Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study

Making judgments of learning (JOLs) can reactively alter memory itself, a phenomenon termed the reactivity effect. The current study recorded electroencephalography (EEG) signals during the encoding phase of a word list learning task to explore the neurocognitive features associated with JOL reactiv...

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Published inJournal of intelligence Vol. 12; no. 4; p. 44
Main Authors Li, Baike, Pastötter, Bernhard, Zhong, Yongen, Su, Ningxin, Huang, Ting, Zhao, Wenbo, Hu, Xiao, Luo, Liang, Yang, Chunliang
Format Journal Article
LanguageEnglish
Published Switzerland MDPI AG 01.04.2024
Subjects
elaborative processing
Electroencephalography
enhanced learning engagement
judgments of learning
Learning strategies
Memory
neurocognitive features
Older people
reactivity effect
Young adults
China
elaborative processing
reactivity effect
enhanced learning engagement
judgments of learning
neurocognitive features
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Summary:Making judgments of learning (JOLs) can reactively alter memory itself, a phenomenon termed the reactivity effect. The current study recorded electroencephalography (EEG) signals during the encoding phase of a word list learning task to explore the neurocognitive features associated with JOL reactivity. The behavioral results show that making JOLs reactively enhances recognition performance. The EEG results reveal that, compared with not making JOLs, making JOLs increases P200 and LPC amplitudes and decreases alpha and beta power. Additionally, the signals of event-related potentials (ERPs) and event-related desynchronizations (ERDs) partially mediate the reactivity effect. These findings support the enhanced learning engagement theory and the elaborative processing explanation to account for the JOL reactivity effect.
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ISSN:2079-3200
2079-3200
DOI:10.3390/jintelligence12040044