Recent studies suggest that making judgments of learning (JOLs)—self-assessment of current learning status—may not merely be a neutral cognitive process, but can directly improve learning through what is called ‘JOL reactivity’. This study investigated whether making JOLs can facilitate the learning of previously studied materials (backward effect) and newly studied materials (forward effect) in inductive learning. We also examined how this effect varies depending on whether a JOL is accompanied by a retrieval attempt. Across three experiments, participants learned about various butterfly species presented in two sections (Sections A and B). Some participants made JOLs between Section A and Section B, while others did not, and then all participants took a final transfer test for both sections. In Experiment 1, merely making JOLs did not facilitate learning compared to restudy control, regardless of whether JOLs afforded covert retrieval (target-absent JOL) or not (target-present JOL). However, in Experiment 2, when participants made JOLs combined with overt retrieval prompts (retrieval practice + JOL), they outperformed the other groups in the final transfer test of Section B, showing the forward effect. Experiment 3 further revealed that the act of making JOLs combined with overt retrieval practice was as effective as (but not more than) retrieval practice without JOLs in promoting new learning. Our findings indicate that conventional forms of JOLs do not appear to enhance inductive learning; rather, they underscore the critical role of retrieval in facilitating inductive learning.

最近的研究表明，学习判断（JOL）——对当前学习状态的自我评估——可能不仅仅是一个中立的认知过程，而且可以通过所谓的“JOL反应性”直接改善学习。本研究调查了制作 JOL 是否可以促进归纳学习中先前学习的材料（后向效应）和新学习的材料（前向效应）的学习。我们还研究了这种效果如何根据 JOL 是否伴随检索尝试而变化。通过三个实验，参与者了解了两个部分（A 部分和 B 部分）中呈现的各种蝴蝶种类。一些参与者在 A 部分和 B 部分之间进行了 JOL，而其他参与者则没有，然后所有参与者都参加了这两个部分的最终转学测试。在实验 1 中，与重新学习对照相比，仅制作 JOL 并不能促进学习，无论 JOL 是否提供隐蔽检索（目标不存在的 JOL）或不提供（目标存在的 JOL）。然而，在实验2中，当参与者进行JOL结合公开检索提示（检索练习+JOL）时，他们在B部分的最终转移测试中优于其他组，显示出前向效应。实验3进一步表明，在促进新学习方面，制作JOL与公开检索练习相结合的行为与没有JOL的检索练习一样有效（但不比）。我们的研究结果表明，传统形式的 JOL 似乎并不能增强归纳学习。相反，它们强调检索在促进归纳学习中的关键作用。