The direct effect of monitoring of learning on memory performance: how is it influenced by retention interval or judgment instructions?

Abstract

New research has demonstrated that making Judgments of Learning (JOLs) can improve memory performance (e.g., Soderstrom et al., 2015). In the present research we further investigated this effect. In three experiments, participants studied a list of related word pairs. Half the participants made a JOL for each pair, whereas the other half did not. After studying all pairs, participants took a cued-recall test. Importantly, the retention interval between study and test was manipulated (either 3-min or 2-days). In Experiment 3 we included a JOL-emphasis group in which participants received instructions emphasizing the importance of making accurate JOLs and practice constructing them. Results replicated those of Soderstrom et al. (2015) such that participants in the JOL condition recalled more word pairs relative to participants in the no-JOL condition. Moreover, this outcome was extended to a long retention interval. Instructions used to elicit JOLs did not increase the magnitude of the effect.