Temporal error monitoring is a critical metacognitive ability that refers to the cognitive process through which individuals detect,evaluate,and adjust potential deviations in time perception.This review systematically summarizes the core task paradigms,metacognitive regulatory mechanisms,and neurophysiological foundations in this field,with particular emphasis on the roles of self-evaluation,feedback-based regulation,and decision confidence regulation in modulating the accuracy of temporal judgments.Building on neural evidence from feedback-related negativity,β oscillations,and α oscillations,this review proposes a two-stage,three-pathway integrative model to account for the synergistic interactions among these mechanisms.Current research remains limited by an insufficiently systematic understanding of the underlying neural mechanisms,a lack of developmental perspectives,and limited ecological validity of existing paradigms.Future studies should integrate multimodal neuroimaging techniques with longitudinal developmental designs to develop more ecologically valid paradigms,clarify the dynamic coordination of large-scale brain networks and their oscillatory foundations,and facilitate the application of these findings to the diagnosis of mental disorders and cognitive interventions.

Learning from rewards and punishments relies on prediction errors and belief updating, yet it remains unclear how motivational context reshapes the precision-weighting of prediction errors and neural mechanism while learning in volatile environments. We employed a probabilistic classification task with electroencephalography (EEG) within a hierarchical Bayesian framework to compare reward and punishment learning. Our findings indicate that participants performed better in reward context compared to punishment context. Fitting the hierarchical Bayesian model revealed that punishment drives faster Bayesian belief updates, although these did not translate into improved behavioral outcomes. At the neural level, higher-level precision-weighted prediction error (pwPE2) was significantly positively correlated with feedback related negativity (FRN) amplitude in the punishment context, and the positive effect of pwPE2 on P300 amplitude was stronger in the punishment than the reward condition. These results reveal the characteristics of electrophysiological activities under different motivational contexts and highlight differences in the neural mechanisms underlying reward and punishment learning.

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 studying each item, participants decided whether they would choose to restudy it. In JOL conditions, participants made an item-by-item JOL during learning, while in no-JOL conditions, no such judgment was required. Across all materials, making JOLs reliably increased the proportion of items selected for restudy, indicating a robust reactivity effect on metacognitive control. These findings suggest that JOL reactivity should be considered not only in relation to memory performance but also in relation to metacognitive control.

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.

Taking photos is a ubiquitous everyday activity, woven into social life from classrooms and meetings to travel and social gatherings. Photography is known to impair memory for photographed experiences, a phenomenon termed the photo-taking impairment effect (PTIE), but prior work has focused solely on the photographer. The present research introduces and tests a social extension of this phenomenon: One person's photo-taking activity can impair a nearby companion's memory for the same event, which we term the companion-PTIE. Across four experiments spanning controlled laboratory tasks and a simulated art exhibition, we show that photo-taking reduces a nonphotographing companion's subsequent memory to a degree comparable to taking photos oneself. Mechanistically, we dissociate cognitive offloading from attentional disengagement. Instructing photographers to delete each photo immediately, thereby removing any expectation of later access, left both the self- and companion-PTIE unchanged, arguing against cognitive offloading as a primary driver. By contrast, preventing a nonphotographing companion from seeing the act of photo-taking with an opaque barrier abolished the companion-PTIE, implicating attentional disengagement as the causal pathway. Robust Bayesian meta-analyses estimated a reliable companion-PTIE with no meaningful difference in magnitude from the self-PTIE. These findings reframe the PTIE as a social phenomenon: The memory costs of ubiquitous photography extend beyond photographers to copresent others, revealing how everyday technologies reshape collective memory for shared experiences. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

An emerging body of studies has observed that soliciting judgments of learning (JOLs) reactively changes recall or recognition of specific study items, a phenomenon known as the reactivity effect of JOLs on memory. The current studies explored whether soliciting JOLs reactively affects continuous color memory and whether it affects memory accessibility or memory precision (or a combination of both). Experiment 1 employed a classical continuous color memory task in which participants studied animal images in different colors and then reconstructed the colors on a continuous matching wheel, and found that making JOLs reactively enhanced accessibility but impaired precision of memory. Experiment 2 replicated these dissociated reactivity effects and further found that articulatory suppression successfully eliminated these effects, suggesting that making JOLs reactively alters color memory through prompting individuals to favor the verbal-labeling strategy for encoding and retrieving visual information. The findings support the strategy-change theory to account for the JOL reactivity effect.

An emerging body of studies has demonstrated that asking participants to make concurrent judgments of learning (JOLs) during learning can reactively change (typically enhance) their memory performance, a phenomenon known as the reactivity effect. The current study conducted the first exploration of individual differences in the JOL reactivity effect by employing a large-scale (N = 284 participants) approach. The reactivity effect was measured in a related word pair learning task, and each of four higher-order cognitive constructs, including working memory capacity (WMC), attentional control (AC), episodic memory (EM), and general fluid intelligence (gF), was assessed by multiple tasks. The results showed that making JOLs enhanced cued recall of related word pairs, reflecting an overall positive reactivity effect. WMC independently and positively predicted JOL reactivity and this prediction effect survived when controlling for the prediction effects of other cognitive constructs. After controlling for the effects of WMC, EM, and gF, AC negatively predicted JOL reactivity. Neither EM nor gF predicted reactivity. These findings lend support to the learning engagement and dual-task costs theories to jointly account for the JOL reactivity effect. Practical implications for guiding learning practices and for mitigating JOL reactivity in future metacognition research are discussed.

Recent studies established that engaging metacognitive monitoring via making judgments of learning (JOLs) can directly enhance young adults' recognition memory, a phenomenon termed the reactivity effect of JOLs. The present study explored the reactive influence of making JOLs on older adults' recognition memory and probed the potential age-related differences in this effect. In three experiments, participants were instructed to study four lists of words, with two lists studied with concurrent JOLs and the other two without, followed by a recognition test. The results provided strong evidence that making JOLs improves older adults' recognition performance (Experiments 1-3) through enhancing both recollection- and familiarity-based recognition (Experiment 3). But the positive reactivity effect on recognition memory for older adults was weaker than that for young adults (Experiments 2 and 3). To elucidate potential mechanisms underlying age-related differences in the reactivity effect, the present study also measured participants' learning engagement and cognitive abilities. The model results substantiated the mediating role of learning engagement, supporting the enhanced learning engagement theory, rather than the dual-task hypothesis, as an account for the reactivity effect on recognition memory. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Measurement of mental processes is the bedrock of cognitive psychology, but the interpretation of such measurements is profoundly undermined by evidence that many mental processes are changed by (are reactive to) the act of being observed and measured. The current article is concerned with one particular type of reactivity, namely changes in memory performance when individuals are asked to concurrently monitor their learning via judgments of learning (JOLs). One explanation for memory reactivity is that the requirement to engage in metamemory monitoring changes learners' goals, shifting them towards greater prioritization of mastering easy items and de-prioritization of memorizing difficult ones. This hypothesis is tested in 5 experiments (2 of which were pre-registered), which varied item difficulty by contrasting related (e.g., computer – keyboard) and unrelated (e.g., book – shoe) word pairs. While the experiments find robust evidence that recall is affected by the requirement to make immediate JOLs (reactivity), two key predictions of the goal-change account are not supported. The observed findings suggest that a change in the learner's goal is not the main mechanism underlying JOL reactivity. Alternative explanations for why memory is reactive to metamemory judgments are discussed.

In language acquisition, individuals learn the emotional value of words through external feedback. Previous studies have used emotional words as experimental materials to explore the cognitive mechanisms underlying emotional language processing, but have failed to recognize that languages are acquired in changing environments. To this end, this study aims to combine reinforcement learning with emotional word learning, using a probabilistic reversal learning task to explore how individuals acquire the valence of emotional words in a dynamically changing environment. Computational modeling on both behavioral and event-related potential (ERP) data revealed that individuals' expectations to rewards modulated the learning speed and temporal processing of emotional words, demonstrating a clear negative bias. Specifically, as the expected value increased, individuals responded faster and exhibited higher amplitudes for negative emotional words. These findings shed light on the neural mechanisms of emotional word learning in a volatile environment, highlighting the crucial role of expectations in this process and a preference for learning negative information.

词汇学习任务中，做JOL能够反应性地提高个体对所学词汇的再认记忆成绩，表现出积极的反应性效应。本研究开展四个实验考察再认记忆积极反应性效应的内在产生机制：学习投入增强理论与策略改变理论。实验1采用交替做JOL范式探讨积极反应性效应是否具有可迁移性，进而检验策略改变理论；实验2-4分别采用不同编码方式（分散学习范式、产生效应范式以及节省时间范式）考察学习投入对反应性效应的调节作用，进而检验学习投入增强理论。结果发现：(1)积极反应性效应不具有可迁移性；(2)学习投入水平显著调节反应性效应的强度。上述结果表明做JOL通过提高词汇编码过程中的学习投入水平，而不是改变学习过程中的策略，进而诱发了积极反应性效应。研究结果为学习投入增强理论提供了支持证据，并为反应性效应在真实教育情景中的应用提供了依据。

Successful recognition is generally thought to be based on both recollection and familiarity of studied information. Recent studies found that making judgments of learning (JOLs) can reactively facilitate recognition performance, a form of reactivity effect on memory. The current study aimed to explore the roles of recollection and familiarity in the reactivity effect on recognition performance. Experiment 1 replicated the positive reactivity effect on recognition performance. Experiment 2 used the sequential remember/know (R/K) procedure, Experiment 3 utilized the simultaneous R/K procedure, and Experiment 4 inserted a long study-test interval (i.e., 24-h) to determine the roles of recollection and familiarity in the reactivity effect. These three experiments converged in demonstrating that making JOLs reactively facilitated recognition performance through enhancing both recollection and familiarity. Furthermore, there was minimal difference between the reactive influences on recollection and familiarity. The documented findings imply that the JOL reactivity effect on recognition is supported by two underlying mechanisms: greater recollection induced by enhanced distinctiveness, and superior familiarity induced by enhanced learning engagement.

The reactivity effect of metacognitive judgments on first-order task performance has received increased research attention. Previous studies showed that soliciting retrospective confidence ratings (CRs) reactively enhances task performance itself, such as performance in decision making and reasoning tasks, especially for those with high self-confidence. It remains unknown whether CRs can improve students’ academic assessment performance in real educational settings. The current study recruited 795 fourth-grade elementary school children to explore if making CRs reactively affects students’ academic assessment performance in two main subjects (i.e., Chinese Language and Mathematics). The data were collected across six waves with half-year intervals. From Wave 2, children either provided (CR group) or did not provide CRs (no-CR group) when completing standardized academic assessments. The results showed Bayesian evidence supporting the claim that making CRs does not influence children’s academic assessment performance (both the average performance across waves 2–6 and the performance in each wave) in both subjects. Furthermore, children’s self-confidence did not moderate the reactive influence of CRs. The results from multilevel regression analyses re-confirmed the above conclusions. Possible explanations for the absence of the reactivity effect of CRs on children’s academic assessment performance are discussed.

Making judgments of learning (JOLs) can reactively alter memory itself, a phenomenon termed the reactivity effect. The current study recorded electroencephalography (EEG) signals during the encoding phase of a word list learning task to explore the neurocognitive features associated with JOL reactivity. The behavioral results show that making JOLs reactively enhances recognition performance. The EEG results reveal that, compared with not making JOLs, making JOLs increases P200 and LPC amplitudes and decreases alpha and beta power. Additionally, the signals of event-related potentials (ERPs) and event-related desynchronizations (ERDs) partially mediate the reactivity effect. These findings support the enhanced learning engagement theory and the elaborative processing explanation to account for the JOL reactivity effect.

Testing (i.e., retrieval practice) is one of the most powerful strategies to boost learning. A recent study observed an incidental finding that making judgments of learning (JOLs) following retrieval practice further enhanced learning of education-related texts to a medium extent (Cohen’s d = 0.44) by comparison with retrieval practice itself, suggesting that making JOLs may serve as an easy-to-implement educational intervention to improve the benefits of testing. Three experiments (one pre-registered) were conducted to test the replicability of Ariel et al.’s incidental finding and to further determine whether making JOLs following retrieval practice reactively enhances the benefits of testing for text learning. The three experiments consistently provided Bayesian evidence supporting no reactivity effect of JOLs following retrieval practice, regardless of whether the replication experiments were conducted in a laboratory (Experiment 1) or online (Experiments 2 and 3), whether the stimuli were presented in the same language (Experiments 2 and 3) or not (Experiment 1), and whether participants were recruited from the sample pool (Experiment 2) or not (Experiments 1 and 3) as in the original study. These null findings imply that making JOLs cannot be utilized as a practical strategy to enhance the benefits of testing for learning of educationally related materials. Possible explanations for the null reactivity effect of JOLs following retrieval practice are discussed.

Making judgments of learning (JOLs) can reactively change memory, a phenomenon termed the reactivity effect. 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, and finally, they took a test on Blocks 1 and 2. Across Experiments 1 -3, the results showed superior Block 1 test performance in the JOL than in the no-JOL group, demonstrating a positive reactivity effect. Critically, there was minimal difference in Block 2 test performance between the two groups, implying little transfer of the positive reactivity effect to subsequent learning of new information. Furthermore, Experiment 3 demonstrated that the reactivity effect still failed to transfer even when participants explicitly appreciated the benefits of making JOLs. Educational implications are discussed.

Making metamemory judgments reactively changes item memory itself. Here we report the first investigation of reactive influences of making judgments of learning (JOLs) on interitem relational memory-specifically, temporal (serial) order memory. Experiment 1 found that making JOLs impaired order reconstruction. Experiment 2 observed minimal reactivity on free recall and negative reactivity on temporal clustering. Experiment 3 demonstrated a positive reactivity effect on recognition memory, and Experiment 4 detected dissociable effects of making JOLs on order reconstruction (negative) and forced-choice recognition (positive) by using the same participants and stimuli. Finally, a meta-analysis was conducted to explore reactivity effects on word list learning and to investigate whether test format moderates these effects. The results show a negative reactivity effect on interitem relational memory (order reconstruction), a modest positive effect on free recall, and a medium-to-large positive effect on recognition. Overall, these findings imply that even though making metacognitive judgments facilitates item-specific processing, it disrupts relational processing, supporting the item-order account of the reactivity effect on word list learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

本文介绍了电连接器用压缩弹簧的刚度计算与强度校核,基于材料力学及有限元分析软件AN-SYS Workbench,对圆柱螺旋压缩弹簧进行力学计算与分析,并和测试结果作对比.分析结果表明,两种方法具有很好的拟合性,说明采用有限元分析更具有快捷、预先优化设计的优点,并且所设计的圆柱螺旋压缩弹簧符合预期的各项要求.

Research has demonstrated that metacognition accuracy is far from perfect. The accuracy of judgments of learning (JOLs) is of critical importance in self-regulated learning. To explore what factors constrain JOL accuracy, the current study focused on mindfulness, which is intimately related to metacognition and anxiety. A total of 203 undergraduates (198 valid samples) were recruited to determine the relationships among five dimensions of dispositional mindfulness, test anxiety, and relative accuracy of JOLs. Results revealed that the interaction term for acting with awareness and test anxiety significantly predicted JOL accuracy. Further analyses indicated that for individuals with high test anxiety, but not for those with low test anxiety, acting with awareness positively predicted JOL accuracy. Considering that dispositional mindfulness is modifiable, these results help to inspire researchers to further explore whether mindfulness training can be used as a remedy to improve JOL accuracy.