# The Cognitive Mechanisms of the Positivity Reactivity Effect on Word Recognition Memory

## TL;DR

This study explores how making judgments of learning (JOLs) can improve memory by increasing engagement during learning.

## Contribution

The study provides the first direct experimental support for the enhanced engagement theory of JOLs.

## Key findings

- Positive reactivity effects were observed in word recognition memory when JOLs were used.
- High-engagement conditions reduced the magnitude of the JOL reactivity effect.
- JOLs benefit memory most when baseline engagement is low.

## Abstract

JOLs are widely used to measure metacognitive monitoring, yet their elicitation can reactively enhance memory—a phenomenon known as the positive reactivity effect. The enhanced engagement theory posits that JOLs improve memory by increasing attentional and cognitive engagement during encoding, but direct experimental evidence remains scarce. Across three experiments, we directly manipulated key components of learning engagement—attentional focus (via silent vs. aloud production), cognitive effort (via massed vs. spaced repetition), and motivational involvement (via standard vs. time-saving instructions)—while assessing their impact on the JOL reactivity effect in word recognition memory. Results consistently demonstrated robust positive reactivity effects, critically, the magnitude of these effects was significantly attenuated under high-engagement conditions (aloud reading, spaced learning, and heightened motivation). These converging findings provide the first direct, multi-method experimental support for the enhanced engagement theory, specifying that making JOLs benefit memory most when baseline engagement is low. The results delineate boundary conditions under which making JOLs yield beneficial effects and provide practical insights into leveraging JOLs to regulate engagement in real-world learning environments.