Words placed with their picture beat split placement (d about 0.72 to 0.85, secondary)	measured	review.md 5
Signalling helps retention (g = 0.53)	measured	review.md 5
Each hypertext link adds load for novices	supported with caveat	review.md 6
Matching instruction to a learning style helps	not supported	against.md
Skeletal notes raise recall	supported with caveat	review.md 4
Section length thresholds (e.g. 80 lines)	convention, untested	position.md