Note-taking for the win: Doodling does not reduce boredom or mind-wandering, nor enhance attention or retention of lecture material

Emily Krysten Spencer-Mueller, Mark J Fenske

Open source

DOI: 10.1177/17470218231222402
Published: 2024-01-11
Container: Quarterly Journal of Experimental Psychology
Publisher: SAGE Publications
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.1177/17470218231222402,
  title = {Note-taking for the win: Doodling does not reduce boredom or mind-wandering, nor enhance attention or retention of lecture material},
  author = {Emily Krysten Spencer-Mueller and Mark J Fenske},
  year = {2024},
  journal = {Quarterly Journal of Experimental Psychology},
  doi = {10.1177/17470218231222402},
  url = {https://doi.org/10.1177/17470218231222402}
}

RIS

TY  - JOUR
TI  - Note-taking for the win: Doodling does not reduce boredom or mind-wandering, nor enhance attention or retention of lecture material
AU  - Emily Krysten Spencer-Mueller
AU  - Mark J Fenske
PY  - 2024
JO  - Quarterly Journal of Experimental Psychology
DO  - 10.1177/17470218231222402
UR  - https://doi.org/10.1177/17470218231222402
ER  -

APA

Spencer-Mueller, E. K., & Fenske, M. J. (2024). Note-taking for the win: Doodling does not reduce boredom or mind-wandering, nor enhance attention or retention of lecture material. Quarterly Journal of Experimental Psychology. https://doi.org/10.1177/17470218231222402

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crossref · retrieved 2026-09-26T17:34:50.369Z