Baike Li
Biographic Data
| ID | 5069298 |
|---|---|
| NAME | Baike Li |
| GIVEN NAMES | Baike |
| FAMILY NAME | Li |
| SIGNATURE | LI B |
| AFFILIATIONS | Liaoning Normal University |
| ORCID | 0000-0002-9382-9613 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Cognitive Mechanisms of the Positivity Reactivity Effect on Word Recognition Memory
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 …
Making Judgments of Learning Increases Restudy Choices
An emerging body of research has shown that requiring participants to make concurrent JOLs during learning can reactively influence memory performance, a phenomenon known as the reactivity effect. However, it remains unclear whether making JOLs can also reactively alter metacognitive control. The present study addressed this question across three types of materials: unrelated word pairs, general knowledge questions, and related word pairs. After …
Individual differences in the reactivity effect of judgments of learning
Confidence ratings increase response thresholds in decision making
Do changed learning goals explain why metamemory judgments reactively affect memory
Does the reactivity effect of judgments of learning transfer to learning of new information
The current study was designed to explore whether the reactivity effect transfers to subsequent learning of new information. Participants studied two blocks of words (Experiment 1) or related word pairs (Experiments 2 & 3). In Block 1, participants in the experimental (JOL) group made a JOL while studying each item, whereas the control (no-JOL) group did not make item-by-item JOLs. Then both groups studied Block 2, in which they did not make JOLs…
When judging what you know changes what you really know
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…
Role of top-down language control in bilingual production and comprehension
Aims: The present study was designed to investigate the role of language control during simultaneous production and comprehension. Design: Participants completed a set of language background and cognitive skills questionnaires and were randomly divided into pairs. Then, the pairs of participants were asked to finish a joint language switching task while their electroencephalogram was recorded. When one participant was naming pictures, the other o…
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Role of top-down language control in bilingual production and comprehension
Aims: The present study was designed to investigate the role of language control during simultaneous production and comprehension. Design: Participants completed a set of language background and cognitive skills questionnaires and were randomly divided into pairs. Then, the pairs of participants were asked to finish a joint language switching task while their electroencephalogram was recorded. When one participant was naming pictures, the other o…
When judging what you know changes what you really know
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…
Does the reactivity effect of judgments of learning transfer to learning of new information
The current study was designed to explore whether the reactivity effect transfers to subsequent learning of new information. Participants studied two blocks of words (Experiment 1) or related word pairs (Experiments 2 & 3). In Block 1, participants in the experimental (JOL) group made a JOL while studying each item, whereas the control (no-JOL) group did not make item-by-item JOLs. Then both groups studied Block 2, in which they did not make JOLs…
Confidence ratings increase response thresholds in decision making
Do changed learning goals explain why metamemory judgments reactively affect memory
Individual differences in the reactivity effect of judgments of learning
The Cognitive Mechanisms of the Positivity Reactivity Effect on Word Recognition Memory
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 …
Making Judgments of Learning Increases Restudy Choices
An emerging body of research has shown that requiring participants to make concurrent JOLs during learning can reactively influence memory performance, a phenomenon known as the reactivity effect. However, it remains unclear whether making JOLs can also reactively alter metacognitive control. The present study addressed this question across three types of materials: unrelated word pairs, general knowledge questions, and related word pairs. After …
Cognition (8 works) · Cognitive psychology (6 works) · Memory Processes and Influences (6 works) · Psychology (6 works) · Metacognition (5 works) · Metamemory (5 works) · Social Psychology (5 works) · Developmental psychology (4 works) · Neuroscience (4 works) · Neural and Behavioral Psychology Studies (3 works)