This overview of the topic note-taking includes a description of existing approaches. Albl-Mikasa argues in particular that in the way interpreters take their notes, they attempt to alleviate the cognitive pressure which the exercises entail, and observes that available evidence from empirical studies suggest that consecutive notes seem to follow the successive micro-propositions of the source speech as it unfolds. According to her, the Heidelberg School-based approach stresses the text-based nature of notes and is in stark contrast with the Interpretive Theory-based approach which posits deverbalization as the linchpin of note-taking.