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Must we do this again? Evaluating JOL carryover effects in cued-recall
Amelia G Morehead1, Mark J Huff1, Nicholas P Maxwell2
1School of Psychology, The University of Southern Mississippi, Hattiesburg, MS, USA.
Judgments of Learning (JOLs) improve recall when explicitly given. However, this JOL reactivity effect does not transfer to situations where judgments are made covertly, suggesting overt judgments are key.
Area of Science:
- Cognitive Psychology
- Metacognition
- Memory Research
Background:
- Providing Judgments of Learning (JOLs) at study enhances recall for related cue-target pairs, a phenomenon known as JOL reactivity.
- JOL reactivity is consistently observed but typically requires explicit instructions for participants to provide judgments.
Purpose of the Study:
- To investigate whether JOL reactivity can extend to cue-target pairs when JOLs are not overtly provided.
- To determine if covert JOLs, made without explicit instruction, can elicit the same memory benefits as overt JOLs.
Main Methods:
- Two experiments were conducted comparing cued-recall performance across study-test blocks.
- Participants either provided explicit JOLs in both blocks or only in the first block, with instructions for covert JOLs in the second.
Main Results:
- Explicit JOLs in the first block demonstrated significant JOL reactivity.
- This reactivity did not carry over to the second block when JOLs were covert, even with frequent reminders.
Conclusions:
- JOL reactivity appears to be a specific outcome of overtly provided judgments.
- The memory benefits associated with JOLs may not generalize to situations involving covert metacognitive judgments.
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