Introduction. The article explores a significant problem of the relationship between writing and listening depending on the methods of symbolic text fixation in the digital age. The purpose of the study is to identify differences in the perception and assimilation of audio information, which is fixed in two different ways: by hand and typing on the keyboard of a computer (tablet).
Materials and Methods. The experimental study was conducted at the combined arms Academy in the «Standards of Speech" classroom using a specially developed author's inventory. The study sample consisted of 1st and 2nd year master’s students (n = 50) aged between 25 and 40 years, divided into two equal groups of 25 people. The first subgroup included those who chose to fix the text by hand, whereas the second subgroup included participants who chose to fix the text on a computer. The experiment consisted of two parts: it was necessary to record the auditable text in writing (by hand or on a computer) and answer questions after its perception. The total time was 90 minutes. The reliability of the data obtained was verified using the Student's t-test calculation method for two independent samples.
Results. In the course of the study, it was determined that for fixing the audited text, listeners (if desired) use two different methods: note-taking and computer shorthand. Analysis of the results of sign-symbolic fixation of the audited text showed significant differences in the structural organization of the written text. It was revealed that, in contrast to computer shorthand, the use of taking notes significantly increases the efficiency of assimilation of educational material.
Conclusions. The article concludes that methods of sign-symbolic fixation of a written text in different ways affect the perception of audio information and its further assimilation, which in turn has a significant impact on the development of thinking and memory.