The perceived importance of words in large font guides learning and selective memory.

People are often presented with large amounts of information to remember, and in many cases, the font size of information may be indicative of its importance (such as headlines or warnings). In the present study, we examined how learners perceive the importance of information in different font sizes and how beliefs about font size influence selective memory. In Experiment 1, participants were presented with to-be-remembered words that were either unrelated or related to a goal (e.g., items for a camping trip) in either small or large font. Participants rated words in large font as more important to remember than words in small font when the words in a list were unrelated but not when the words were schematically related to a goal. In Experiments 2 and 3, we were interested in how learners' belief that font size is indicative of importance translates to their ability to selectively encode and recall valuable information. Specifically, we presented participants with words in various font sizes, and larger fonts either corresponded to greater point values or smaller point values (values counted towards participants' scores if recalled). When larger fonts corresponded with greater point values, participants were better able to selectively remember high-value words relative to low-value words. Thus, when to-be-remembered information varies in value, font size may be less diagnostic of an item's importance (the item's importance drives memory), and when the value of information is consistent with a learner's belief, learners can better engage in selective memory.

Predicting the memorability of scene pictures: Improved accuracy through one's own experience.

There are conflicting findings regarding the accuracy of metamemory for scene pictures. Judgements of stimulus memorability in general (memorability judgements [MJs]) have been reported to be unpredictive of actual image memorability. However, other studies have found that judgements of learning (JOLs)-predictions of one's own later memory performance for recently studied items-are moderately predictive of people's own actual recognition memory for pictures. The current study directly compared the relative accuracy and cue basis of JOLs and MJs for scene pictures. In Experiments 1 and 2, participants completed an MJ task and a JOL task in counterbalanced order. In the MJ task, they judged the general memorability of each picture. In the JOL task, they studied pictures and made JOLs during a learning phase, followed by a recognition memory test. Results showed that MJs were predictive of general scene memorability and relied on the same cues as JOLs, but MJ accuracy considerably improved after the JOL task. Experiment 3 demonstrated that prior learning experiences drove this increase in MJ accuracy. This work demonstrates that people can predict not only their own future memory performance for scene pictures with moderate accuracy but also the general memorability of scene pictures. In addition, experiences with one's own learning and memory support the ability to assess scene memorability in general. This research contributes to our understanding of the basis and accuracy of different metamemory judgements.

Probing the effect of perceptual (dis)fluency on metacognitive judgments.

Despite research showing that perceptually fluent stimuli (i.e., stimuli that are easier to process) are given higher judgment of learning (JOL) ratings than perceptually disfluent stimuli, it remains unknown whether the influence of perceptual fluency on JOLs is driven by the fluent or disfluent items. Moreover, it is unclear whether this difference hinges on relative differences in fluency. The current study addressed these unanswered questions by employing (Fiacconi et al., Journal of Experimental Psychology: Learning, Memory, and Cognition 46:926-944, 2020), Journal of Experimental Psychology: Learning, Memory, and Cognition, 46[5], 926-944) letter set priming procedure. In this procedure, participants are first exposed to words containing only a subset of letters. Following this exposure, JOLs to new words composed of the same letters (i.e., fluent), and new words composed of nonexposed letters (i.e., disfluent) are compared with isolate the contribution of perceptual fluency. Because this procedure does not rely on parametric variations in perceptual features, we can directly assess the potential benefit and/or cost of fluent and disfluent items, respectively, by including neutral baseline conditions. Moreover, implementing both a mixed- and pure-list design allowed us to assess the comparative nature of perceptual fluency on JOLs. Counter to previous assumptions, our results are the first to demonstrate that perceptual disfluency decreases JOLs. Moreover, we found that the influence of perceptual disfluency on JOLs hinges on the relative differences in fluency between items even in the absence of a belief about the mnemonic impact of the fluency manipulation. These findings have important implications as they provide evidence that the difficulty, rather than ease, of information form the basis of individuals metacognitive judgments.

Meta-memory (prediction) of specific autobiographical recall: An experimental approach using a modified autobiographical memory test.

Autobiographical memory specificity is known to contribute to better mental health, social problem-solving, and episodic future thinking. While numerous studies have addressed variables that affect autobiographical memory specificity, little is known regarding the meta-memory processes that underpin memory retrieval. In this study, we introduced two meta-memory constructs, ease of retrieval judgments and anticipation of negative emotion evoked, which potentially affect autobiographical memory specificity. Participants (N = 109) first rated the ease of retrieval and anticipated emotions for positive and negative words used in a subsequent autobiographical memory test. We used the Optional Instructions of the Autobiographical Memory Test, in which participants were instructed that "specific memories are better, but other memories are permissible," allowing them to adjust how much cognitive effort they spent on generative retrieval after a failure of direct retrieval. They also self-judged whether each retrieval was generative (using additional cues with cognitive effort) or direct (immediate recall without much cognitive effort). Results showed that for generative retrieval, ease of retrieval was associated with greater specific and general memories and fewer omissions. A more negative anticipated emotion was associated with fewer specific memories and greater omissions, but was not with general memories. These results suggest that low retrievability and anticipated negative emotion prevent individuals from devoting efforts to generative retrieval. The lack of association between anticipated negative emotion and general memory calls into question the functional avoidance hypothesis regarding autobiographical memory specificity. We discussed how participants judged these meta-memories and directions for future research.

Exploring the metamnemonic and phenomenal differences between transitional and mundane events.

In two experiments, we systematically investigated the reasons why people retained certain autobiographical events in their memory, as well as the properties of those events and their predicted memorability. The first experiment used three methods (word-cued, free-recalled, and "memorable, interesting, and/or important") to retrieve event memories, and examined memories from three different time-frames: very recent (within past 7 days), recent (past 2 weeks and 6 months), and older events (at least one year). In addition, data were also collected for an important transitional event recently experienced by all participants ("starting university"). The results revealed that people had access to three types of event memories: memories for life transitions, memories for older distinctive events, and memories for recent mundane events. Participants reported remembering events that were distinctive, first-time experiences, emotionally impactful, or simply because they were recent. They also predicted that older events would be more resistant to forgetting than very recent and recent events. The second experiment examined participants' memorable and forgettable events, and found that memorable events tended to be older, while forgettable events were more likely to be recent. These findings suggested that many retrievable memorable autobiographical memories were neither important nor transitional in nature. The studies contribute to our understanding of people's metamnemonic knowledge about their autobiographical memories.

Investigating Retrospective and Prospective Metamemory Judgments During Episodic Memory in Patients With Obsessive-Compulsive Disorders.

It is clear evidence that individuals diagnosed with obsessive-compulsive disorder (OCD) lack confidence in their memory and have low metamemory performance (judgment and accuracy). However, it is still unclear whether low metamemory performance is specific to first, domain general or domain specific, and second, to stimulus domain. To address these issues, we compared individuals diagnosed with OCD and healthy controls (HCs) on recognition, retrospective (judgments of learning [JOL]) and prospective (feeling of knowing [FOK]) metamemory judgments and under three different episodic memory tasks, which consisted of symptom-free, familiar and unfamiliar stimuli (word, scene, and face photo). OCD patients showed lower recognition performance, JOL and FOK judgments, and accuracy in all tasks than HCs. Also, OCD patients were slower than HCs during all cognitive performances. In both groups, metamemory performances were lower in familiar items than unfamiliar items. However, recognition performances were not affected by stimulus type. Our results support the idea of general episodic memory and a metamemory deficit in OCD. Moreover, metamemory deficits in OCD are domain general.

Metamemory and executive function mediate the age-related decline in memory.

OBJECTIVE: Although the effect of aging on episodic memory is relatively well studied, little is known about how aging influences metamemory. In addition, while executive function (EF) is known to mediate the age-related decline in episodic memory, the role of metamemory in aging-related memory differences beyond EF remains unknown. This study aimed to elucidate the effect of aging on metamemory and to clarify the role of metamemory in the age-related decline in memory. METHOD: One hundred and four adults aged 18-79 years (50 M, 54 F) performed several EF tasks, as well as a face-scene paired-associate learning task that required them to make judgments of learning, feeling-of-knowing judgments, and retrospective confidence judgments. RESULTS: Aging was significantly associated with poor metamemory accuracy and increased confidence across metamemory judgment types, even after controlling for EF and memory performance. A parallel mediation analysis indicated that both confidence of learning and EF performance had significant partial mediation effects on the relationship between aging and memory, albeit in different ways. Specifically, poor EF explained the age-related decline in memory, whereas increased confidence of learning served to compensate for this memory decline. CONCLUSIONS: Aging is associated with general changes (i.e., poor inferences from cues) rather than specific changes (i.e., declined activation or utilization of certain cues) in metamemory monitoring. Also, changes in confidence of learning and in EF ability contribute to the preservation and decline of memory during aging, respectively. Therefore, boosting confidence during encoding and enhancing EF skills might be complementary memory intervention strategies for older adults.

Judgments of learning reflect the encoding of contexts, not items: evidence from a test of recognition exclusion.

Two sources of evidence seem to be shared by judgments of past recognition and judgments of future performance: item memory or familiarity (i.e., memory for the item independent of the context in which it was experienced) and context memory or recollection (i.e., memory for the context specific to a particular prior encounter). However, there are few studies investigating the link between these two putative memory processes and judgments of learning (JOLs). We tested memory and metamemory using a continuous exclusion procedure - a modified recognition memory task where study events for two classes of items are interleaved with test trials in which the subject must endorse items from one class and reject items from the other. This procedure allowed us to estimate the influences of memory for context and memory for item on JOLs and licenses conclusions about the relative role of item and context information in supporting JOLs. An analysis of forgetting revealed that JOLs reflect both the initial degree of learning and the rate of forgetting, but only of memory for context and not of memory for items. These findings suggest that JOLs are predictive of memory for context-bound episodes, rather than for the semantic content of those episodes.

The role of dissociation-related beliefs about memory in trauma-focused treatment.

OBJECTIVE: Dysfunctional cognitions play a central role in the development of post-traumatic stress disorder (PTSD). However the role of specific dissociation-related beliefs about memory has not been previously investigated. This study aimed to investigate the role of dissociation-related beliefs about memory in trauma-focused treatment. It was hypothesized that patients with the dissociative subtype of PTSD would show higher levels of dissociation-related beliefs, dissociation-related beliefs about memory would decrease after trauma-focused treatment, and higher pre-treatment dissociation-related beliefs would be associated with fewer changes in PTSD symptoms. METHOD: Post-traumatic symptoms, dissociative symptoms, and dissociation-related beliefs about memory were assessed in a sample of patients diagnosed with PTSD (n = 111) or the dissociative subtype of PTSD (n = 61). They underwent intensive trauma-focused treatment consisting of four or eight consecutive treatment days. On each treatment day, patients received 90 min of individual prolonged exposure (PE) in the morning and 90 min of individual eye movement desensitization and reprocessing (EMDR) therapy in the afternoon. The relationship between dissociation-related beliefs about memory and the effects of trauma-focused treatment was investigated. RESULTS: Dissociation-related beliefs about memory were significantly associated with PTSD and its dissociative symptoms. In addition, consistent with our hypothesis, patients with the dissociative subtype of PTSD scored significantly higher on dissociation-related beliefs about memory pre-treatment than those without the dissociative subtype. Additionally, the severity of these beliefs decreased significantly after trauma-related treatment. Contrary to our hypothesis, elevated dissociation-related beliefs did not negatively influence treatment outcome. CONCLUSION: The results of the current study suggest that dissociation-related beliefs do not influence the outcome of trauma-focused treatment, and that trauma-focused treatment does not need to be altered specifically for patients experiencing more dissociation-related beliefs about memory because these beliefs decrease in association with treatment.

This study investigated the role of dissociation-related beliefs about memory on trauma-focused treatment.Dissociation-related beliefs were related to post-traumatic and dissociative symptoms, and were especially prominent in patients with the dissociative subtype of post-traumatic stress disorder.Dissociation-related beliefs about memory do not impact the effectiveness of trauma-focused treatment. In fact, trauma-focused treatment effectively decreased these beliefs, suggesting that dissociation-related beliefs about memory should not be a determining factor in withholding patients from receiving trauma-focused therapy.

HD-tDCS over the left DLPFC increases cued recall and subjective question familiarity rather than other aspects of memory and metamemory.

When retrieving information from memory there is an interplay between memory and metamemory processes, and the prefrontal cortex has been implicated in both memory and metamemory. Previous work shown that High Definition transcranial Direct Current Stimulation (HD-tDCS) over the dorsolateral prefrontal cortex (DLPFC) can lead to improvements in memory and metamemory monitoring, but findings are mixed. Our original design targeted metamemory, but because the prefrontal cortex plays a role in both memory and metamemory, we tested for effects of HD-tDCS on multiple memory tasks (e.g., recall, cued recall, and recognition) and multiple aspects of metamemory (e.g., once-knew-it ratings, feeling-of-knowing ratings, metamemory accuracy, and metamemory control). There were HD-tDCS-related improvements in cued recall performance, but not other memory tasks. For metamemory, there were HD-tDCS-related increases in subjective once-knew-it ratings, but not other aspects of metamemory. These results highlight the need to consider the effects of HD-tDCS on memory and metamemory at different timepoints during retrieval, as well as specific conditions that show benefits from HD-tDCS.

Differential effects of remotely supervised transcranial direct current stimulation on recognition memory depending on task order.

Background: Prior work has shown positive effects of High Definition transcranial direct current stimulation (HD-tDCS) over the dorsolateral prefrontal cortex (DLPFC) on semantic memory performance and metamemory monitoring accuracy. However, HD-tDCS requires setup by a trained researcher, which is not always feasible. Few studies have used remotely supervised (rs) tDCS in healthy populations, and remote supervision has strong practical benefits. Objective/hypothesis: The goal of the current study was to test if previously shown effects of HD-tDCS over the left DLPFC on semantic memory performance and metamemory monitoring accuracy extended to conventional rs-tDCS, which is less focal than HD-tDCS, and to episodic memory and metamemory tasks. Materials and methods: A total of 36 healthy participants completed 6 weeks of rs-tDCS sessions, with either active left or right anodal DLPFC stimulation, or sham. Participants completed semantic and episodic memory and metamemory tasks, which each lasted for three consecutive sessions, and session order was counterbalanced across participants. Results: Overall, there were no main effects of rs-tDCS on metamemory monitoring accuracy or memory performance for either the semantic or the episodic tasks. However, there were effects of rs-tDCS that depended on the order of completing the episodic and semantic task sessions. When participants completed the semantic task sessions after the episodic task sessions, semantic recognition was greater in the left anodal DLPFC condition. In a parallel effect, when participants completed the episodic task sessions after the semantic task sessions, episodic recognition was greater in the right anodal DLPFC condition. Conclusion: Prior experience with tDCS is a factor for effects of rs-tDCS on cognition. Additionally, the current experiment provides evidence for the feasibility of fully remotely supervised tDCS in healthy participants.

Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance.

Making judgments of learning (JOLs) while studying related word pairs can enhance performance on tests that rely on cue-target associations (e.g., cued recall) compared to studying alone. One possible explanation for this positive JOL reactivity effect is that the prompt to make JOLs, which typically occurs halfway through the presentation of each pair, may encourage learners to devote more attention to the pair during the second half of the encoding episode, which may contribute to enhanced recall performance. To investigate this idea, an online sample of participants (Experiment 1) and undergraduate students (Experiment 2) studied a set of moderately related word pairs (e.g., dairy-cow) in preparation for a cued recall test. Some participants made JOLs for each pair halfway through the presentation, whereas other participants did not. Also, some participants were presented with a fixation point halfway through the presentation, whereas other participants were not. The goal of this fixation point was to simulate the possible "reorienting" effect of a JOL prompt halfway through each encoding episode. In both an unsupervised online context and a supervised laboratory context, cued recall performance was higher for participants who made JOLs compared to those who did not make JOLs. However, presenting a fixation point halfway through the presentation of each pair did not lead to reactive effects on memory. Thus, JOLs are more effective than a manipulation that reoriented participants to the word pairs in another way (i.e., via a fixation point), which provides some initial evidence that positive reactivity for related pairs is not solely driven by attentional reorienting during encoding.

Promoting clinical reasoning with meta-memory techniques to teach broad differential diagnosis generation in a pediatric core clerkship.

OBJECTIVES: Clinical reasoning with generation and prioritization of differential diagnoses (DDx) is a key skill for medical students, but no consensus exists on the best method to teach these skills. Meta-memory techniques (MMTs) may be useful, but the efficacy of individual MMTs is unclear. METHODS: We designed a 3-part curriculum for pediatric clerkship students to teach one of 3 MMTs and provide practice in DDx generation through case-based sessions. Students submitted DDx lists during two sessions and completed pre- and post-curriculum surveys assessing self-reported confidence and perceived helpfulness of the curriculum. Results were analyzed using ANOVA with multiple linear regression. RESULTS: A total of 130 students participated in the curriculum, with 96 % (125/130) completing at least one DDx session, and 44 % (57/130) completing the post-curriculum survey. On average, 66 % of students rated all three sessions as "quite helpful" (4/5 on 5-point Likert scale) or "extremely helpful" (5/5) without difference between MMT groups. Students generated an average of 8.8, 7.1 and 6.4 diagnoses using the VINDICATES, Mental CT, and Constellations methods, respectively. When controlling for case, case order, and number of prior rotations, students using VINDICATES produced 2.8 more diagnoses than those using Constellations (95 % CI [1.1,4.5], p<0.001). There was no significant difference between VINDICATES and Mental CT (Δ=1.6, 95 % CI [-0.2,3.4], p=0.11) or Mental CT and Constellations (Δ=1.2, 95 % CI [-0.7,3.1], p=0.36). CONCLUSIONS: Medical education should include curricula focused on enhancing DDx development. Although VINDICATES helped students produce the most DDx, further research is needed to identify which MMT generates more accurate DDx.

The role of individual features of memory and impulsiveness in telling a true or false story in a realistic, clear, and reconstructible way.

Objective: The aim of the present study was to explore whether there was an interaction effect between such personal aspects and veracity on realism, clarity, and reconstructability of the story. Methods: A total of 158 participants took part in the experiment and were asked to tell a truth and a lie during an interview (veracity condition). They filled in a questionnaire measuring their metamemory performance and their level of functional and dysfunctional impulsivity. A k-means cluster analysis on metamemory and impulsivity was conducted, and three clusters were obtained: controlled-memory inefficient, controlled-memory efficient, and impulsive-average memory. Results: The results showed that participants scored higher on all three reality monitoring criteria when telling the truth than when lying. Further, a cluster membership by veracity interaction for realism was also significant, but when telling the truth, there was no difference between clusters in terms of realism used in the explanation. Follow-up analyses showed that, when lying, the level of realism in the story was significantly higher for people belonging to the cluster "impulsive-average memory" than for people belonging to the cluster "controlled-memory efficient", a result that seems to indicate that people with good memory and can control dysfunctional impulsivity have more difficulties when lying. Conclusions: Research has shown that realism, clarity, and reconstructability of the story, all part of reality monitoring, can be useful to assess veracity. Generally, truth tellers obtain higher scores on all three variables than liars, but there is some variability across individuals owing to their personal characteristics. Metamemory and impulsivity also play a role in deception. From the implications of the results, the limitations of the study and suggestions for future research are also provided.

The Relationship between Dispositional Mindfulness and Relative Accuracy of Judgments of Learning: The Moderating Role of Test Anxiety.

Research has demonstrated that metacognition accuracy is far from perfect. The accuracy of judgments of learning (JOLs) is of critical importance in self-regulated learning. To explore what factors constrain JOL accuracy, the current study focused on mindfulness, which is intimately related to metacognition and anxiety. A total of 203 undergraduates (198 valid samples) were recruited to determine the relationships among five dimensions of dispositional mindfulness, test anxiety, and relative accuracy of JOLs. Results revealed that the interaction term for acting with awareness and test anxiety significantly predicted JOL accuracy. Further analyses indicated that for individuals with high test anxiety, but not for those with low test anxiety, acting with awareness positively predicted JOL accuracy. Considering that dispositional mindfulness is modifiable, these results help to inspire researchers to further explore whether mindfulness training can be used as a remedy to improve JOL accuracy.

Image Clarity Affects Tip-of-the-Tongue Rates for Faces.

Tip-of-the-tongue states are subjective experiences that unrecalled target words will be remembered. This study investigates if the visual fluency of familiar faces affects the likelihood of tip-of-the-tongue experiences (TOTs) as well as name recall and name recognition. To manipulate visual fluency, three levels of clarity for 396 celebrity faces were set: high, medium, and low clarity. Four hundred and twenty-nine participants were asked to recall the last names of the celebrities for all clarity levels, and, if they did not recall, to indicate if they experienced a TOT. Following the TOT question, they performed a name recognition test. Results showed that higher-clarity faces resulted in higher TOT rates than lower-clarity faces for unrecalled faces. Name recall was also higher for clearer faces. However, clarity level did not affect the correct answer rate on the name recognition test. These results support the view that perceptual cue-based factors influence TOT experiences.

Does Interactive Imagery Influence the Reactive Effect of Judgments of Learning on Memory?

Making judgments of learning (JOLs) while studying is a useful tool for students to evaluate the status of their learning. Additionally, in associative learning contexts, JOLs can directly benefit learning when the to-be-learned information is related. One explanation for this reactive effect is that making JOLs strengthens the associative relationship, leading to enhanced memory performance when a test relies on that relationship (e.g., cued-recall tests). In the present research, we evaluated whether having students make interactive mental images-another strategy that can increase the strength of a cue-target relationship-impacts the reactive effect of JOLs on learning. Students studied word pairs that were related and unrelated. Half of the students were instructed to form a mental image of the words interacting, whereas the other half were not. Additionally, in each group half of the students made a JOL for each pair, whereas half did not. Following a short delay, students completed a cued-recall test. Consistent with prior research, students who made JOLs remembered more related word pairs than did students who did not. By contrast, students who made JOLs recalled fewer unrelated word pairs than did students who did not. Moreover, although students who formed interactive images demonstrated enhanced memory relative to students who did not, interactive imagery did not impact the reactive effect of JOLs. These outcomes are informative for existing theory of JOL reactivity. Specifically, JOLs may only benefit learning of associative information when it has a pre-existing semantic relationship (e.g., related word pairs) and not when that that relationship is created by the learner (e.g., by forming interactive images).

Metamnemonic predictions of lineup identification.

After a crime is committed, investigators may query witnesses about whether they believe they will be to identify the perpetrator. However, we know little about how such metacognitive judgments are related to performance on a subsequent lineup identification task. The extant research has found the strength of this relationship to be small or nonexistent, which conflicts with the large body of literature indicating a moderate relationship between predictions and performance on memory tasks. In Studies 1-3, we induce variation in encoding quality by having participants watch a mock crime video with either low, medium, or high exposure quality, and then assess their future lineup performance. Calibration analysis revealed that assessments of future lineup performance were predictive of identification accuracy. This relationship was driven primarily by poor performance following low assessments. Studies 4 and 5 showed that these predictions are not based on a witness's evaluation of their encoding experience, nor on a contemporaneous assessment of memory strength. These results reinforce the argument that variation in memory quality is needed to obtain reliable relationships between predictions and performance. An unexpected finding is that witnesses who made a prediction shortly after encoding evinced superior memory compared to those who made a prediction later.

Subjective memory measures: Metamemory questionnaires currently in use.

Subjective memory evaluation is important for assessing memory abilities and complaints alongside objective measures. In research and clinical settings, questionnaires are used to examine perceived memory ability, memory complaints, and memory beliefs/knowledge. Although they provide a structured measure of self-reported memory, there is some debate as to whether subjective evaluation accurately reflects memory abilities. Specifically, the disconnect between subjective and objective memory measures remains a long-standing issue within the field. Thus, it is essential to evaluate the benefits and limitations of questionnaires that are currently in use. This review encompasses three categories of metamemory questionnaires: self-efficacy, complaints, and multidimensional questionnaires. Factors influencing self-evaluation of memory including knowledge and beliefs about memory, ability to evaluate memory, recent metamemory experiences, and affect are examined. The relationship between subjective and objective memory measures is explored, and considerations for future development and use of metamemory questionnaires are provided.

Judgments of learning enhance recall for category-cued but not letter-cued items.

Making immediate judgments of learning (JOLs) during study can influence later memory performance, with a common outcome being that JOLs improve cued-recall performance for related word pairs (i.e., positive reactivity) and do not impact memory for unrelated pairs (i.e., no reactivity). The cue-strengthening hypothesis proposes that JOL reactivity will be observed when a criterion test is sensitive to the cues used to inform JOLs (Soderstrom et al., Journal of Experimental Psychology: Learning, Memory, and Cognition, 41 (2), 553-558, 2015). Across four experiments, we evaluated this hypothesis with category pairs (e.g., A type of gem - Jade) and letter pairs (e.g., Ja - Jade). Participants studied a list comprised of both pair types, made (or did not make) JOLs, and completed a cued-recall test (Experiments 1a/b). The cue-strengthening hypothesis predicts greater positive reactivity for category pairs than for letter pairs, because making a JOL strengthens the relationship between the cue and target, which is more beneficial for material with an a priori semantic relationship. Outcomes were consistent with this hypothesis. We also evaluated and ruled out alternative explanations for this pattern of effects: (a) that they arose due to overall differences in recall performance for the two pair types (Experiment 2); (b) that they would also occur even when the criterion test is not sensitive to the cues used to inform JOLs (Experiment 3); and (c) that JOLs only increased memory strength for the targets (Experiment 4). Thus, the current experiments rule out plausible accounts of reactivity effects and provide further, converging evidence for the cue-strengthening hypothesis.