The Forward Effect of Delayed Judgments of Learning Is Influenced by Difficulty in Memory and Category Learning
Abstract
1. Introduction
2. Experiment 1A
2.1. Materials and Methods
2.1.1. Participants
2.1.2. Materials
2.1.3. Design and Procedure
2.2. Results
2.3. Discussion
3. Experiment 1B
3.1. Materials and Methods
3.1.1. Participants
3.1.2. Materials
3.1.3. Design and Procedure
3.2. Results
3.3. Discussion
4. Experiment 2
4.1. Materials and Methods
4.1.1. Participants
4.1.2. Materials
4.1.3. Design and Procedure
4.2. Results
4.3. Discussion
5. General Discussion
6. Limitations
7. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Akdoğan, Elçin, Marie Izaute, Jean-Marie Danion, Pierre Vidailhet, and Elisabeth Bacon. 2016. Is retrieval the key? Metamemory judgment and testing as learning strategies. Memory 24: 1390–95. [Google Scholar] [CrossRef] [PubMed]
- Bäuml, Karl-Heinz T., and Oliver Kliegl. 2013. The critical role of retrieval processes in release from proactive interference. Journal of Memory and Language 68: 39–53. [Google Scholar] [CrossRef]
- Bjork, Robert A. 1975. Retrieval as a memory modifier: An interpretation of negative recency and related phenomena. Psychonomic Bulletin and Review 20: 1239–45. [Google Scholar]
- Bjork, Robert, and Elizabeth Bjotk. 1992. A new theory of disuse and an old theory of stimulus fluctuation. Essays in Honor of William K. Estes: From Learning Theory to Connectionist Theory 1991: 1935–67. [Google Scholar]
- Bransford, John D., and Daniel L. Schwartz. 1999. Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications. Review of Research in Education 24: 61–100. [Google Scholar] [CrossRef]
- Carpenter, Shana K., Harold Pashler, John T. Wixted, and Edward Vul. 2008. The effects of tests on learning and forgetting. Memory & Cognition 36: 438–48. [Google Scholar]
- Cho, Kit W., James H. Neely, Stephanie Crocco, and Deana Vitrano. 2017. Testing enhances both encoding and retrieval for both tested and untested items. Quarterly Journal of Experimental Psychology 70: 1211–35. [Google Scholar] [CrossRef] [PubMed]
- Double, Kit S., Damian P. Birney, and Sarah A. Walker. 2018. A meta-analysis and systematic review of reactivity to judgements of learning. Memory 26: 741–50. [Google Scholar] [CrossRef]
- Dunlosky, John, and Thomas O. Nelson. 1992. Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect. Memory & Cognition 20: 374–80. [Google Scholar]
- Dunlosky, John, and Thomas O. Nelson. 1997. Similarity between the Cue for Judgments of Learning (JOL) and the Cue for Test Is Not the Primary Determinant of JOL Accuracy. Journal of Memory and Language 36: 34–49. [Google Scholar] [CrossRef]
- Hancock, Dawson R. 2001. Effects of Test Anxiety and Evaluative Threat on Students’ Achievement and Motivation. The Journal of Educational Research 94: 284–90. [Google Scholar] [CrossRef]
- Hausman, Hannah, and Matthew G. Rhodes. 2018. Retrieval activates related words more than presentation. Memory 26: 1265–80. [Google Scholar] [CrossRef] [PubMed]
- Jacoby, Larry L., Wayne H. Bartz, and James D. Evans. 1978. A functional approach to levels of processing. Journal of Experimental Psychology: Human Learning and Memory 4: 331–46. [Google Scholar] [CrossRef]
- Janes, Jessica L., Michelle L. Rivers, and John Dunlosky. 2018. The influence of making judgments of learning on memory performance: Positive, negative, or both? Psychonomic Bulletin & Review 25: 2356–64. [Google Scholar]
- Jönsson, Fredrik U., Margareta Hedner, and Mats J. Olsson. 2012. The Testing Effect as a Function of Explicit Testing Instructions and Judgments of Learning. Experimental Psychology 59: 251–57. [Google Scholar] [CrossRef]
- Kapur, Manu. 2011. A further study of productive failure in mathematical problem solving: Unpacking the design components. Instructional Science 39: 561–79. [Google Scholar] [CrossRef]
- Karpicke, Jeffrey D., and Henry L. Roediger. 2008. The Critical Importance of Retrieval for Learning. Science 319: 966–68. [Google Scholar] [CrossRef][Green Version]
- Kelley, Timothy D., Debbie A. McNeely, Michael J. Serra, and Tyler Davis. 2021. Delayed Judgments of Learning Are Associated With Activation of Information From Past Experiences: A Neurobiological Examination. Psychological Science 32: 96–108. [Google Scholar] [CrossRef]
- Kliegl, Oliver, Robert A. Bjork, and Karl-Heinz T. Bäuml. 2019. Feedback at Test Can Reverse the Retrieval-Effort Effect. Frontiers in Psychology 10: 1863. [Google Scholar] [CrossRef][Green Version]
- Koriat, Asher, and Hilit Ma’ayan. 2005. The effects of encoding fluency and retrieval fluency on judgments of learning. Journal of Memory and Language 52: 478–92. [Google Scholar] [CrossRef]
- Koriat, Asher, Hilit Ma’ayan, and Ravit Nussinson. 2006. The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior. Journal of Experimental Psychology: General 135: 36–69. [Google Scholar] [CrossRef][Green Version]
- Kornell, Nate, and Janet Metcalfe. 2006. Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, and Cognition 32: 609. [Google Scholar] [CrossRef] [PubMed][Green Version]
- Kubik, Veit, Kenneth Koslowski, Torsten Schubert, and Alp Aslan. 2022. Metacognitive judgments can potentiate new learning: The role of covert retrieval. Metacognition and Learning 17: 1057–77. [Google Scholar] [CrossRef]
- Lee, Hee Seung, and Dahwi Ahn. 2018. Testing prepares students to learn better: The forward effect of testing in category learning. Journal of Educational Psychology 110: 203–17. [Google Scholar] [CrossRef]
- Lee, Hee Seung, and Hyorim Ha. 2019. Metacognitive judgments of prior material facilitate the learning of new material: The forward effect of metacognitive judgments in inductive learning. Journal of Educational Psychology 111: 1189–201. [Google Scholar] [CrossRef]
- Li, Baike, Wenbo Zhao, Jun Zheng, Xiao Hu, Ningxin Su, Tian Fan, Yue Yin, Meng Liu, Chunliang Yang, and Liang Luo. 2022. Soliciting judgments of forgetting reactively enhances memory as well as making judgments of learning: Empirical and meta-analytic tests. Memory & Cognition 50: 1061–77. [Google Scholar]
- MacCallum, Robert C., Keith F. Widaman, Shaobo Zhang, and Sehee Hong. 1999. Sample size in factor analysis. Psychological Methods 4: 84–99. [Google Scholar] [CrossRef]
- Maddox, W. Todd, J. Vincent Filoteo, Kelli D. Hejl, and Almon. David Ing. 2004. Category Number Impacts Rule-Based but Not Information-Integration Category Learning: Further Evidence for Dissociable Category-Learning Systems. Journal of Experimental Psychology: Learning, Memory, and Cognition 30: 227–45. [Google Scholar] [CrossRef][Green Version]
- McDaniel, Mark A., Janis L. Anderson, Mary H. Derbish, and Nova Morrisette. 2007. Testing the testing effect in the classroom. European Journal of Cognitive Psychology 19: 494–513. [Google Scholar] [CrossRef]
- Metcalfe, Janet. 2009. Metacognitive Judgments and Control of Study. Current Directions in Psychological Science 18: 159–63. [Google Scholar] [CrossRef][Green Version]
- Metcalfe, Janet, and Bridgid Finn. 2008. Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin & Review 15: 174–79. [Google Scholar]
- Minda, John Paul, and Brian H. Ross. 2004. Learning categories by making predictions: An investigation of indirect category learning. Memory & Cognition 32: 1355–68. [Google Scholar]
- Mitchum, Ainsley L., Colleen M. Kelley, and Mark C. Fox. 2016. When asking the question changes the ultimate answer: Metamemory judgments change memory. Journal of Experimental Psychology: General 145: 200. [Google Scholar] [CrossRef] [PubMed]
- Myers, Sarah J., Matthew G. Rhodes, and Hannah E. Hausman. 2020. Judgments of learning (JOLs) selectively improve memory depending on the type of test. Memory & Cognition 48: 745–58. [Google Scholar]
- Nelson, Thomas O., and John Dunlosky. 1991. When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The ‘delayed-JOL effect’. Psychological Science (0956-7976) 2: 267–70. [Google Scholar] [CrossRef]
- Pastötter, Bernhard, Jasmin Weber, and Karl-Heinz T. Bäuml. 2013. Using testing to improve learning after severe traumatic brain injury. Neuropsychology 27: 280–85. [Google Scholar] [CrossRef][Green Version]
- Potts, Rosalind, and David R. Shanks. 2014. The benefit of generating errors during learning. Journal of Experimental Psychology: General 143: 644–67. [Google Scholar] [CrossRef][Green Version]
- Putnam, Adam L., and Henry L. Roediger. 2013. Does response mode affect amount recalled or the magnitude of the testing effect? Memory & Cognition 41: 36–48. [Google Scholar]
- Pyc, Mary A., and Katherine A. Rawson. 2009. Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language 60: 437–47. [Google Scholar] [CrossRef]
- Rhodes, Matthew G., and Sarah K. Tauber. 2011. The influence of delaying judgments of learning on metacognitive accuracy: A meta-analytic review. Psychological Bulletin 137: 131–48. [Google Scholar] [CrossRef][Green Version]
- Roediger, Henry L., and Andrew C. Butler. 2011. The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences 15: 20–27. [Google Scholar] [CrossRef] [PubMed]
- Sahakyan, Lili, Peter F. Delaney, and Colleen M. Kelley. 2004. Self-evaluation as a moderating factor of strategy change in directed forgetting benefits. Psychonomic Bulletin & Review 11: 131–36. [Google Scholar]
- Schaper, Marie Luisa, Ute J. Bayen, and Carolin V. Hey. 2022. Delaying metamemory judgments corrects the expectancy illusion in source monitoring: The role of fluency and belief. Journal of Experimental Psychology: Learning, Memory, and Cognition 48: 975–1000. [Google Scholar] [CrossRef] [PubMed]
- Schaper, Marie Luisa, Ute J. Bayen, and Carolin V. Hey. 2023. Remedying the Metamemory Expectancy Illusion in Source Monitoring: Are there Effects on Restudy Choices and Source Memory? Metacognition and Learning 18: 55–80. [Google Scholar] [CrossRef] [PubMed]
- Serra, Michael J., and John Dunlosky. 2006. Does Retrieval Fluency Contribute to the Underconfidence-With-Practice Effect? Journal of Experimental Psychology: Learning, Memory, and Cognition 31: 1258. [Google Scholar] [CrossRef][Green Version]
- Sikström, Sverker, and Fredrik Jönsson. 2005. A Model for Stochastic Drift in Memory Strength to Account for Judgments of Learning. Psychological Review 112: 932. [Google Scholar] [CrossRef]
- Smith, J. David, Michael J. Beran, Matthew J. Crossley, Joseph Boomer, and F. Gregory Ashby. 2010. Implicit and explicit category learning by macaques (Macaca mulatta) and humans (Homo sapiens). Journal of Experimental Psychology: Animal Behavior Processes 36: 54–65. [Google Scholar] [CrossRef][Green Version]
- Smith, Megan A., Henry L. Roediger, and Jeffrey D. Karpicke. 2013. Covert retrieval practice benefits retention as much as overt retrieval practice. Journal of Experimental Psychology: Learning, Memory, and Cognition 39: 1712–25. [Google Scholar]
- Soderstrom, Nicholas C., and Robert A. Bjork. 2014. Testing facilitates the regulation of subsequent study time. Journal of Memory and Language 73: 99–115. [Google Scholar] [CrossRef]
- Soderstrom, Nicholas C., and Robert A. Bjork. 2015. Learning Versus Performance: An Integrative Review. Perspectives on Psychological Science 10: 176–99. [Google Scholar] [CrossRef]
- Sohlberg, Robin, Fredrik Olsson, and Pierre Ger. 2021. The Effect of Forward Testing as a Function of Test Occasions and Study Material. Behavioral Sciences 11: 114. [Google Scholar] [CrossRef] [PubMed]
- Son, Lisa K., and Janet Metcalfe. 2005. Judgments of learning: Evidence for a two-stage process. Memory & Cognition 33: 1116–29. [Google Scholar]
- Sundqvist, Max Larsson, Ivo Todorov, Veit Kubik, and Fredrik U. Jönsson. 2012. Study for now, but judge for later: Delayed judgments of learning promote long-term retention: Judgments of Learning Promote Successful Retention. Scandinavian Journal of Psychology 53: 450–54. [Google Scholar] [CrossRef] [PubMed]
- Szpunar, Karl K., Kathleen B. McDermott, and Henry L. Roediger. 2008. Testing during study insulates against the buildup of proactive interference. Journal of Experimental Psychology: Learning, Memory, and Cognition 34: 1392–99. [Google Scholar] [PubMed][Green Version]
- Tauber, Sarah K. (Uma), John Dunlosky, and Katherine A. Rawson. 2015. The Influence of Retrieval Practice Versus Delayed Judgments of Learning on Memory: Resolving a Memory-Metamemory Paradox. Experimental Psychology 62: 254–63. [Google Scholar] [CrossRef]
- Tekin, Eylul, and Henry L. Roediger. 2021. The effect of delayed judgments of learning on retention. Metacognition and Learning 16: 407–29. [Google Scholar] [CrossRef]
- Wang, Zhiwei, Chunliang Yang, Wenbo Zhao, and Yingjie Jiang. 2020. Perceptual Fluency Affects Judgments of Learning Non-analytically and Analytically Through Beliefs About How Perceptual Fluency Affects Memory. Frontiers in Psychology 11: 552824. [Google Scholar] [CrossRef]
- Weaver, Charles A., and William L. Kelemen. 2003. Processing similarity does not improve metamemory: Evidence against transfer-appropriate monitoring. Journal of Experimental Psychology: Learning, Memory, and Cognition 29: 1058–65. [Google Scholar] [CrossRef]
- Witherby, Amber E., and Sarah K. Tauber. 2017. The influence of judgments of learning on long-term learning and short-term performance. Journal of Applied Research in Memory and Cognition 6: 496–503. [Google Scholar] [CrossRef]
- Yang, Chunliang, and David R. Shanks. 2018. The forward testing effect: Interim testing enhances inductive learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 44: 485–92. [Google Scholar] [CrossRef]
- Yang, Chunliang, Rosalind Potts, and David R. Shanks. 2017. Metacognitive unawareness of the errorful generation benefit and its effects on self-regulated learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 43: 1073–92. [Google Scholar] [CrossRef] [PubMed]
- Yang, Chunliang, Rosalind Potts, and David R. Shanks. 2018. Enhancing learning and retrieval of new information: A review of the forward testing effect. npj Science of Learning 3: 8. [Google Scholar] [CrossRef] [PubMed][Green Version]
- Yang, Chunliang, Siew-Jong Chew, Bukuan Sun, and David R. Shanks. 2019. The forward effects of testing transfer to different domains of learning. Journal of Educational Psychology 111: 809–26. [Google Scholar] [CrossRef]
- Yang, Chunliang, Wenbo Zhao, Liang Luo, Bukuan Sun, Rosalind Potts, and David R. Shanks. 2022. Testing potential mechanisms underlying test-potentiated new learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 48: 1127–43. [Google Scholar] [CrossRef] [PubMed]
- Yu, Yang, Yingjie Jiang, and Feifei Li. 2020. The effect of value on judgment of learning in tradeoff learning condition: The mediating role of study time. Metacognition and Learning 15: 435–54. [Google Scholar] [CrossRef]
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Wang, X.; Liu, X.; Chen, L.; Feng, K.; Ye, Q.; Zhu, H. The Forward Effect of Delayed Judgments of Learning Is Influenced by Difficulty in Memory and Category Learning. J. Intell. 2023, 11, 101. https://doi.org/10.3390/jintelligence11060101
Wang X, Liu X, Chen L, Feng K, Ye Q, Zhu H. The Forward Effect of Delayed Judgments of Learning Is Influenced by Difficulty in Memory and Category Learning. Journal of Intelligence. 2023; 11(6):101. https://doi.org/10.3390/jintelligence11060101
Chicago/Turabian StyleWang, Xun, Xinyue Liu, Luyao Chen, Kaiqi Feng, Qun Ye, and Haoliang Zhu. 2023. "The Forward Effect of Delayed Judgments of Learning Is Influenced by Difficulty in Memory and Category Learning" Journal of Intelligence 11, no. 6: 101. https://doi.org/10.3390/jintelligence11060101
APA StyleWang, X., Liu, X., Chen, L., Feng, K., Ye, Q., & Zhu, H. (2023). The Forward Effect of Delayed Judgments of Learning Is Influenced by Difficulty in Memory and Category Learning. Journal of Intelligence, 11(6), 101. https://doi.org/10.3390/jintelligence11060101