Evidence is mixed concerning whether delayed judgments of learning (JOLs) enhance learning and if so, whether their benefit is similar to retrieval practice. One potential explanation for the mixed findings is the truncated search hypothesis, which states that not all delayed JOLs lead to a full-blown covert retrieval attempt. In three paired-associate learning experiments, we examined the effect of delayed JOLs on later recall by comparing them to conditions of restudy, overt retrieval, and various other delayed JOL conditions. In Experiment 1, after an initial study phase, subjects either restudied word pairs, practiced overt retrieval, or made cue-only or cue-target delayed JOLs. In Experiments 2a and 2b, where conditions were manipulated within-subjects, subjects either restudied word pairs, practiced overt retrieval, made cue-only delayed JOLs, made cue-only delayed JOLs followed by a yes/no retrieval question or, in another condition, by an overt retrieval prompt. The final cued recall tests were delayed by two days. In Experiment 1, recall after cue-only delayed JOLs did not reliably differ from recall after overt retrieval or restudy. In Experiments 2a and 2b, delayed JOLs consistently produced poorer recall relative to overt retrieval. Furthermore, reaction times for delayed JOLs were shorter relative to delayed JOLs paired with overt retrieval prompts. We conclude that only some delayed JOLs elicit covert retrieval attempts, a pattern supporting the truncated search hypothesis.

关于延迟的学习判断 (JOL) 是否能增强学习，如果是，它们的好处是否类似于检索练习，证据不一。对混合结果的一个潜在解释是截断搜索假设，该假设指出并非所有延迟的 JOL 都会导致全面的隐蔽检索尝试。在三个配对联想学习实验中，我们通过将延迟 JOL 与重新研究、公开检索和各种其他延迟 JOL 条件进行比较来检验延迟 JOL 对后期回忆的影响。在实验 1 中，在初始研究阶段之后，受试者要么重新研究单词对，练习公开检索，要么进行仅提示或提示目标延迟的 JOL。在实验 2a 和 2b 中，在受试者内部操纵条件的情况下，受试者要么重新研究单词对，要么练习公开检索，是/否检索问题，或者在另一种情况下，通过公开的检索提示。最后的线索回忆测试被推迟了两天。在实验 1 中，仅提示延迟的 JOL 后的回忆与公开检索或重新研究后的回忆没有可靠的区别。在实验 2a 和 2b 中，延迟的 JOL 相对于明显的检索始终产生较差的召回率。此外，延迟的 JOL 的反应时间比延迟的 JOL 和明显的检索提示要短。我们得出结论，只有一些延迟的 JOL 会引发隐蔽检索尝试，这是一种支持截断搜索假设的模式。