Pen Chromaticity’s Effect on the Recall of Details Following Lecture Annotation
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Northern Kentucky University
Abstract
When you think of failure, what color comes to mind? If you thought red, you
are not alone. Previous studies have indicated that the color red, when seen
on exam booklets, worsens academic performance. Nonetheless, some studies
find no evidence that red worsens performance, or that its effects depend on
the gender of the test taker. The purpose of this study was to investigate the
effect of pen color used while taking notes during a lecture on subsequent test
scores, perceptions of test difficulty, and note-taking behavior. The data were
analyzed using 2 (pen color) x 2 (participant gender) ANOVAs. The results were
partially consistent with the hypothesis: we found that use of a red pen resulted
in worsened performance compared to use of a blue pen, but only among
males. Among females, use of a red pen enhanced performance relative to a
blue pen. We found this pattern of results on questions measuring recall but
not recognition. We discuss the implications of pen color choice for studying
and grading. If students are more aware of the effect of color on academic
performance, they may be able to retain and recall more information simply by
changing their pen color.
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Psychological Functioning, Academic Performance, Gender Differences