When asking the question changes the ultimate answer: Metamemory judgments change memory.

Area of Science:

• Cognitive Psychology
• Metamemory Research
• Memory Studies

Background:

• Self-report measures are widely used in psychology but can influence the processes they aim to assess.
• Judgments of learning (JOLs) are a key metamemory tool, reflecting conscious monitoring of memory encoding for strategic control.
• Existing research often uses JOLs to examine memory monitoring, assuming they are non-reactive.

Purpose of the Study:

• To investigate whether measuring judgments of learning (JOLs) alters ongoing memorization processes and subsequent memory performance.
• To determine if the act of measuring JOLs influences study behavior and recall outcomes.
• To assess the reactivity of JOLs as a metamemory measurement tool.

Main Methods:

• Five experiments were conducted using a paradigm where participants provided judgments of learning (probability of recall).
• The study examined how measuring JOLs affected participants' allocation of study time between difficult and easy items.
• Recall performance was assessed after participants engaged in memorization and JOL measurement.

Main Results:

• Measuring judgments of learning significantly impacted how participants allocated study time, favoring more difficult items.
• The measurement of JOLs also influenced participants' subsequent recall performance.
• Findings indicate that JOLs are, in part, constructed in response to the measurement process itself.

Conclusions:

• The act of measuring judgments of learning is not a neutral process and can alter memory encoding and retrieval.
• Researchers should be cautious about the reactivity of JOLs, similar to other verbal reporting methods.
• Recommendations include using control groups, alternative scales, and less directive methods to access metacognition and mitigate measurement reactivity.