Evidence map›Paper›PMID 37367503›Full record

ArticleJournal of Intelligence2023

The Forward Effect of Delayed Judgments of Learning Is Influenced by Difficulty in Memory and Category Learning.

Xun Wang, Xinyue Liu, Luyao Chen, Kaiqi Feng, Qun Ye, Haoliang Zhu

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of Intelligence, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Xun WangIntelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, School of Psychology, Zhejiang Normal University, Jinhua 321004, China.
Xinyue LiuIntelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, School of Psychology, Zhejiang Normal University, Jinhua 321004, China.
Luyao ChenIntelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, School of Psychology, Zhejiang Normal University, Jinhua 321004, China.
Kaiqi FengIntelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, School of Psychology, Zhejiang Normal University, Jinhua 321004, China.
Qun YeIntelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, School of Psychology, Zhejiang Normal University, Jinhua 321004, China.ORCID 0000-0003-0589-5416
Haoliang ZhuIntelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, School of Psychology, Zhejiang Normal University, Jinhua 321004, China.

Funding

2019 Annual Project of Zhejiang Federation of Social Sciences No. 2019N41National Natural Science Foundation of China 32200912Open Research Fund of College of Teacher Education of Zhejiang Normal University No. jykf22034; No. jykf20023Zhejiang Federation of Humanities and Social Sciences 2023N013
6 · The paper itself

Abstract

Delayed judgment of learning (JOL) is a widely used metacognitive monitoring strategy that can also enhance learning outcomes. However, the potential benefits of delayed JOL on subsequent learning of new material, known as the forward effect of delayed JOL, and its stability and underlying mechanisms have yet to be fully explored. In this study, we investigated the forward effect of delayed JOL using previously unexamined word pair materials and explored the boundary conditions of this effect by manipulating the difficulty of the materials. We also examined this effect within the context of category learning. Our findings demonstrate that delayed JOL significantly enhanced the retention of new information (Experiment 1A), while the forward effect of the delayed JOL occurred only for material with a certain degree of difficulty rather than for easy material (Experiment 1B). These findings were extended and replicated using category learning (Experiment 2). These results suggest that delayed JOL can be used as a preparation strategy for subsequent learning, particularly when faced with challenging materials. Our study provides novel insights into the potential benefits and limitations of delayed JOL and contributes to our understanding of the underlying mechanisms that govern metacognitive monitoring and learning strategies.

Indexed as

category learningdelayed JOLforward effectlearning strategiesmemory

Identifiers

PMID37367503
PMCPMC10299460

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.