Double Kit S, Tran Dominic, Goldwater Micah B
School of Psychology, The University of Sydney, Sydney, NSW, Australia.
Mem Cognit. 2025 Jun 4. doi: 10.3758/s13421-025-01737-6.
Eliciting judgments of learning (JOLs) from participants has been shown to enhance memory recall on paired-associates tasks in some contexts, a reactivity effect. However, little is known about the effect of JOLs on forms of learning where the task requires generalizing beyond the training set, such as in category learning. Here, we explore the effect of JOLs on relational rule discovery using a categorization paradigm. In Experiments 1 and 2, where both a relational rule and visual stimulus features can be effectively used for categorization, we show that JOLs impair rule discovery but do not affect memorization of visual features. In Experiment 3, we modified the task such that only a relational rule could be used to categorize stimuli and observed no evidence of reactivity. We explain these findings using a conservative strategy-shift account of reactivity, which proposes that eliciting JOLs causes participants to shift strategies to utilize the more obviously rewarded strategy. Specifically, when participants have multiple viable strategies, JOLs shift participants' categorization strategy away from rule discovery and instead encourage a more obvious strategy based on memorization of visual features.
研究表明，在某些情况下，让参与者做出学习判断（JOLs）能增强其在配对联想任务中的记忆回忆，这是一种反应效应。然而，对于JOLs对任务需要在训练集之外进行泛化的学习形式（如类别学习）的影响，我们却知之甚少。在此，我们使用分类范式来探究JOLs对关系规则发现的影响。在实验1和实验2中，关系规则和视觉刺激特征都能有效地用于分类，我们发现JOLs会损害规则发现，但不会影响视觉特征的记忆。在实验3中，我们修改了任务，使得只有关系规则可用于刺激分类，并未观察到反应效应的证据。我们使用反应性的保守策略转变解释来阐述这些发现，该解释认为引出JOLs会使参与者转变策略，以采用更明显有回报的策略。具体而言，当参与者有多种可行策略时，JOLs会使参与者的分类策略从规则发现转变，转而鼓励基于视觉特征记忆的更明显策略。
