Soliciting judgments of forgetting reactively enhances memory as well as making judgments of learning: Empirical and meta-analytic tests

Li, Baike; Zhao, Wenbo; Zheng, Jun; Hu, Xiao; Su, Ningxin; Yin, Yue; Li, Meng; Yang, Chunliang

doi:10.3758/s13421-021-01258-y

Cited by 19 publications

(19 citation statements)

References 44 publications

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“…Specifically, requesting judgments of learning (JOLs) in which learners predict their memory performance during study alters memory performance (for review, see Double & Birney, 2019). Several studies showed that the mere act of making JOLs for word pairs and single words influences cued-recall (Janes, Rivers, et al, 2018; Mitchum et al, 2016; Soderstrom et al, 2015), free-recall (Senkova & Otani, 2021), and recognition memory performance (Li et al, 2022; Myers et al, 2020).…”

Section: Reactivity Of Immediate Jolsmentioning

confidence: 99%

On the educational relevance of immediate judgment of learning reactivity: No effects of predicting one’s memory for general knowledge facts.

Schäfer¹,

Undorf²

2024

Journal of Applied Research in Memory and Cognition

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Several studies revealed that predicting one's memory during learning has reactive effects on memory performance: making judgments of learning (JOLs) improved cued-recall performance for related word pairs and recognition memory for single words but impaired or did not impact cued recall for unrelated word pairs. Very little is known, however, about the generalizability of JOL reactivity to educationally relevant study materials and test conditions. The three experiments reported here examined whether making JOLs affects performance in multiple-choice and short-answer tests on general knowledge facts of varying difficulty. Neither experiment revealed reliable effects of making JOLs on performance, and the same was found in a continuously cumulating meta-analysis that included data from all experiments. These results indicate that soliciting metamemory predictions does not affect test performance for general knowledge facts. Further research will be needed to examine whether this holds for educationally relevant materials and tests in general.

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Section: Reactivity Of Immediate Jolsmentioning

confidence: 99%

On the educational relevance of immediate judgment of learning reactivity: No effects of predicting one’s memory for general knowledge facts.

Schäfer¹,

Undorf²

2024

Journal of Applied Research in Memory and Cognition

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“…The present study is the first to explore electrophysiological correlates of the JOL reactivity effect. As previously mentioned, behavioral research suggested that both enhanced learning engagement (Tauber and Witherby 2019;Tekin and Roediger 2020;Witherby and Tauber 2017;Zhao et al 2022) and elaborative processing (Li et al 2022;Soderstrom et al 2015;Tekin and Roediger 2020;Zechmeister and Shaughnessy 1980) may contribute to the JOL reactivity effect. Accordingly, regarding the electrophysiological correlates of the reactivity effect, we predicted that components of ERP waveforms related to attentional (e.g., P200) and elaborative processing (e.g., LPC) would be related to the magnitude of the JOL reactivity effect.…”

Section: Cognitive Neural Indicators Associated With the Reactivity E...mentioning

confidence: 72%

“…Another possible explanation for JOL reactivity is the elaborative processing account, which assumes that making JOLs enhances retention by inducing more elaborative processing (Li et al 2022;Soderstrom et al 2015;Tekin and Roediger 2020;Zechmeister and Shaughnessy 1980). Specifically, making item-by-item JOLs may drive participants to adopt more elaborative study strategies to process the study items, which in turn produces a positive reactivity effect (Mitchum et al 2016;Sahakyan et al 2004).…”

Section: Putative Mechanismsmentioning

confidence: 99%

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Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study

Li,

Pastötter,

Zhong

et al. 2024

J. Intell.

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Making judgments of learning (JOLs) can reactively alter memory itself, a phenomenon termed the reactivity effect. The current study recorded electroencephalography (EEG) signals during the encoding phase of a word list learning task to explore the neurocognitive features associated with JOL reactivity. The behavioral results show that making JOLs reactively enhances recognition performance. The EEG results reveal that, compared with not making JOLs, making JOLs increases P200 and LPC amplitudes and decreases alpha and beta power. Additionally, the signals of event-related potentials (ERPs) and event-related desynchronizations (ERDs) partially mediate the reactivity effect. These findings support the enhanced learning engagement theory and the elaborative processing explanation to account for the JOL reactivity effect.

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“…A set of previous studies has explored the reactivity effect on word list learning, and the documented findings suggest that the effect tends to be moderated by test format. For instance, previous studies showed that making JOLs substantially enhances recognition of word lists (Li et al, 2021; Yang et al, 2015; Zhao et al, 2022), whereas it has a minimal reactive influence on free recall (Stevens, 2019; Tauber & Rhodes, 2012).…”

Section: Reactivity Effectsmentioning

confidence: 99%

Metamemory judgments have dissociable reactivity effects on item and interitem relational memory.

Zhao¹,

Li²,

Shanks³

et al. 2023

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Making metamemory judgments reactively changes item memory itself. Here we report the first investigation of reactive influences of making judgments of learning (JOLs) on interitem relational memoryspecifically, temporal (serial) order memory. Experiment 1 found that making JOLs impaired order reconstruction. Experiment 2 observed minimal reactivity on free recall and negative reactivity on temporal clustering. Experiment 3 demonstrated a positive reactivity effect on recognition memory, and Experiment 4 detected dissociable effects of making JOLs on order reconstruction (negative) and forced-choice recognition (positive) by using the same participants and stimuli. Finally, a meta-analysis was conducted to explore reactivity effects on word list learning and to investigate whether test format moderates these effects. The results show a negative reactivity effect on interitem relational memory (order reconstruction), a modest positive effect on free recall, and a medium-to-large positive effect on recognition. Overall, these findings imply that even though making metacognitive judgments facilitates item-specific processing, it disrupts relational processing, supporting the item-order account of the reactivity effect on word list learning.

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Soliciting judgments of forgetting reactively enhances memory as well as making judgments of learning: Empirical and meta-analytic tests

Cited by 19 publications

References 44 publications

On the educational relevance of immediate judgment of learning reactivity: No effects of predicting one’s memory for general knowledge facts.

On the educational relevance of immediate judgment of learning reactivity: No effects of predicting one’s memory for general knowledge facts.

Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study

Metamemory judgments have dissociable reactivity effects on item and interitem relational memory.

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