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...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-07-01
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| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/15/7/905 |
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