When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children’s learning |
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| Authors: | Wanlin Zhao Baike Li David R Shanks Wenbo Zhao Jun Zheng Xiao Hu Ningxin Su Tian Fan Yue Yin Liang Luo Chunliang Yang |
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| Institution: | 1. Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China;2. Division of Psychology and Language Sciences, University College London, London, UK;3. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China;4. Faculty of Psychology, Beijing Normal University, Beijing, China;5. Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China |
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| Abstract: | 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. |
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