A judgment of leaning (JOL) has been investigated to understand self-regulated learning. However, asking participants to make JOLs may increase memory by creating a reactivity effect. In two experiments, we examined whether making JOLs would enhance memory by inducing item-specific processing. We compared a JOL task with two other tasks that are known to induce item-specific processing: pleasantness rating (Experiment 1) and single imagery (Experiment 2; creating vivid mental images). Participants learned a categorized or uncategorized list of words. Memory should be enhanced when the list promotes relational processing and the task induces item-specific processing. As expected, when the list was categorized, recall was higher in the JOL and item-specific processing conditions (pleasantness rating and single imagery) than in the control condition. Furthermore, recall was similar between the JOL and item-specific processing conditions. When the list was uncategorized, there was no difference in recall among the JOL, item-specific processing, and control conditions. Making JOLs enhances memory by inducing item-specific processing. We concluded that researchers need to carefully consider how making a JOL influences memory when investigating self-regulated study behaviors.

已经研究了学习判断 (JOL) 以了解自我调节学习。然而，要求参与者制作 JOL 可能会通过产生反应性效应来增加记忆力。在两个实验中，我们检查了制作 JOL 是否会通过诱导特定项目的处理来增强记忆力。我们将 JOL 任务与已知会引起特定项目处理的其他两个任务进行了比较：愉悦度评级（实验 1）和单一图像（实验 2；创建生动的心理图像）。参与者学习了分类或未分类的单词列表。当列表促进关系处理并且任务引起特定于项目的处理时，应该增强记忆。正如预期的那样，当对列表进行分类时，JOL 和特定项目处理条件（愉悦度和单一图像）中的召回率高于控制条件。此外，JOL 和特定项目处理条件之间的回忆相似。当列表未分类时，JOL、项目特定处理和控制条件之间的召回没有差异。制作 JOL 通过诱导特定项目的处理来增强记忆力。我们得出的结论是，研究人员在调查自我调节的学习行为时需要仔细考虑制作 JOL 如何影响记忆。