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Soliciting judgments of learning (JOLs) can affect memory. This study found that item-level JOLs benefited memory for randomized lists by enhancing familiarity, challenging the idea that JOLs always boost item-specific processing.

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Area of Science:

  • Cognitive Psychology
  • Metacognition
  • Memory Research

Background:

  • Judgments of learning (JOLs) reactivity describes how asking for JOLs influences memory.
  • The item-specific processing hypothesis suggests JOLs improve memory by enhancing detailed item processing.

Purpose of the Study:

  • To test the item-specific processing hypothesis of JOL reactivity.
  • To investigate how list organization and JOL type affect memory processes.

Main Methods:

  • Factorially manipulated list organization (blocked vs. randomized) and JOL condition (item-JOLs, list-JOLs, no-JOLs).
  • Applied the dual-retrieval model to free recall data to analyze memory processes.
  • Examined JOL reactivity in relation to item-specific and gist processing.

Main Results:

  • Item-level JOLs enhanced memory for randomized lists but not blocked lists.
  • Positive JOL reactivity in randomized lists was linked to familiarity and gist processing, not item-specific recall.
  • The impact of JOLs on processing type depends on the interplay between stimuli and JOL solicitation.

Conclusions:

  • The item-specific processing hypothesis does not fully explain JOL reactivity.
  • JOL reactivity is not limited to enhancing item-specific processing.
  • The type of processing engaged by JOLs is context-dependent, influenced by list organization and JOL type.