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The complexity of the cognitive operations and the knowledge involved in a process such as note-taking require note-takers to actively control what they are doing and to master the way they work. This metacognitive knowledge allows them to plan their activity, to evaluate and regulate it (Rémond, 2003). Garcia-Mila and Andersen (2007) further argued that metacognition is important for at least two reasons. First, as learners often misperceive the task demands and their own future state of knowledge, they do not see the utility of note-taking. Second, these misperceptions make learners not refer back to their notes and thereby miss feedback that would refine their metacognitive knowledge and strategy use. (Makany et al, 2009)

Similar to Kiewra et al's (1991), this study also found that the higher overall information management performances of NL note-takers did not originate from their prominent short-term memory skills. Our participants in either group answered correctly around half of the questions, in which they were not allowed to use their notes. This suggests that the excellence of NL note-takers in other measures of academic performance is a result of their advanced information management technique that allowed better access and utilisation to recorded data. This finding also rules out a potential interpretation that non-linear participants might have performed better than controls because of their individually more advanced WM abilities. (Makany et al, 2009)

Note-taking depends largely on the ‘working memory' (WM; Baddeley, 2007). When taking notes of a presentation, we maintain a short-term memory buffer in order to acquire, mentally represent, select and understand the continuous flow of incoming new information and to update and interact with the already-stored knowledge (Piolat et al, 2005). WM during note-taking contributes to processes such as cognitive load (Yeung, Jin & Sweller, 1997), comprehension (Daneman & Merikle, 1996) or writing (Levy & Ransdell, 2002). However, note-taking is constrained by the same capacity limits as WM. Katayama and Robinson (2000) argued that the primary obstacle of good-quality notes is the amount of cognitive overload experienced by the students.

the majority of the researchers agree that graphs and concept maps can be useful in selecting, encoding and organising information that leads to better remembering of the study materials (Robinson, Katayama, DuBois & DeVaney, 1998; Samarawickrema & O'Reilly, 2003). There is supporting evidence that organised and well-structured notes positively correlate with test scores and overall learning benchmarks in students (Titsworth & Kiewra, 1998, 2004). Titsworth (2004) argued that organisational cues of lecture notes enhance academic performance because they can help students to reduce their cognitive loads by providing determined note structures. Nevertheless, the outcomes of taking notes in a non-linear format highly depend on the actual technique used and the competence in utilising it.