Chang Minyu, Brainerd Charles
Department of Psychology, McGill University, Montreal, QC H3A 0G4, Canada.
Department of Psychology and Human Neuroscience Institute, Cornell University, G331 MVR Hall, Ithaca, NY 14853, USA.
J Intell. 2024 Jan 5;12(1):4. doi: 10.3390/jintelligence12010004.
Judgments of learning (JOLs) reactivity refers to the finding that the mere solicitation of JOLs modifies subsequent memory performance. One theoretical explanation is the item-specific processing hypothesis, which posits that item-level JOLs redound to the benefit of later memory performance because they enhance item-specific processing. The current study was designed to test this account. We factorially manipulated the organization (blocked vs. randomized) of categorized lists and JOL condition (item-JOLs, list-JOLs, no-JOLs) between participants, and fit the dual-retrieval model to free recall data to pinpoint the underlying memory processes that were affected by JOL solicitation. Our results showed that item-level JOLs produced positive reactivity for randomized but not for blocked categorized lists. Moreover, we found that the positive JOL reactivity for randomized categorized lists was tied to a familiarity judgment process that is associated with gist processing, rather than to item-specific recollective processes. Thus, our results pose a challenge to the item-specific processing explanation of JOL reactivity. We argue that JOL reactivity is not restricted to item-specific processing; instead, whether JOLs predominantly engage participants with item-specific or relational processing depends on the interaction between learning stimuli and JOLs.
学习判断（JOLs）反应性是指这样一个发现：仅仅是对学习判断的诱导就会改变后续的记忆表现。一种理论解释是特定项目加工假说，该假说认为项目层面的学习判断有助于提高后续记忆表现，因为它们增强了特定项目的加工。本研究旨在验证这一观点。我们在参与者之间对分类列表的组织方式（分组呈现与随机呈现）和学习判断条件（项目学习判断、列表学习判断、无学习判断）进行了析因操纵，并将双检索模型应用于自由回忆数据，以确定受学习判断诱导影响的潜在记忆过程。我们的结果表明，项目层面的学习判断对随机呈现而非分组呈现的分类列表产生了积极的反应性。此外，我们发现随机呈现的分类列表的积极学习判断反应性与一个与要点加工相关的熟悉度判断过程有关，而不是与特定项目的回忆过程有关。因此，我们的结果对学习判断反应性的特定项目加工解释提出了挑战。我们认为，学习判断反应性并不局限于特定项目的加工；相反，学习判断主要促使参与者进行特定项目加工还是关系加工取决于学习刺激与学习判断之间的相互作用。
