Evidence map›Paper›PMID 38667711›Full record

ArticleJournal of Intelligence2024

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

Baike Li, Bernhard Pastötter, Yongen Zhong, Ningxin Su, Ting Huang, Wenbo Zhao, Xiao Hu, Liang Luo, Chunliang Yang

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of Intelligence, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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

0 citing papers in PubMed.

No citing paper in PubMed yet.

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

9 authors.

Baike LiSchool of Psychology, Liaoning Normal University, Dalian 116029, China.
Bernhard PastötterDepartment of Cognitive Psychology and Methodology, Trier University, D-54296 Trier, Germany.ORCID 0000-0001-7364-4702
Yongen ZhongInstitute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
Ningxin SuCollaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China.
Ting HuangSchool of Humanities and Social Sciences, Beijing Institute of Technology, Beijing 100081, China.
Wenbo ZhaoSchool of Social Development and Public Policy, 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.
Liang LuoInstitute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
Chunliang YangInstitute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.

Funding

Natural Science Foundation of China 32000742; 31671130; 3237070512Research 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

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.

Indexed as

elaborative processingenhanced learning engagementjudgments of learningneurocognitive featuresreactivity effect

Identifiers

PMID38667711
PMCPMC11050784

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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.