How to assess the contributions of processing fluency and beliefs to the formation of judgments of learning: methods and pitfalls

All previous reactivity studies presented stimuli in a unimodal form (e.g., word pairs presented visually).

“All previous reactivity studies presented stimuli in a unimodal form (e.g., word pairs presented visually; Mitchum et al., 2016; Yang, Huang, et al., 2021), which is somewhat unrepresentative of materials in real educational settings.”

Making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself, a reactivity effect.

“Recent studies established that making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself - a reactivity effect.”

It remains unknown whether people can metacognitively appreciate the reactive influence of making JOLs on their learning.

“Hence, it remains unknown whether people can metacognitively appreciate the reactive influence of making JOLs on their learning.”

Research has observed positive reactivity effects on learning of word lists, related word pairs, and general knowledge facts.

“For instance, research has observed positive reactivity effects on learning of word lists (Double et al., 2018), related word pairs (Soderstrom et al., 2015), and general knowledge facts (Yang, Huang, et al., 2021), whereas no reactivity is found on learning of texts (Ariel, Karpicke, Witherby, & Tauber, 2021), unrelated word pairs (Soderstrom et al., 2015; Dougherty, Robey, & Buttaccio, 2018), or”