2025/03/03 by Franziska Ingendahl, Monika Undorf · 1 voice · 1 citation
Psychology · Social Sciences · #Education and Critical Thinking Development #Innovative Teaching and Learning Methods #Psychological and Educational Research Studies
paper · doi:10.1037/xlm0001475
openalex publication_date 2025/03/03 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/21
There is evidence that asking people to predict their own memory performance during learning (immediate judgments of learning, JOLs) can alter memory. Changes in the use of learning strategies have been proposed to contribute to these reactive effects of JOLs. This study addresses the impact of making JOLs on the use of learning strategies and the contribution of learning strategies to JOL reactivity. Across six experiments, participants studied related and unrelated word pairs and did or did not make JOLs during study, completed a cued-recall test, and reported the learning strategies they had used for each word pair. When we manipulated the requirement to make JOLs between participants, making JOLs enhanced memory for related pairs and impaired memory for unrelated pairs. Further, the learning strategies participants used differed across the JOL and no-JOL groups, and these differences mediated the detrimental effects of making JOLs on memory for unrelated pairs. In contrast, when we manipulated the requirement to make JOLs within participants, making JOLs enhanced recall performance for related pairs but did not impact recall for unrelated pairs or the use of learning strategies. Overall, our findings indicate that changes in the use of learning strategies underlie detrimental effects of making JOL on memory for unrelated pairs but only play a minor role in positive effects of making JOLs for related word pairs. (PsycInfo Database Record (c) 2026 APA, all rights reserved).