Judgments of Learning Following Retrieval Practice Produce Minimal Reactivity Effect on Learning of Education-Related Materials.

Testing (i.e., retrieval practice) is one of the most powerful strategies to boost learning. A recent study observed an incidental finding that making judgments of learning (JOLs) following retrieval practice further enhanced learning of education-related texts to a medium extent (Cohen's d = 0.44) by comparison with retrieval practice itself, suggesting that making JOLs may serve as an easy-to-implement educational intervention to improve the benefits of testing. Three experiments (one pre-registered) were conducted to test the replicability of Ariel et al.'s incidental finding and to further determine whether making JOLs following retrieval practice reactively enhances the benefits of testing for text learning. The three experiments consistently provided Bayesian evidence supporting no reactivity effect of JOLs following retrieval practice, regardless of whether the replication experiments were conducted in a laboratory (Experiment 1) or online (Experiments 2 and 3), whether the stimuli were presented in the same language (Experiments 2 and 3) or not (Experiment 1), and whether participants were recruited from the sample pool (Experiment 2) or not (Experiments 1 and 3) as in the original study. These null findings imply that making JOLs cannot be utilized as a practical strategy to enhance the benefits of testing for learning of educationally related materials. Possible explanations for the null reactivity effect of JOLs following retrieval practice are discussed.

Confidence ratings increase response thresholds in decision making.

Many mental processes are reactive - they are altered as a result of introspection and monitoring. It has been documented that soliciting trial-by-trial confidence ratings (CRs) reactively improves decision accuracy and lengthens response times (RTs), but the cognitive mechanisms underlying CR reactivity in decision-making remain unknown. The current study conducted two experiments and employed the drift-diffusion model (DDM) to explore why reporting confidence reactively alters the decision-making process. The results showed that CRs led to enhanced decision accuracy, longer RTs, and higher response thresholds. The findings are consistent with an increased conservatism hypothesis which asserts that soliciting CRs provokes feelings of uncertainty and makes individuals more cautious in their decision making.

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.

Does the reactivity effect of judgments of learning transfer to learning of new information?

ABSTRACTMaking judgments of learning (JOLs) can reactively change memory, a phenomenon termed the reactivity effect. The current study was designed to explore whether the reactivity effect transfers to subsequent learning of new information. Participants studied two blocks of words (Experiment 1) or related word pairs (Experiments 2 & 3). In Block 1, participants in the experimental (JOL) group made a JOL while studying each item, whereas the control (no-JOL) group did not make item-by-item JOLs. Then both groups studied Block 2, in which they did not make JOLs, and finally, they took a test on Blocks 1 and 2. Across Experiments 1 -3, the results showed superior Block 1 test performance in the JOL than in the no-JOL group, demonstrating a positive reactivity effect. Critically, there was minimal difference in Block 2 test performance between the two groups, implying little transfer of the positive reactivity effect to subsequent learning of new information. Furthermore, Experiment 3 demonstrated that the reactivity effect still failed to transfer even when participants explicitly appreciated the benefits of making JOLs. Educational implications are discussed.

Metamemory judgments have dissociable reactivity effects on item and interitem relational memory.

Making metamemory judgments reactively changes item memory itself. Here we report the first investigation of reactive influences of making judgments of learning (JOLs) on interitem relational memory-specifically, temporal (serial) order memory. Experiment 1 found that making JOLs impaired order reconstruction. Experiment 2 observed minimal reactivity on free recall and negative reactivity on temporal clustering. Experiment 3 demonstrated a positive reactivity effect on recognition memory, and Experiment 4 detected dissociable effects of making JOLs on order reconstruction (negative) and forced-choice recognition (positive) by using the same participants and stimuli. Finally, a meta-analysis was conducted to explore reactivity effects on word list learning and to investigate whether test format moderates these effects. The results show a negative reactivity effect on interitem relational memory (order reconstruction), a modest positive effect on free recall, and a medium-to-large positive effect on recognition. Overall, these findings imply that even though making metacognitive judgments facilitates item-specific processing, it disrupts relational processing, supporting the item-order account of the reactivity effect on word list learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Soliciting judgments of forgetting reactively enhances memory as well as making judgments of learning: Empirical and meta-analytic tests.

Recent studies found that making judgments of learning (JOLs) can reactively facilitate memory, a phenomenon termed the reactivity effect of JOLs. The current study was designed to explore (1) whether making judgments of forgetting (JOFs) can also enhance memory and (2) whether there is any difference between the reactivity effects of JOFs and JOLs. Experiment 1 found that soliciting JOFs significantly enhanced retention of single words. Experiments 2 and 3 observed minimal difference in reactivity effects between JOFs and JOLs on learning of single words and word pairs. Finally, a meta-analysis was conducted to integrate results across studies to explore whether retention of items studied with JOLs differed from that of items studied with JOFs. The meta-analytic results showed minimal difference. Overall, the documented findings imply that (1) making JOFs reactively enhances memory, and (2) there is little difference in reactivity effects between JOFs and JOLs. These findings support the positive-reactivity theory to account for the reactivity effect.

When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children's learning.

Recent studies established that making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself-a reactivity effect. The current study recruited 190 Chinese children (Mage  = 8.68 years; 101 female) in 2020 and 2021 to explore the reactivity effect on children's learning, its developmental trajectory and associated metacognitive awareness. The results showed that making JOLs significantly enhanced retention for students in Grades 1, 3, and 5, with Cohen's ds ranging from 0.40 to 1.33. Grade 5 students exhibited a larger reactivity effect than Grade 1 and 3 students. Children's metacognitive appreciation of the effect was weak. Firsthand experience of the reactivity effect, induced by taking a memory test, enhanced their awareness and calibrated their judgment accuracy.

Role of joint language control during cross-language communication: evidence from cross-frequency coupling.

How do bilingual interlocutors inhibit interference from the non-target language to achieve brain-to-brain information exchange in a task to simulate a bilingual speaker-listener interaction. In the current study, two electroencephalogram devices were employed to record pairs of participants' performances in a joint language switching task. Twenty-eight (14 pairs) unbalanced Chinese-English bilinguals (L1 Chinese) were instructed to name pictures in the appropriate language according to the cue. The phase-amplitude coupling analysis was employed to reveal the large-scale brain network responsible for joint language control between interlocutors. We found that (1) speakers and listeners coordinately suppressed cross-language interference through cross-frequency coupling, as shown in the increased delta/theta phase-amplitude and delta/alpha phase-amplitude coupling when switching to L2 than switching to L1; (2) speakers and listeners were both able to simultaneously inhibit cross-person item-level interference which was demonstrated by stronger cross-frequency coupling in the cross person condition compared to the within person condition. These results indicate that current bilingual models (e.g., the inhibitory control model) should incorporate mechanisms that address inhibiting interference sourced in both language and person (i.e., cross-language and cross-person item-level interference) synchronously through joint language control in dynamic cross-language communication.

Transcranial direct current stimulation influences bilingual language control mechanism: evidence from cross-frequency coupling.

How to better suppress the interference from the non-target language when switching from one language to the other in bilingual production? The current study applied transcranial direct current stimulation over the right dorsolateral prefrontal cortex to modulate language control measured by cross-frequency coupling. We found that switching to L2 was more modulated by F4-F3 alpha-beta phase-amplitude compared to switching to L1 after receiving the anodal stimulation at the language task schema phase. These findings suggest that anodal stimulation affects the selection of the target language task schema by enhancing the activation of frontal areas and facilitating the coordination between the left and the right frontal hemispheres.

Is inhibition involved in voluntary language switching? Evidence from transcranial direct current stimulation over the right dorsolateral prefrontal cortex.

How do bilinguals freely switch languages in daily life (i.e., voluntary language switching)? Does this involve inhibition of cross-language interference, or does easier lexical access to specific words directly trigger switches to another language? To reveal the underlying mechanism of voluntary language switching, the current study applied transcranial direct current stimulation (tDCS) over the right dorsolateral prefrontal cortex (rDLPFC), an area associated with inhibitory control, to investigate whether and how inhibitory control is involved in voluntary language switching. Interestingly, during the A-tDCS and C-tDCS sessions, bilinguals showed faster naming latencies in repeat trials compared to switch trials, indicating a switch cost. Moreover, the cathodal stimulation exhibited a larger LPC in switching to L2 compared to switching to L1. In contrast, the S-tDCS (sham) session showed no switch cost, faster switch naming latencies compared to the A-tDCS and C-tDCS sessions, and little differences in LPC between switch and repeat trials. Together, these findings suggest that modulating inhibition-related brain regions interferes with voluntary language switching.

Role of language control during interbrain phase synchronization of cross-language communication.

The inhibitory control (IC) model proposes that language control plays an important role in suppressing cross-language interference within a bilingual individual's cross-language output. However, it may also play a role in dynamic interactive communication. Accordingly, the current study used the electroencephalogram (EEG) to simultaneously record neural oscillations from 13 paired unbalanced Chinese-English bilinguals during cooperative picture-naming in either first language (L1) or second language (L2) according to cues. We found that the speaker and listener achieved synchronization by inhibiting interference from the nontarget language (cross-language interference) and partner (interpersonal interference) through language control. Furthermore, the more the language control resources were used, the higher the level of neural synchronization. These findings indicate that language control is associated with neural synchronization of cross-language communication. Altogether, the IC model should highlight the role of language control in inhibiting not only cross-language interference but also interpersonal interference during dynamic cross-language communication.

Cathodal transcranial direct current stimulation over right dorsolateral prefrontal cortex improves language control during language switching.

Currently, there is increasing attention on how to best improve language control efficiency and minimize cross-language interference in bilinguals. Previous studies have demonstrated that right dorsolateral prefrontal cortex (rDLPFC) plays an important role in inhibiting unrelated stimuli. The current study applied transcranial direct current stimulation (tDCS) during language switching to determine whether modulation of rDLPFC would affect language control mechanisms. All the participants have undergone three types of stimulations: cathodal stimulation, anodal stimulation and sham stimulation. The sequence of three stimulations was counterbalanced across participants. After each stimulation, participants performed picture naming task for language switching. Unbalanced bilinguals exhibited a larger late positive component (LPC) in switching to the weaker language than to the dominant one and similar L1 and L2 switch costs only in the cathodal tDCS (C-tDCS) session. Further analyses showed that the differences of switch costs (L1 switch costs - L2 switch costs) in the C-tDCS session were smaller than in the sham-tDCS (S-tDCS) session. Results were largely consistent with the assumption that cathodal stimulation improving inhibitory control abilities of unbalanced bilinguals to help them better inhibit interference. Another possibility is that cathodal stimulation also worked in other brain areas (e.g., supplementary motor area), which potentially altered unbalanced bilinguals' speech planning or abilities to encode task sets.

Depletion effect and biomembrane budding.

Depletion effects are well known to lead to phase separation in microsystems consisting of large and small particles with short-range repulsive interactions that act over macromolecular length scales. The equilibrium mechanics between an enveloped colloidal particle and a biomembrane caused by entropy is investigated by using a continuum model. We show that the favorable contact energy stems from entropy, which is sufficient to drive engulfment of the colloidal particle, and deformation of the biomembrane determines the resistance to the engulfment of the colloidal particle. The engulfment process depends on the ratio of the radii of the larger particle and smaller particles and the bending rigidity. The results show insights into the effects of depletion on biomembrane budding and nanoparticle transportation by a vesicle.