Abstract
Successful recognition is generally thought to be based on both recollection and familiarity of studied information. Recent studies found that making judgments of learning (JOLs) can reactively facilitate recognition performance, a form of reactivity effect on memory. The current study aimed to explore the roles of recollection and familiarity in the reactivity effect on recognition performance. Experiment 1 replicated the positive reactivity effect on recognition performance. Experiment 2 used the sequential remember/know (R/K) procedure, Experiment 3 utilized the simultaneous R/K procedure, and Experiment 4 inserted a long study-test interval (i.e., 24-h) to determine the roles of recollection and familiarity in the reactivity effect. These three experiments converged in demonstrating that making JOLs reactively facilitated recognition performance through enhancing both recollection and familiarity. Furthermore, there was minimal difference between the reactive influences on recollection and familiarity. The documented findings imply that the JOL reactivity effect on recognition is supported by two underlying mechanisms: greater recollection induced by enhanced distinctiveness, and superior familiarity induced by enhanced learning engagement.
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The data contained in this project are publicly available at Open Science Framework (https://osf.io/hsy6j/).
Notes
The current study employed a within-subjects design of study method (JOL vs. no-JOL), which means that false alarm rates were identical between the JOL and no-JOL conditions. Hence, we mainly took hit rates as the key measure of JOL reactivity. We note that the results of signal-detection d’ were identical to those of hit rates.
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This research was supported by the National Natural Science Foundation of China (32171045; 32371116; 32000742; 32200841), the Fundamental Research Funds for the Central Universities (1233200008), Tang Scholar Foundation, the Research Program Funds of the Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University (2022-01-132-BZK01), the United Kingdom Economic and Social Research Council (ES/S014616/1), and the China Postdoctoral Science Foundation (2023M740300).
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Zheng, J., Li, B., Zhao, W. et al. Soliciting judgments of learning reactively facilitates both recollection- and familiarity-based recognition memory. Metacognition Learning (2024). https://doi.org/10.1007/s11409-024-09382-1
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DOI: https://doi.org/10.1007/s11409-024-09382-1