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

Zhao, W; Li, B; Shanks, DR; Zhao, W; Zheng, J; Hu, X; Su, N; ... Yang, C; + view all (2021) When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children's learning. Child Development 10.1111/cdev.13689. (In press).

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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.

Type: Article
Title: When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children's learning
DOI: 10.1111/cdev.13689
Publisher version: https://doi.org/10.1111/cdev.13689
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Experimental Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/10137196
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