Research has shown that judgments of learning (JOLs) often produce a reactive effect on the learning of cue-target pairs in which target recall differs between participants who provide item-based JOLs at study versus those who do not. Positive reactivity, or the memory improvement found when JOLs are provided, is typically observed on related…

Making judgments of learning (JOLs) can sometimes modify subsequent memory performance, which is referred to as JOL reactivity. We evaluated two major theoretical explanations of JOL reactivity and used the dual-retrieval model to pinpoint the retrieval processes that are modified by JOLs. The changed-goal hypothesis assumes that JOLs highlight…

Judgments of learning (JOL) are often used to assess memory monitoring at encoding. Participants study a cue-target word pair (e.g., mouse-cheese) and are asked to rate the probability of correctly recalling the target in the presence of the cue at test (e.g., mouse -?). Prior research has shown that JOL accuracy is sensitive to perceptual cues.…

Research has observed that monitoring one's own learning modifies memory for some materials but not for others. Specifically, making judgments of learning (JOLs) while learning word pairs improves subsequent cued-recall memory performance for related word pairs but not for unrelated word pairs. Theories that have attempted to explain this pattern…

The ways in which adult learners study information influences their judgment-of-learning (JOL) accuracy (e.g., Koriat et al. "Journal of Experimental Psychology: General," determine whether developing learners' metacognitive monitoring is similarly influenced by different study techniques. In two experiments, we examined JOL accuracy in…

Researchers of metacognitive development in adulthood have exclusively used extreme-age-groups designs. We used a full cross-sectional sample (N = 285, age range: 18-80) to evaluate how associative relatedness and encoding strategies influence judgments of learning (JOLs) in adulthood. Participants studied related and unrelated word pairs and made…

Two experiments examine the relationships among metamemory knowledge, the use of associative memory strategies such as elaboration, and cued-recall memory. Results show that metamemory development predicted most of the grade difference in cued recall, suggesting that metamemory development may explain improvements in retrieval strategies as well.…

A study analyzing word characteristics that make them more easily translated from English to French (or vice versa) indicates that translation efficacy is most strongly influenced by the frequency of the word in the language, its familiarity, and the similarity of the French equivalent to the English word. (Author/CB)