Beyond encoding: How do different retrieval contexts modulate the effect of judgments of learning reactivity on
1Department of Psychology, Faculty of Economics, Administrative and Social Sciences, Bilkent University.
Summary
Making judgments of learning (JOLs) improves memory, but this JOL reactivity effect depends on how information is retrieved. Semantic cues enhance memory more than phonological cues, especially with specific recall tests.
Area of Science:
- Cognitive Psychology
- Metacognition
- Memory Research
Background:
- Judgments of learning (JOLs) predict future memory performance.
- Making JOLs can influence subsequent memory, a phenomenon termed JOL reactivity.
- Understanding the conditions influencing JOL reactivity is crucial for memory enhancement.
Purpose of the Study:
- To investigate the conditions affecting JOL reactivity.
- To examine the interplay between encoding processes (phonological vs. semantic cues) and retrieval contexts (recognition vs. cued recall).
- To determine how different test types influence the JOL reactivity effect.
Main Methods:
- Three experiments involving participants generating or reading target words from phonological or semantic cues.
- Participants provided either JOLs or random ratings to test JOL reactivity.
- Utilized recognition, cued-recall, and process-matched cued-recall tests.
Main Results:
- Higher memory performance was observed for generated words over read words, and for semantic over phonological processing.
- Participants providing JOLs showed enhanced memory performance compared to the random-rating group (JOL reactivity).
- The magnitude of JOL reactivity varied by retrieval test type, with cued recall selectively favoring semantic processing.
Conclusions:
- JOL reactivity generally improves encoding quality.
- The type of retrieval test critically determines the observability of JOL-induced memory improvements.
- Findings support cue-strengthening, relational, and elaborative processing hypotheses for JOL reactivity.
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