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Judgments of learning reactively facilitate visual memory by enhancing learning engagement
Aike Shi1, Chenyuqi Xu1, Wenbo Zhao2
1Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, 19 Xinjiekouwai Street, Haidian District, Beijing, 100875, China.
Psychonomic Bulletin & Review
|September 15, 2022
Summary
Making judgments of learning (JOLs) enhances visual memory, a reactivity effect. This occurs because JOLs reduce mind wandering, increasing learning engagement and improving memory recall for images.
Area of Science:
- Cognitive Psychology
- Neuroscience
- Memory Research
Background:
- Judgments of learning (JOLs) are metacognitive assessments of learning.
- Prior research indicates JOLs induce a "reactivity effect," altering memory for verbal information.
- The impact of JOLs on visual memory and the underlying mechanisms remain largely unexplored.
Purpose of the Study:
- To investigate the reactivity effect of JOLs on visual memory.
- To examine the role of learning engagement, specifically reduced mind wandering, in this effect.
- To explore the influence of learning motivation on the JOLs reactivity effect.
Main Methods:
- Experiments utilized object image pairs and scene images as stimuli.
- Mind wandering (MW) probes assessed attentional states during JOL tasks.
- Learning motivation was manipulated to observe its effect on memory reactivity.
Main Results:
- A positive reactivity effect on visual memory for details was observed.
- Making JOLs significantly reduced mind wandering.
- Reduced mind wandering mediated the observed reactivity effect on visual memory.
- Increased learning motivation decreased the reactivity effect.
Conclusions:
- This study demonstrates the reactivity effect extends to visual memory.
- Enhanced learning engagement, particularly reduced mind wandering, explains the JOLs reactivity effect.
- Findings suggest metacognitive judgments can actively shape visual memory encoding and retrieval.
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