Making Judgments of Learning (JOLs) for Others Produces Positive Reactivity.

Yunfeng Wei, Nicholas C Soderstrom, Michelle L Meade

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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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

3 authors.

Yunfeng WeiDepartment of Psychology, Montana State University, P.O. Box 173440, Bozeman, MT 59717-3440, USA.ORCID 0009-0003-5594-1318

Nicholas C SoderstromDepartment of Psychology, Montana State University, P.O. Box 173440, Bozeman, MT 59717-3440, USA.ORCID 0009-0008-6698-5400

Michelle L MeadeDepartment of Psychology, Montana State University, P.O. Box 173440, Bozeman, MT 59717-3440, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The current study examined judgments of learning (JOL) reactivity in social contexts. Participants studied related and unrelated cue-target word pairs. Half of the participants were asked to predict the likelihood that other people would remember the cue-target pairs on a later memory test, whereas the other half were not. All participants then completed a final cued recall test. The results show that making JOLs for others, like making JOLs for oneself, produces positive reactivity. Specifically, making JOLs for others enhanced memory for related word pairs but not unrelated pairs, supporting the cue-strengthening hypothesis. This study serves as a starting point to examine the influence of making JOLs in social contexts and to understand the impact of cue utilization on JOL reactivity.

Indexed as

cue utilizationJOL for othersJOL reactivitypositive reactivity

Identifiers

PMID42792341

DOI10.3390/bs16091542

PMCPMC13603080

What OpenQuestion holds

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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.