ArticleMetacognition and learning2022
Reactivity from judgments of learning is not only due to memory forecasting: evidence from associative memory and frequency judgments.
Article in Metacognition and learning, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- Making Judgments of Learning (JOLs) for Others Produces Positive Reactivity.Behavioral sciences (Basel, Switzerland) · 2026Article
- Making Judgments of Learning Increases Restudy Choices: Evidence for Reactivity in Metacognitive Control.Journal of Intelligence · 2026Article
- Instructed learning strategy use eliminates negative reactivity of immediate judgments of learning.Psychonomic bulletin & review · 2026Article
- Judgments of learning impair rule-based discovery.Memory & cognition · 2026Article
- Making judgments of learning (JOLs) for oneself versus others: A review and proposed model.Psychonomic bulletin & review · 2025Review
- Metamemory judgments and design effects: Judgment of learning (JOL) reactivity in free recall is affected by study list structure.Memory & cognition · 2025Article
- A Review of Judgments of Learning and Executive Functions in Spaced Learning: The Enemy of Spacing?Cureus · 2025Review
- Item-specific and relational encoding are effective at reducing the illusion of competence.Psychological research · 2024Article
- Do Judgments of Learning Impair Recall When Uninformative Cues Are Salient?Journal of Intelligence · 2023Article
- Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance.Journal of Intelligence · 2023Article
- Does Interactive Imagery Influence the Reactive Effect of Judgments of Learning on Memory?Journal of Intelligence · 2023Article
- Is discriminability a requirement for reactivity? Comparing the effects of mixed vs. pure list presentations on judgment of learning reactivity.Memory & cognition · 2023Article
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2 authors.
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Abstract
Research has shown that judgments of learning (JOLs) often produce a reactive effect on the learning of cue-target pairs in which target recall differs between participants who provide item-based JOLs at study versus those who do not. Positive reactivity, or the memory improvement found when JOLs are provided, is typically observed on related pairs, while no reactivity is commonly found on unrelated pairs. In four experiments, we examined JOL reactivity effects by comparing JOL and no-JOL groups to other groups who engaged in relational-type encoding/judgment tasks. Experiment 1 replicated positive JOL reactivity effects with related pairs with an extension to symmetrically related pairs. Next, Experiment 2 found that providing judgments of associative memory-a task that does not involve memory predictions-yielded equivalent reactivity patterns as JOLs. Experiment 3 replicated this reactivity pattern using a frequency of co-occurrence judgment task. Finally, In Experiment 4, a similar positive reactivity pattern was found using a relational encoding task when compared to a standard JOL. Collectively, our results suggest that previous JOL reactivity patterns are not solely due to memory forecasting processes via JOLs and likely reflect relational encoding that is strategically applied towards related, but not unrelated pairs. Supplementary Information: The online version contains supplementary material available at 10.1007/s11409-022-09301-2.
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