ABSTRACT
Making judgments of learning (JOLs) can reactively alter memory itself, a phenomenon termed the reactivity effect. The current study recorded electroencephalography (EEG) signals during the encoding phase of a word list learning task to explore the neurocognitive features associated with JOL reactivity. The behavioral results show that making JOLs reactively enhances recognition performance. The EEG results reveal that, compared with not making JOLs, making JOLs increases P200 and LPC amplitudes and decreases alpha and beta power. Additionally, the signals of event-related potentials (ERPs) and event-related desynchronizations (ERDs) partially mediate the reactivity effect. These findings support the enhanced learning engagement theory and the elaborative processing explanation to account for the JOL reactivity effect.
ABSTRACT
ABSTRACTMaking judgments of learning (JOLs) can reactively change memory, a phenomenon termed the reactivity effect. The current study was designed to explore whether the reactivity effect transfers to subsequent learning of new information. Participants studied two blocks of words (Experiment 1) or related word pairs (Experiments 2 & 3). In Block 1, participants in the experimental (JOL) group made a JOL while studying each item, whereas the control (no-JOL) group did not make item-by-item JOLs. Then both groups studied Block 2, in which they did not make JOLs, and finally, they took a test on Blocks 1 and 2. Across Experiments 1 -3, the results showed superior Block 1 test performance in the JOL than in the no-JOL group, demonstrating a positive reactivity effect. Critically, there was minimal difference in Block 2 test performance between the two groups, implying little transfer of the positive reactivity effect to subsequent learning of new information. Furthermore, Experiment 3 demonstrated that the reactivity effect still failed to transfer even when participants explicitly appreciated the benefits of making JOLs. Educational implications are discussed.
