The Forward Effect of global and combined Judgments of Learning

Background: Retrieval practice also enhances subsequent learning of new content, known as the forward testing effect (FTE). Furthermore, Judgments of Learning (JOLs) on a global-, and item-level and a combination of both improve future learning.Aims: The present study assessed the forward judgment effect with painting–artist pairs and is the first to directly investigate transfer and memory performance and a combination of item-level and global-level JOLs.Sample: Participants were 643 psychology students in three experiments (N = 181 to 258 per experiment).Methods: Students learned painting–artist pairs. After learning the first 36 pairs, students restudied or worked on different JOLs tasks. In Phase B, participants learned another 36 painting–artist pairs of other artists. All students took a final memory posttest test on paintings learned before and a final transfer posttest on new paintings of the learned artists.Results: Performance on memory posttest was greater for students who made global-level JOLs, item-level JOLs or a combination of both rather than restudy. However, there was no difference in final transfer posttest performance. The order and number of combined JOLs did not matter.Conclusions: The present research affirms the potential instructional value of covet retrieval practice using JOLs for promoting new learning, including in online education. Both item-and global-level JOLs and a combination of both can enhance future memory performance. However, the effect could not been shown for transfer performance.