Metacognitive judgments can potentiate new learning: The role of covert retrieval

Kubik V, Koslowski K, Schubert T, Aslan A (2022)
Metacognition and Learning.

Zeitschriftenaufsatz | E-Veröff. vor dem Druck | Englisch
 
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Autor*in
Kubik, VeitUniBi; Koslowski, Kenneth; Schubert, Torsten; Aslan, Alp
Abstract / Bemerkung
Interim tests of previously studied information can potentiate subsequent learning of new information, in part, because retrieval-based processes help to reduce proactive interference from previously learned information. We hypothesized that an effect similar to this forward testing effect would also occur when making judgments of (prior) learning (JOLs). Previous research showed that making JOLs likely prompts covert retrieval attempts and thereby enhances memory, specifically when providing only parts of previously studied information. This study examined the forward effect of different types of JOLs (i.e., with complete or partial prior study information available) on subsequent learning of new materials, compared to restudy and retrieval practice. In a between-subjects design, participants (N = 161) consecutively studied five lists of 20 words with the aim to recall as many of them on a final cumulative recall test. After the presentation of each of the first four lists, participants either restudied the list, made JOLs with complete words, made JOLs with word stems, or they were tested on word stems. Compared to restudy, practicing retrieval and making JOLs with word stems, but not JOLs with complete words, facilitated the List-5 interim recall performance and attenuated the number of intrusions from prior lists. The findings suggest that, similar to overt retrieval, making JOLs with incomplete information can enhance new learning to the extent that it elicits covert retrieval attempts.
Stichworte
Forward testing effect; Judgment of learning; Covert retrieval; Episodic; memory; JOL reactivity
Erscheinungsjahr
2022
Zeitschriftentitel
Metacognition and Learning
ISSN
1556-1623
eISSN
1556-1631
Page URI
https://pub.uni-bielefeld.de/record/2964058

Zitieren

Kubik V, Koslowski K, Schubert T, Aslan A. Metacognitive judgments can potentiate new learning: The role of covert retrieval. Metacognition and Learning. 2022.
Kubik, V., Koslowski, K., Schubert, T., & Aslan, A. (2022). Metacognitive judgments can potentiate new learning: The role of covert retrieval. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09307-w
Kubik, V., Koslowski, K., Schubert, T., and Aslan, A. (2022). Metacognitive judgments can potentiate new learning: The role of covert retrieval. Metacognition and Learning.
Kubik, V., et al., 2022. Metacognitive judgments can potentiate new learning: The role of covert retrieval. Metacognition and Learning.
V. Kubik, et al., “Metacognitive judgments can potentiate new learning: The role of covert retrieval”, Metacognition and Learning, 2022.
Kubik, V., Koslowski, K., Schubert, T., Aslan, A.: Metacognitive judgments can potentiate new learning: The role of covert retrieval. Metacognition and Learning. (2022).
Kubik, Veit, Koslowski, Kenneth, Schubert, Torsten, and Aslan, Alp. “Metacognitive judgments can potentiate new learning: The role of covert retrieval”. Metacognition and Learning (2022).

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