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

Bibliographic Data

ID22431531
AuthorsBaike Li (0000-0002-9382-9613, Liaoning Normal University), Chunliang Yang (0000-0002-4995-7300, Beijing Normal University)
Year2026
Volume14
Issue3
Pages47
Publication date2026-03-11
Open AccessYes
TypeARTICLE
VenueJournal of Intelligence (JOURNAL)
Journal identifiersISSN: 2079-3200 • E-ISSN: 2079-3200
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/jintelligence14030047
PMID41892889
OpenAlexW7134941026
LanguageEN
References cited35

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.

Cognition · Metacognition · Metamemory · Recognition memory · Word recognition · Working memory · Memory Processes and Influences · Neural and Behavioral Psychology Studies · Reading and Literacy Development

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Open DOIOpen Access