Evidence map›Paper›PMID 37888422›Full record

ArticleJournal of Intelligence2023

Judgments of Learning Following Retrieval Practice Produce Minimal Reactivity Effect on Learning of Education-Related Materials.

Wenbo Zhao, Muzi Xu, Chenyuqi Xu, Baike Li, Xiao Hu, Chunliang Yang, Liang Luo

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 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing 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

3 citing papers in PubMed.

  1. Article
  2. Article
  3. 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

7 authors.

Wenbo ZhaoSchool of Social Development and Public Policy, Beijing Normal University, Beijing 100875, China.
Muzi XuInstitute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
Chenyuqi XuInstitute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
Baike LiInstitute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
Xiao HuBeijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing Normal University, Beijing 100875, China.
Chunliang YangInstitute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
Liang LuoInstitute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.

Funding

National Natural Science Foundation of China 32000742National Natural Science Foundation of China 32171045National Natural Science Foundation of China 32200841Research Program Funds of the Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University 2022-01-132-BZK01
6 · The paper itself

Abstract

Testing (i.e., retrieval practice) is one of the most powerful strategies to boost learning. A recent study observed an incidental finding that making judgments of learning (JOLs) following retrieval practice further enhanced learning of education-related texts to a medium extent (Cohen's

Indexed as

Bayesian evidenceJOLslearning of textsreactivity effecttest-enhanced learning

Identifiers

PMID37888422
PMCPMC10607076

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.