Making JOLs is not a neutral act: metacognitive ratings reactively affect subsequent learning, so experiments need judgment-free conditions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The authors conclude that because JOLs reactively potentiate subsequent learning, researchers should include a judgment-free condition to obtain unbiased memory assessments. → Veit Kubik 2022

Evidence¶

Veit Kubik 2022¶

Veit Kubik, Kenneth Koslowski, Torsten Schubert, Alp Aslan. (2022). Metacognitive judgments can potentiate new learning: The role of covert retrieval. Metacognition and Learning (2022) 17:1057–1077. https://doi.org/10.1007/s11409-022-09307-w

q3 · i? · causal · r2

Authors' methodological conclusion drawn from the N = 161 experiment: making JOLs "is not a neutral act of assessing one’s learning" but reactively changes subsequent learning, hence the recommendation that "researchers typically need to include a judgment-free condition". No effect size is attached to this methodological statement.

"As shown in the present experiment, making JOLs is not a neutral act of assessing one’s learning; in fact, JOLs do not only affect previous learning but may also potenti- ate subsequent learning of new information."

Discussion¶

Related Claims¶

• Fluent Illusions Mislead Self Assessment — related
• Making JOLs with word stems enhances interim recall of new List-5 material compared to restudy — a narrower finding that bears on this claim
• Drawing after learning, both from scratch and with spatial scaffolds, improves absolute monitoring accuracy (calibration) compared with a time-matched mental reactivation control condition — related
• Making JOLs with complete words did not significantly enhance interim recall of new List-5 material compared to restudy — a narrower finding that bears on this claim
• Overt retrieval practice enhances interim recall of new List-5 material compared to restudy, and does not differ from JOLs with word stems — a narrower finding that bears on this claim
• Targeted retrieval via short-answer tasks improves metacognitive calibration more than holistic retrieval via free-recall — related
• JOL magnitudes decline across successive lists in both JOL groups, reflecting learners' belief that recall decreases with continued new learning — related
• Judgments of learning add no new self-assessment information beyond performance estimates for single tasks — related
• Students lack metacognitive awareness of the benefits of errorful learning: the three learning groups did not differ in perceived competence, judgments of learning, or rated method effectiveness even after tests — related
• Making judgments of learning produced overall negative reactivity: participants making JOLs recalled fewer word pairs than participants not making JOLs — a narrower finding that bears on this claim
• Reactivity differs by rating scope: item-focused confidence ratings impaired rule learning while task-focused judgments of learning did not — related