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Making judgments of learning enhances memory by inducing item-specific processing.

Olesya Senkova1, Hajime Otani2

  • 1Department of Psychology, Central Michigan University, Mount Pleasant, MI, 48859, USA. o.senkova@gmail.com.

Memory & Cognition
|January 5, 2021
PubMed
Summary
This summary is machine-generated.

Making judgments of learning (JOLs) enhances memory recall by promoting item-specific processing. This effect is observed when learning materials are categorized, suggesting JOLs influence self-regulated study behaviors.

Keywords:
Item-specific processingJudgments of learningRelational processing

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology

Background:

  • Judgments of learning (JOLs) are crucial for understanding self-regulated learning.
  • However, the act of making JOLs might create a reactivity effect, influencing memory performance.
  • This study investigates whether JOLs enhance memory by inducing item-specific processing.

Purpose of the Study:

  • To determine if making judgments of learning (JOLs) enhances memory through item-specific processing.
  • To compare the effects of JOLs on memory with other established item-specific processing tasks.
  • To examine how list categorization interacts with JOLs and item-specific processing to affect recall.

Main Methods:

  • Two experiments were conducted comparing a JOL task with pleasantness rating and single imagery tasks (known to induce item-specific processing).
  • Participants learned either categorized or uncategorized word lists.
  • Recall performance was measured across different task conditions.

Main Results:

  • When word lists were categorized, recall was significantly higher in the JOL and item-specific processing conditions compared to a control condition.
  • Recall performance was comparable between the JOL and item-specific processing tasks.
  • No significant differences in recall were found among the JOL, item-specific processing, and control conditions for uncategorized lists.

Conclusions:

  • Making judgments of learning (JOLs) enhances memory by inducing item-specific processing.
  • The findings suggest that JOLs can impact memory performance, particularly with categorized information.
  • Researchers should consider the potential reactivity effect of JOLs when studying self-regulated learning behaviors.