Do changed learning goals explain why metamemory judgments reactively affect memory?

Li, Baike; Shanks, David R.; Zhao, Wenbo; Hu, Xiao; Luo, Liang; Yang, Chunliang

doi:10.1016/j.jml.2024.104506

Cited by 5 publications

(2 citation statements)

References 62 publications

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“…Before continuing, it is worth noting that there are several other explanations of the reactivity effect, such as the cue-strengthening theory (Rivers et al 2021;Soderstrom et al 2015) and the changed goal theory (Janes et al 2018;Mitchum et al 2016;Li et al 2024). Because these theories are not directly related to the current study, we do not discuss them further.…”

Section: Putative Mechanismsmentioning

confidence: 94%

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

Li,

Pastötter,

Zhong

et al. 2024

J. Intell.

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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.

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Section: Putative Mechanismsmentioning

confidence: 94%

“…Following previous JOL reactivity studies (Kubik et al 2022;Li et al 2023Li et al , 2024, the current experiment employed a within-subjects design (JOL vs. no-JOL). Participants were informed that they would study four lists of words in preparation for a later memory test.…”

Section: Methodsmentioning

confidence: 99%

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

Li,

Pastötter,

Zhong

et al. 2024

J. Intell.

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Age-related differences in metacognitive reactivity in younger and older adults

Murphy,

Rhodes,

Castel

2024

Metacognition Learning

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When we monitor our learning, often measured via judgments of learning (JOLs), this metacognitive process can change what is remembered. For example, prior work has demonstrated that making JOLs enhances memory for related, but not unrelated, word pairs in younger adults. In the current study, we examined potential age-related differences in metacognitive reactivity. Younger and older adults studied lists of related and unrelated word pairs to remember for a later cued recall test where they would be presented with one of the words from the pair and be asked to recall its associate. Additionally, participants either made a JOL for each pair or had an inter-stimulus interval of equal duration as the JOL period. Results revealed that while making metacognitive judgments did not significantly affect memory in younger adults (i.e., no reactivity), this procedure impaired memory in older adults (i.e., negative reactivity), particularly for unrelated word pairs. Specifically, older adults demonstrated better cued recall when each word was followed by an inter-stimulus interval than when asked to predict the likelihood of remembering each word during the study phase. This may be a consequence of JOLs increasing task demands/cognitive load, which could reduce the elaborative encoding of associations between word pairs in older adults, but older adults’ preserved or even enhanced semantic memory may mask negative reactivity for related word pairs. Future work is needed to better understand the mechanisms contributing to the reactivity effects in younger and older adults for different types of to-be-remembered information.

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Individual differences in the reactivity effect of judgments of learning: Cognitive factors

Zhao,

Liu,

Tian

et al. 2025

Journal of Memory and Language

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Do changed learning goals explain why metamemory judgments reactively affect memory?

Cited by 5 publications

References 62 publications

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

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

Age-related differences in metacognitive reactivity in younger and older adults

Individual differences in the reactivity effect of judgments of learning: Cognitive factors

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