Do Confidence Ratings Reactively Modify Children's Academic Assessment Performance? Negative Answer from a Three-Year Longitudinal Study.

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.

Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study.

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.

Confidence ratings increase response thresholds in decision making.

Many mental processes are reactive - they are altered as a result of introspection and monitoring. It has been documented that soliciting trial-by-trial confidence ratings (CRs) reactively improves decision accuracy and lengthens response times (RTs), but the cognitive mechanisms underlying CR reactivity in decision-making remain unknown. The current study conducted two experiments and employed the drift-diffusion model (DDM) to explore why reporting confidence reactively alters the decision-making process.

The Relationship between Dispositional Mindfulness and Relative Accuracy of Judgments of Learning: The Moderating Role of Test Anxiety.

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.

Does the reactivity effect of judgments of learning transfer to learning of new information?

Making judgments of learning (JOLs) can reactively change memory, a phenomenon termed the . 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).

Metamemory judgments have dissociable reactivity effects on item and interitem relational memory.

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.

Soliciting judgments of forgetting reactively enhances memory as well as making judgments of learning: Empirical and meta-analytic tests.

Recent studies found that making judgments of learning (JOLs) can reactively facilitate memory, a phenomenon termed the reactivity effect of JOLs. The current study was designed to explore (1) whether making judgments of forgetting (JOFs) can also enhance memory and (2) whether there is any difference between the reactivity effects of JOFs and JOLs. Experiment 1 found that soliciting JOFs significantly enhanced retention of single words.

When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children's learning.

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 (M  = 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.

Role of joint language control during cross-language communication: evidence from cross-frequency coupling.

How do bilingual interlocutors inhibit interference from the non-target language to achieve brain-to-brain information exchange in a task to simulate a bilingual speaker-listener interaction. In the current study, two electroencephalogram devices were employed to record pairs of participants' performances in a joint language switching task. Twenty-eight (14 pairs) unbalanced Chinese-English bilinguals (L1 Chinese) were instructed to name pictures in the appropriate language according to the cue.

Transcranial direct current stimulation influences bilingual language control mechanism: evidence from cross-frequency coupling.

How to better suppress the interference from the non-target language when switching from one language to the other in bilingual production? The current study applied transcranial direct current stimulation over the right dorsolateral prefrontal cortex to modulate language control measured by cross-frequency coupling. We found that switching to L2 was more modulated by F4-F3 alpha-beta phase-amplitude compared to switching to L1 after receiving the anodal stimulation at the language task schema phase. These findings suggest that anodal stimulation affects the selection of the target language task schema by enhancing the activation of frontal areas and facilitating the coordination between the left and the right frontal hemispheres.

Is inhibition involved in voluntary language switching? Evidence from transcranial direct current stimulation over the right dorsolateral prefrontal cortex.

How do bilinguals freely switch languages in daily life (i.e., voluntary language switching)? Does this involve inhibition of cross-language interference, or does easier lexical access to specific words directly trigger switches to another language? To reveal the underlying mechanism of voluntary language switching, the current study applied transcranial direct current stimulation (tDCS) over the right dorsolateral prefrontal cortex (rDLPFC), an area associated with inhibitory control, to investigate whether and how inhibitory control is involved in voluntary language switching.

Role of language control during interbrain phase synchronization of cross-language communication.

The inhibitory control (IC) model proposes that language control plays an important role in suppressing cross-language interference within a bilingual individual's cross-language output. However, it may also play a role in dynamic interactive communication. Accordingly, the current study used the electroencephalogram (EEG) to simultaneously record neural oscillations from 13 paired unbalanced Chinese-English bilinguals during cooperative picture-naming in either first language (L1) or second language (L2) according to cues.

Cathodal transcranial direct current stimulation over right dorsolateral prefrontal cortex improves language control during language switching.

Currently, there is increasing attention on how to best improve language control efficiency and minimize cross-language interference in bilinguals. Previous studies have demonstrated that right dorsolateral prefrontal cortex (rDLPFC) plays an important role in inhibiting unrelated stimuli. The current study applied transcranial direct current stimulation (tDCS) during language switching to determine whether modulation of rDLPFC would affect language control mechanisms.

Depletion effect and biomembrane budding.

Depletion effects are well known to lead to phase separation in microsystems consisting of large and small particles with short-range repulsive interactions that act over macromolecular length scales. The equilibrium mechanics between an enveloped colloidal particle and a biomembrane caused by entropy is investigated by using a continuum model. We show that the favorable contact energy stems from entropy, which is sufficient to drive engulfment of the colloidal particle, and deformation of the biomembrane determines the resistance to the engulfment of the colloidal particle.