The Influence of Judgments of Learning on Collaborative Memory for Items and Sequences
The present study examined how making judgments of learning (JOLs) vs. not making judgments of learning (no-JOLs) influences item and sequential memory in collaborative contexts. According to the item-order hypothesis, making JOLs improves memory for specific items (i.e., item memory) but disrupts s...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-07-01
|
| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/15/7/905 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849246524386574336 |
|---|---|
| author | Xiaochun Luo Qian Xiao Weihai Tang |
| author_facet | Xiaochun Luo Qian Xiao Weihai Tang |
| author_sort | Xiaochun Luo |
| collection | DOAJ |
| description | The present study examined how making judgments of learning (JOLs) vs. not making judgments of learning (no-JOLs) influences item and sequential memory in collaborative contexts. According to the item-order hypothesis, making JOLs improves memory for specific items (i.e., item memory) but disrupts sequential memory where memory for temporal relationships between items is required. If JOLs do enhance item memory performance, the study predicts they may effectively eliminate collaborative inhibition through a compensatory enhancement mechanism. Specifically, the magnitude of JOL-induced memory improvement appears to be greater in collaborative groups than in nominal groups. This differential enhancement likely offsets the typical memory impairment caused by collaborative retrieval interference, resulting in statistically equivalent final performance between groups. Consequently, the collaborative inhibition effect may disappear under JOL conditions. This study employed a 2 (group: collaborative vs. nominal; between-subjects) × 2 (metamemory monitoring: with vs. without judgments of learning; within-subjects) × 2 (test type: recognition vs. sequential reconstruction; within-subjects) mixed factorial design. The findings indicated that making judgments of learning significantly enhanced item memory performance while having no noticeable effect on sequential memory. It suggests that the reactivity effect is only present in item memory. Additionally, it was found that both item recognition and sequential memory performance were lower in the collaborative group compared with the nominal group, highlighting the presence of collaborative inhibition. These results suggest that the reactivity effect and collaborative inhibition are two distinct memory phenomena that do not affect each other. |
| format | Article |
| id | doaj-art-e9cba5a03e7c4e7d908e8cf6b1d67e69 |
| institution | Kabale University |
| issn | 2076-328X |
| language | English |
| publishDate | 2025-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-e9cba5a03e7c4e7d908e8cf6b1d67e692025-08-20T03:58:27ZengMDPI AGBehavioral Sciences2076-328X2025-07-0115790510.3390/bs15070905The Influence of Judgments of Learning on Collaborative Memory for Items and SequencesXiaochun Luo0Qian Xiao1Weihai Tang2Department of Student Affairs, Sichuan College of Architectural Technology, Chengdu 610399, ChinaFaculty of Psychology, Tianjin Normal University, Tianjin 300387, ChinaSchool of Sociology, University of Sanya, Sanya 572022, ChinaThe present study examined how making judgments of learning (JOLs) vs. not making judgments of learning (no-JOLs) influences item and sequential memory in collaborative contexts. According to the item-order hypothesis, making JOLs improves memory for specific items (i.e., item memory) but disrupts sequential memory where memory for temporal relationships between items is required. If JOLs do enhance item memory performance, the study predicts they may effectively eliminate collaborative inhibition through a compensatory enhancement mechanism. Specifically, the magnitude of JOL-induced memory improvement appears to be greater in collaborative groups than in nominal groups. This differential enhancement likely offsets the typical memory impairment caused by collaborative retrieval interference, resulting in statistically equivalent final performance between groups. Consequently, the collaborative inhibition effect may disappear under JOL conditions. This study employed a 2 (group: collaborative vs. nominal; between-subjects) × 2 (metamemory monitoring: with vs. without judgments of learning; within-subjects) × 2 (test type: recognition vs. sequential reconstruction; within-subjects) mixed factorial design. The findings indicated that making judgments of learning significantly enhanced item memory performance while having no noticeable effect on sequential memory. It suggests that the reactivity effect is only present in item memory. Additionally, it was found that both item recognition and sequential memory performance were lower in the collaborative group compared with the nominal group, highlighting the presence of collaborative inhibition. These results suggest that the reactivity effect and collaborative inhibition are two distinct memory phenomena that do not affect each other.https://www.mdpi.com/2076-328X/15/7/905judgments of learning (JOLs)sequential reconstructioncollaborative memoryreactivity effectcollaborative inhibition |
| spellingShingle | Xiaochun Luo Qian Xiao Weihai Tang The Influence of Judgments of Learning on Collaborative Memory for Items and Sequences Behavioral Sciences judgments of learning (JOLs) sequential reconstruction collaborative memory reactivity effect collaborative inhibition |
| title | The Influence of Judgments of Learning on Collaborative Memory for Items and Sequences |
| title_full | The Influence of Judgments of Learning on Collaborative Memory for Items and Sequences |
| title_fullStr | The Influence of Judgments of Learning on Collaborative Memory for Items and Sequences |
| title_full_unstemmed | The Influence of Judgments of Learning on Collaborative Memory for Items and Sequences |
| title_short | The Influence of Judgments of Learning on Collaborative Memory for Items and Sequences |
| title_sort | influence of judgments of learning on collaborative memory for items and sequences |
| topic | judgments of learning (JOLs) sequential reconstruction collaborative memory reactivity effect collaborative inhibition |
| url | https://www.mdpi.com/2076-328X/15/7/905 |
| work_keys_str_mv | AT xiaochunluo theinfluenceofjudgmentsoflearningoncollaborativememoryforitemsandsequences AT qianxiao theinfluenceofjudgmentsoflearningoncollaborativememoryforitemsandsequences AT weihaitang theinfluenceofjudgmentsoflearningoncollaborativememoryforitemsandsequences AT xiaochunluo influenceofjudgmentsoflearningoncollaborativememoryforitemsandsequences AT qianxiao influenceofjudgmentsoflearningoncollaborativememoryforitemsandsequences AT weihaitang influenceofjudgmentsoflearningoncollaborativememoryforitemsandsequences |