The Impact of Item Difficulty, Learning Methods, and Judgment Conditions on the Judgments of Learning Reactivity

This study systematically investigates how item difficulty, learning methods (integrated retrieval practice), and judgment conditions (cue-only vs. cue-target) modulate the reactivity of Judgments of Learning (JOLs) through three experiments using educationally relevant English-Chinese bilingual vocabulary pairs. Results demonstrate that JOLs' impact on memory depends on learners' ability to utilize diagnostic cues, with task design and material difficulty jointly shaping reactivity effects. The findings provide theoretical and practical insights for optimizing metacognitive intervention strategies in educational contexts, particularly for challenging materials. The project aims to openly share experimental data, materials, and analytical workflows to promote open science collaboration and reproducibility.