Does Interactive Imagery Influence the Reactive Effect of Judgments of Learning on Memory?

Abstract

Making judgments of learning (JOLs) while studying is a useful tool for students to evaluate the status of their learning. Additionally, in associative learning contexts, JOLs can directly benefit learning when the to-be-learned information is related. One explanation for this reactive effect is that making JOLs strengthens the associative relationship, leading to enhanced memory performance when a test relies on that relationship (e.g., cued-recall tests). In the present research, we evaluated whether having students make interactive mental images—another strategy that can increase the strength of a cue–target relationship—impacts the reactive effect of JOLs on learning. Students studied word pairs that were related and unrelated. Half of the students were instructed to form a mental image of the words interacting, whereas the other half were not. Additionally, in each group half of the students made a JOL for each pair, whereas half did not. Following a short delay, students completed a cued-recall test. Consistent with prior research, students who made JOLs remembered more related word pairs than did students who did not. By contrast, students who made JOLs recalled fewer unrelated word pairs than did students who did not. Moreover, although students who formed interactive images demonstrated enhanced memory relative to students who did not, interactive imagery did not impact the reactive effect of JOLs. These outcomes are informative for existing theory of JOL reactivity. Specifically, JOLs may only benefit learning of associative information when it has a pre-existing semantic relationship (e.g., related word pairs) and not when that that relationship is created by the learner (e.g., by forming interactive images).

Keywords

• judgments of learning
• judgment reactivity
• metamemory
• mental imagery